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Rebecca J. Hogue
PhD Candidate
Faculty of Education
University of Ottawa
Twitter: @rjhogue,#et4online56049
This study is supported by the
Social Sciences and Humanities Research Council
© 2014 Rebecca J. Hogue April 1, 2014 Twitt...
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue
#et4online56049
Term Definition
Technology
Adoption
An individual'...
Technology Acceptance Model (TAM)
Technology
Time
Individual Beliefs
Organizational Structures
© 2014 Rebecca J. Hogue Apr...
• Quantitative measure that predicts whether an
individual will adopt a new technology
• Two key variables - ease-of-use a...
Product technology: The hardware and software
aspects (e.g. built-in apps)
Idea technology: The usefulness aspect -
specif...
• Two aspects of time: individual workshop
duration & program duration
• Calendar time is requires for learners to
absorb ...
• Compatibility with individuals beliefs is
important
• Avoid associating the technology with a
specific teaching strategy...
• Organizational policies and practices will either
help or hinder adoption
• In higher education, change will be faster i...
• Benefit both pre-adoption and post-adoption learners
• Include a learning intervention (e.g. workshop) that
aims to incr...
• Provide ways to share new idea technology (that
is, workflows) at regular intervals
• Provide multiple training interven...
University of Ottawa, Department of Family Medicine
– >81 preceptors in academic teaching setting
– >21 preceptors in comm...
• TOH Deployment of iPads (30% of preceptors)
• iPad pilot study (30% of preceptors)
• Little or no formal training as par...
Participants:
• Strong preference for face-
to-face professional
development
• Varying level of skill of the
participants
...
Three components to each 90-minute workshop:
1. Icebreaker activity
2. Skills lab activities
3. Case vignette demonstratio...
Email participants asking them to:
• Know their Apple ID and password
• Download any free apps that would be used in the
w...
• Give participants “permission to play”
• Choose free apps (downloaded in advance)
• Give quick demonstration
• Roll play...
• Use language
familiar to the
audience
• Have beginner
participants do the
skills lab first
• Problem-based
activities
• ...
• Close open apps on your iPad
• Organize your icons on your iPad home screen into two
or three folders. Rename the folder...
Constraints:
– SME time
– Hands on teaching skills
Responsibility:
– 30 minute demos
repeated
Benefit:
– Each SME brings a...
• eBook for iPad (available in iBooks Store)
– Self-contained screencasts & video clips
• Paper handouts
– Checklist of ac...
Professional development program:
– Works around the organizational constraints
– Adapts to the changing technology
Does i...
Rebecca J. Hogue
PhD Candidate
Faculty of Education, University of Ottawa
Rebecca.Hogue@uOttawa.ca
Twitter: @rjhogue,#et4o...
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Teaching Teachers to Use Tablet Computers: Creating an Effective Faculty Development Program

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The purpose of this information session is to describe an implementation of an effective iPad faculty development program, currently being offered at the University of Ottawa Department of Family Medicine. The presentation begins will an overview of the theoretical foundations of the program, and then talks about the practical considerations when creating a program within a specific context. Finally, the presentation describes the details of the current program, with examples of effective workshop activities.

Published in: Education, Technology
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Teaching Teachers to Use Tablet Computers: Creating an Effective Faculty Development Program

