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SITE 2011 - Introducing In-Service Teachers to Virtual Schooling through the Lens of the Three Teacher Roles


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Barbour, M. K. (2011, March). Introducing in-service teachers to virtual schooling through the lens of the three teacher roles. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Nashville, TN.

This study will examine the third and fourth rounds of data collection from an action research project designed to help in-service teachers become better virtual school facilitators (currently being analyzed). The data included blog entries and comments from five of the seven graduate students in an instructional technology course related to K-12 online learning. The specific discussion prompts relate to virtual school readings and the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum. Based upon initial analysis, the TEGIVS curriculum was effective for providing these graduate students some experience with how K-12 online learning opportunities were delivered, along with some of the possibilities and challenges associated with K-12 online learning. The analysis of this data is continuing, and there are plans to continue this line of inquiry with additional students in future offerings as we continue to improve upon the course design.

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SITE 2011 - Introducing In-Service Teachers to Virtual Schooling through the Lens of the Three Teacher Roles

  1. 1. Michael BarbourWayne State University
  2. 2. Students Enrolled in Online Courses 2001 = 40,000 – 50,000 (Clark) 2010 = >2,000,000 K-12 (Watson et al.) 48 States (plus DC) reporting significant K-12 online learning activity
  3. 3.  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
  4. 4.  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
  5. 5.  Limited Existing Resources through various universities Iowa State University 1. Good Practice to Inform Iowa Online Learning 2. Teacher Education Goes Into Virtual Schools
  6. 6. 1. Examine impact of TEGIVS curriculum on the opinions of graduate students enrolled in IT6230 about the role of the virtual school facilitator.2. Examine the effectiveness of the chosen K-12 online learning curriculum, with the goal of making continual improvements to the course.
  7. 7.  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
  8. 8.  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
  9. 9.  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 7 week unit
  10. 10.  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
  11. 11.  Created Michigan- specific online learning scenarios  used as part of Individual ProjectAdd focus on “Virtual School Designer” role Current underway  students will begin content in two weeks 7 week unit
  12. 12.  Two 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 - ?? of students* * course moved to online delivery Data  Blog entries & comments based on instructor prompts  Individual & group projects  Student evaluations of teaching
  13. 13. 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
  14. 14.  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)
  15. 15.  Continued revision of the Individual Project Better mix of practitioner-focused and research- based readings Increase in materials related to “virtual school designer” role
  16. 16. Questions and/orcomments?
  17. 17. Michael K. Barbour mkbarbour@gmail.com