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SITE 2004 - Learning to Teach with Technology Studio

Orrill, C., Barbour, M. K., Bleich, L., Sikes, C., & Calhoun, J. (2004, March). Learning to teach with technology studio. Paper presented at the annual Society for Information Technology and Teacher Education conference, Atlanta, GA.

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SITE 2004 - Learning to Teach with Technology Studio

  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 course
  7. 7. 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?
  8. 8. 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”
  9. 9. 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
  10. 10. Pitfalls• 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
  11. 11. 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.

Orrill, C., Barbour, M. K., Bleich, L., Sikes, C., & Calhoun, J. (2004, March). Learning to teach with technology studio. Paper presented at the annual Society for Information Technology and Teacher Education conference, Atlanta, GA.

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