  1. 1. Rebecca J. Hogue PhD Candidate Faculty of Education University of Ottawa Twitter: @rjhogue,#et4online56049
  2. 2. This study is supported by the Social Sciences and Humanities Research Council © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  3. 3. © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049 Term Definition Technology Adoption An individual's acceptance of a technology Teaching practice All activities performed by teachers in the administration, preparation, delivery, and evaluation of instruction iPDP iPad Professional Development Program Pre-Adoption Learner Teachers who do not yet use the iPad to support teaching practice Post-Adoption Learner Teachers who use the iPad to support teaching practice
  4. 4. Technology Acceptance Model (TAM) Technology Time Individual Beliefs Organizational Structures © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  5. 5. • Quantitative measure that predicts whether an individual will adopt a new technology • Two key variables - ease-of-use and perceived usefulness • To increase adoption, increase the learner's: – Perception on how easy the device is to use – Perception of how useful the device is © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  6. 6. Product technology: The hardware and software aspects (e.g. built-in apps) Idea technology: The usefulness aspect - specifically the workflows that describe how the product is used Introducing the learner’s to idea technologies (contextualized ways in which the product is used) increases adoption © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  7. 7. • Two aspects of time: individual workshop duration & program duration • Calendar time is requires for learners to absorb the information about the new technology and reflect upon how that technology can be adapted to their workflow • An iPDP needs activities that are spread out over time © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  8. 8. • Compatibility with individuals beliefs is important • Avoid associating the technology with a specific teaching strategy or pedagogy • Begin by using technology to support common tasks (like checking email), before introducing ideas that require a change in beliefs • Beliefs are more likely to be changed if peers socialize the ideas © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  9. 9. • Organizational policies and practices will either help or hinder adoption • In higher education, change will be faster if it is initiated by professors • Requirements to score high on teaching, lead to a lack of innovation • Identify stakeholders and idea leaders - those who have influence over how peers adapt new ideas © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  10. 10. • Benefit both pre-adoption and post-adoption learners • Include a learning intervention (e.g. workshop) that aims to increase pre-adoption learner's perceptions on usefulness and ease-of-use • Integrate both product technology and idea technology • Demonstrate useful apps with workflow in a context that learners understand • Begin with familiar activity before challenging beliefs • Seek out stakeholders and idea leaders to provide context and champion the program © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  11. 11. • Provide ways to share new idea technology (that is, workflows) at regular intervals • Provide multiple training interventions spread out over time • Use post-adoption learners (peers) to encourage change in beliefs of pre-adoption learners © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  12. 12. University of Ottawa, Department of Family Medicine – >81 preceptors in academic teaching setting – >21 preceptors in community teaching setting Preceptor: practicing physician & clinical teacher Academic practice: – Clinical supervision, team teaching, academic ½ days © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  13. 13. • TOH Deployment of iPads (30% of preceptors) • iPad pilot study (30% of preceptors) • Little or no formal training as part of the deployments • Voluntary adoption of iPads • Most participants have iPad2 • Many participants also have iPhones © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  14. 14. Participants: • Strong preference for face- to-face professional development • Varying level of skill of the participants • Willingness to pay for apps Organization/Logistics: • Internet access Facilitators: • SME Time (for prep and presenting) • SME Skill at presenting Technology: • Mobile apps are constantly changing © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  15. 15. Three components to each 90-minute workshop: 1. Icebreaker activity 2. Skills lab activities 3. Case vignette demonstrations Resources to support workshop: 1. App list handout (maybe) 2. Skills lab checklist handout 3. eBook for iPad (created with iBooks Author) 4. Website resource: http://ipad-fm.ca © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  16. 16. Email participants asking them to: • Know their Apple ID and password • Download any free apps that would be used in the workshop • If needed, update their iPad to latest iOS • Download the eBook for iPad resource Best Practice: Give participants 1 week to do the above. © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  17. 17. • Give participants “permission to play” • Choose free apps (downloaded in advance) • Give quick demonstration • Roll play activity in small groups (3-people) • Goal: build confidence Example: – DrawMD OB/GYN – Educreations – Prezi © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  18. 18. • Use language familiar to the audience • Have beginner participants do the skills lab first • Problem-based activities • Support activities with iBook resource • Work in groups of 2 (one iPad with iBook, the other to do the activity © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  19. 19. • Close open apps on your iPad • Organize your icons on your iPad home screen into two or three folders. Rename the folders to align with your categorization • Use iBooks to annotate an eBook and email your annotated notes to your partner • Configure your iPad for the iCloud > Find My iPad service. Using a laptop, activate Play Sound and Lost Mode. • Have a Facetime conversation with your partner © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  20. 20. Constraints: – SME time – Hands on teaching skills Responsibility: – 30 minute demos repeated Benefit: – Each SME brings a new perspective (keeps content fresh) Tips: – Practice with another peer while you observe – Record the session – Ask a given SME to present at 2-3 workshops © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  21. 21. • eBook for iPad (available in iBooks Store) – Self-contained screencasts & video clips • Paper handouts – Checklist of activities – Short app list • Website: http://ipad-fm.ca – Participant resources – Administration resources © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  22. 22. Professional development program: – Works around the organizational constraints – Adapts to the changing technology Does it work? – High satisfaction scores – Outcomes ??? – time will tell © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
  23. 23. Rebecca J. Hogue PhD Candidate Faculty of Education, University of Ottawa Rebecca.Hogue@uOttawa.ca Twitter: @rjhogue,#et4online56049 © 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049

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