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CNIE 2011 - Examining a Program to Prepare Teachers to Support K-12 Online Learning

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Barbour, M. K., & Siko, J. (2011, May). Examining a program to prepare teachers to support K-12 online learning. A paper presented at the annual conference of the Canadian Network for Innovation in Education, Hamilton, ON.

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CNIE 2011 - Examining a Program to Prepare Teachers to Support K-12 Online Learning

  1. 1. Michael Barbour & Jason Siko Wayne State University
  2. 2. Single provincialprogrammeCombination ofprovincial anddistrict-basedprogrammesPrimarilydistrict-basedprogrammesUsesprogrammesfrom otherprovinces
  3. 3. Students Enrolled in Online Courses 2000 = 25,000 (Canadian Teachers Federation) 2010 = 150,00 – 175,000 (Barbour) all 10 provinces and 3 territories report some K-12 distance education and/or online learning
  4. 4. Students Enrolled in Online Courses 2001 = 40,000 – 50,000 (Clark) 2010 = >2,000,000 (Watson et al.) 48 States, plus the District of Columbia, reporting significant K-12 online learning activity
  5. 5.  2006 – Michigan adds online learning graduation requirement Added 3 new standards for teachers in Educational Technology 1. Online Technology Experience and Skills 2. Online Course Design 3. Online Course Delivery Necessitated changes to all endorsement programs in the state
  6. 6.  At Wayne State University changed reflected in IT6230 – Internet in the Classroom  preparing teachers for three new roles (Davis, 2007) 1. Virtual School Designer 2. Virtual School Teacher 3. Virtual School Facilitator  most middle and high school teachers in Michigan were more likely to play the role of the facilitator the majority of course activities focused on this position
  7. 7.  Limited Existing Resources through various universities Iowa State University 1. Good Practice to Inform Iowa Online Learning 2. Teacher Education Goes Into Virtual Schools
  8. 8. 1. Examine the effectiveness of the chosen K-12 online learning curriculum, with the goal of making continual improvements to the course.2. Examine the impact of the IT6230 curriculum on the opinions of graduate students about the role of the virtual school facilitator.
  9. 9.  Semesters  Winter 2008 - 9 of 15 students  Winter 2009 - 5 of 7 students  Summer 2009 – 5 of 14 students*  Winter 2010 – 4 of 10 students*  Winter 2011 - 0 of 13 students* * course moved to online delivery Data  Blog entries & comments based on instructor prompts  Individual & group projects  Student evaluations of teaching
  10. 10.  Adopted Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum wholesale  Multimedia scenarios  Individual project  Group project Discussion prompts from TEGIVS scenario tasks Practitioner-focused readings 4 week unit
  11. 11.  Localized and revised TEGIVS scenarios Modified individual project  Added tasks from TEGIVS scenarios Discussion prompts more closely tied to readings More research-based readings Added ILO case studies to focus on VS teacher role 5 week unit
  12. 12.  Modified individual project  added specific tasks related to ILO case studies  added tasks related to Converge special issue Discussion prompts forced students to explore new resources  with a continued emphasis on the readings 6 week unit
  13. 13.  Created Michigan- specific online teaching case studies  used as part of Individual Project Better sequencing of topics Better coverage of topics related to all three roles Better illustration of Web 2.0 tools for online teaching 7 week unit
  14. 14.  Created Michigan- specific online learning scenarios  used as part of Individual Project Add focus on “Virtual School Designer” role Recently concluded  no volunteers for the study 7 week unit
  15. 15.  First you have to confront students’ preconceptions and dispel any myths Michigan-specific examples Discussions more meaningful when tied to the readings, but push students to use resources beyond (particularly with research-based readings)
  16. 16.  Continued revision of the Individual Project Better mix of practitioner-focused and research- based readings Increase in materials related to “virtual school designer” role
  17. 17. Summer 2009 Consistent with Winter 2008 and Winter 2009  Benefits at-risk students  More teacher preparation  Supportive of online learning  Communication/interaction No longer apparent  Appropriate access to technologyWinter 2010 data still being analyzed
  18. 18. Questions and/orcomments?
  19. 19. Michael K. Barbour Jason Siko mkbarbour@gmail.com http://www.michaelbarbour.comhttp://virtualschooling.wordpress.com

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