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GaETC 2004 - LTTS: Online Professional Development for Technology Integration

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Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.

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GaETC 2004 - LTTS: Online Professional Development for Technology Integration

  1. 1. Learning to Teach withTechnology StudioThe Fund for the Improvement of Postsecondary Education,U.S. Department of EducationUSDE Grant Number P339B990108-01
  2. 2. LTTS GoalsTo help educators:1. Integrate technology with a significant and positive impact on student learning2. Develop inquiry lessons to promote students’ critical thinking skills in the content areas3. Apply curriculum standards4. Obtain high quality professional development anytime, anywhere, and at any pace
  3. 3. LTTS Features• Pedagogically grounded – Problem centered model – Adapted to online environment • Guided problem solving – Links theory and practice • Problem is based in curriculum issues • Resources address inquiry teaching, content knowledge, and standards • Result is a content-based, inquiry lesson adapted to the teacher’s class requirements
  4. 4. LTTS Features• High Quality – Research-based (with ongoing research and development) – Designed by teachers and instructional designers in collaboration – Tested nationally with teachers & administrators (focus groups; user testing) – Quality control via online mentoring
  5. 5. LTTS Features• Accessible – 50 short, focused courses (about 15 hours each) – Self-paced and start at any time – Does not require any onsite component – Does not require coordinating with other learners
  6. 6. LTTS LTTS site LTTS course
  7. 7. LTTS• Let’s review, each course: – presents a problem and outlines a solution – is divided into activities – provides for feedback from a facilitator – offers a list of suggested resources for use – allows for a second complete submission after revisions have occurred – presents opportunity for self-assessment of your work and the course
  8. 8. LTTS• Let’s review: – Each course is divided into activities: • 4-8 components for your virtual field trip to include • submit your battle and how it relates to the curriculum outcomes and standards • select 10 Web sites to use • create a lesson plan about your battle that includes the 4-8 components, the curriculum outcomes and standards, and the 10 Web sites • submit the rubric to evaluate your virtual field trip
  9. 9. LTTS EffectivenessLearning and Performance Support Lab (UGA) 2001-02 Evaluation – Thirteen teachers in different courses reporting weekly • 2 media specialists, 4 middle school teachers, 1 elementary math specialist, and 7 kindergarten teachers • 7 different courses • all but 1 of the teachers who began completed their course
  10. 10. Evaluation - Questions1. What goals did teachers set for themselves in the professional development experience?2. How did the teachers characterize and assess their learning?3. What were the emergent issues in teacher- directed professional development?
  11. 11. Evaluation - Goals• “I want to expand the use of technology in my class and integrate it into my curriculum.”• “How to incorporate the computer in more of my classroom activities”• “To be more comfortable with the computer, be more effective teaching”• “How to improve my computer skills and get some basic training”• “Many ways to use the Internet in a [Kindergarten] classroom. Easy tools!”
  12. 12. Evaluation - Goals• “How to better help with students problem solving and using the Internet”• “I am hoping to learn how to better integrate technology in my teaching.”• “New ideas for teaching”• “I want to know what other people are doing to integrate technology in their teaching so that I might get better at it.”• “To further own learning and growth as a balanced teacher”
  13. 13. Evaluation – System Feedback Percent of students who agree or strongly agree. The ability to move at my own pace was 94% important to me I would prefer going through this course with 27% other students as a class
  14. 14. Evaluation – System Feedback Percent of students who agree or strongly agree. I expect to use or have already used the projects 90% developed in this course in my classroom I can apply what I learned in this course to other 92% activities in my classroom I learned a lot in this course 89%
  15. 15. Evaluation – System Feedback This class has made me open my eyes to not only technology, but also teaching using inquiry learning. As Ive progressed through the construction of these lessons, Ive found myself "backing off" and trying to become more of a guide to my students education than a director trying to get the students perform the way I felt they should. I find that by modeling and then letting my students discover their own ideas, they are in control of their learning and it is more authentic to them and their educational needs. The differences Ive seen in my students in just the past 4 weeks are astounding. They are taking chances and are not afraid to try new things.
  16. 16. Evaluation – System Feedback How satisfied are you with your electronic field trip project? Please explain . Very! I have enjoyed the process of developing this activity and I think it is going to be successful enough to use again even if I have to make some modifications. Although technically its something I could have done on my own, the feedback I received and the guidelines for the final project really pushed me to more clearly articulate what I was trying to accomplish and how I was planning on evaluating the success of the lesson. That is something I dont think I could have done alone.
  17. 17. Evaluation – System FeedbackHow satisfied are you with your understanding of creating lessons using the Internet as a resource? Please explain. One of the reasons I took this course is so that I would feel less intimidated by the technology. Its funny now that Im inclined to say that the Internet part of the course was the least important of what I learned, like that part is no big deal. I think what happened is that this course helped me integrate good teaching practice with the technology so that now I know better how to merge the two. I would say I am definitely more likely to utilize the Internet as a resource now and feel even kind of silly for being afraid!
  18. 18. Evaluation - Facilitation“Just kinda letting me know if I was doing ok, if I was on the right track. Just kind of a guide on the side type thing.” LTTS has since added complete facilitation of each course
  19. 19. Promising Features• Anytime, anywhere, any pace• Effective for building useful classroom product• Teachers report greater confidence in using technology in their classroom• Some evidence that it promotes implementation of inquiry learning in the classroom
  20. 20. Pitfall• Anytime, anywhere, any pace• Sense of isolation or being lost (lack of ability to create effective strategies)• Goal paradox (teacher goals may not always meet facilitator goals, but courses are driven by teacher goals)• Inquiry-based learning environment
  21. 21. Next StepsLearning and Performance Support Lab (UGA) 2003-04 Evaluation – 5 teachers in different courses reporting weekly • currently completing their courses (phase I) • will be implementing product in March-April (phase II)
  22. 22. Purchasing Courses• Model 1. Individual subscription – $75 per course• Model 2. School Subscription – Teachers can take as many courses as they want for one year. • $180 per teacher (0-100 subscribers) • $150 per teacher (101-200 subscribers) • $130 per teacher (>200 subscribers)• Model 3. Extended Professional Development – Custom Plan
  23. 23. Purchasing Courses• Model 4. Higher Education – As a user of our courses. • All of the above strategies can be implemented simply by having students enroll at our site, http://ltts.indiana.edu. LTTS is a resource to support your instructional and professional development programs. We also support group enrollments and offer volume discounts. – As an LTTS consortium member. • LTTS consortium members play an equal role with us in offering LTTS courses, enrolling and mentoring students, and developing new courses. Consortium members license the LTTS system and can market the courses as their own. We continue to perform system administration while you use the system to meet your needs-including developing a new or enhanced revenue stream.
  24. 24. Contact Us• Visit the LTTS site and review courses: http://www.ltts.org login: uga password: uga• email: ltts@indiana.edu• Contact us to set up a subscription or to plan a more detailed professional development effort.

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