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Teaching under the_microscope
This document discusses the changing role of teachers with the integration of new technologies and distance learning. It notes that teachers' practices are now more openly observed and they must adapt to teaching online. It also explores challenges teachers face, including increased workload, technical skills requirements, and need for professional development. The role of the teacher is shifting from sole content deliverer to facilitator and manager of online spaces and tools to support different learning styles.
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Teaching under the_microscope
- 1. Teaching Under theMicroscope Rachel Roberts Integrating new technologies to empower learning and transform leadership
- 2. A Tale ofTwo Teachers - poles apart! http://www.rfidjournal.com
- 3. With thewalls of the classrooms disappearing, teachers find that their practice is put under the microscope. Any issues can be magnified beyond the traditional classroom setting because of the far reaching nature of distance education. Nothing is behind closed doors anymore
- 4. Industrial to Informational “Inthe industrial age we went to school… in the information age school comes to us”
- 5. All NewZealand secondary schools offering distance learning courses have now become dual-mode institutions with online teachers recruited from the rank and file of classroom teachers.
- 6. A developing trendin NZ Expansion of curriculum Shortage of specialist teachers Small rolls Introduction of new assessment regimes Teacher workload issues
- 7.
- 8. Convergence Wenmoth, D. “LCOHandbook 2010)
- 9. “What isevolving is a new form of ‘blended education’. In the future, teachers may or may not be in the same physical location as their students, and ICT will be an integral part of virtually every lesson” (Browning 2005, p3).
- 10. VLN Secondary Schools2002 – 12 schools sharing classes VLN Statistics February 2010 Current Total Schools:268 Current Total Teachers:170 Current Total Courses:234 Current Total Classes:258 Current Total Enrolments:1526Growth
- 11.
- 12. Technological Advancement Therapid development of technology is enabling new ways to communicate and share information. A need for teachers to up-skill and be technically competent to teach confidently in an online environment.
- 13. Connecting Learners through VideoConferencing Student-Teacher face-to-face contact enables the distance to dissolve
- 14.
- 15.
- 16. Online Learning Environments Spacescatering for different interests Tools for managing participation http://moodle.minedu.govt.nz/taranet/
- 17. M Learning Gartner forecaststhat phones will become the most common web browsing device by 2013 “It will no longer be a question of should we use these devices to support learning, but how and when to use them” Michael Levine
- 18. Web 2.0 –Social Networking
- 20. Pedagogy “Although teachersin virtual classrooms are immersed in ICT, many simply use it for uploading or downloading information and teaching in the traditional way.” (Bolstad & Lin (2010). Virtual Classrooms: Lessons for teaching and learning in the 21st Century. SET 1, 2010, p 2 - 9. Wellington: NZCER.)
- 21. It couldbe argued that teacher pedagogies need to change equally in face to face environments as they do in online learning. There is a drive to change from a transmission model of teaching delivery to a constructivist model of learning as an active process.
- 22.
- 23. Role of theTeacher Manager Planner Facilitator Participant Model Guide www.i-learnt.com
- 24. Teacher Concerns Outsidetheir comfort zone Increased workload Online classes threat to f2f classes Technical support Copyright issues Support & professional development Underlying belief in the value of online learning.
- 25. Teacher Workload Recognisedby PPTA ◦ “Three hours non-contact for each hour of on- line delivery (in addition to the mandatory non- contact time)…” PPTA (2005). PPTA Submission On The Draft (E) Learning Framework For The Schools Sector. TIME for: ◦ Developing course work ◦ Preparation for classes (more intense) ◦ Individual attention to students ◦ Professional Development
- 26. Professional Development Basedon the discourse of teaching and learning for all teachers and those teachers who have developed through this process will have skills and understandings which will enable them to better adapt to the changing natures of flexible learning and new technology environments.
- 27. teachers should learna range of strategies that will: develop partnerships between teacher, students and parents embrace new technologies maintain a work/life balance foster a positive classroom environment give and receive feedback with students that is open, honest and timely (Pasco-Walsh, L. (2005). From teletubbies to teleteacher – Effective practices in video conference teaching.)
- 28. OER – OpenEducation Resources OER are learning materials that are freely available for use, remixing and redistribution. Created, co-created, shared, adapted, reused. Creative Commons licencing www.wikieducator.org
- 30.
- 31. “Becoming an onlineteacher is like being a beginning teacher all over again. Teachers need time for professional development, to learn alongside their students, to be prepared to try different teaching strategies, to develop their curricula content for online interaction and become more proficient technically. Teachers need to feel capable and supported to become the self-efficacious and effective eteachers that are currently such a scarce commodity but which are in growing demand in our schools.”
Editor's Notes
- #21 Though: “A few teachers were able to find ways to make more use of the full capability of e-learning: to personalise learning and to get students to communicate, collaborate and to give each other feedback”In my paper I wrote: Kimball (2003, p290), believes that ‘New technology requires us to rethink these dynamics because we do not have the option of using familiar approaches.’ I would challenge that assertion now to not always be the case. I think different technologies can lend themselves more to a social constructivist pedagogy (i.e. web 2.0) where others can just provide a different vehicle for the same sort of teaching. I have seen much replication of traditional pedagogy from the f2f classroom into a VC room or Adobe classroom. (eg. New eteacher, I’ll just keep talking till the screen goes black!)
- #23 There is a growing awareness of the need for students to become more independent learners who “are not only wanting to learn in their own time, at their own pace but they are demonstrating a real preference for online resources rather than traditional. Online learning and the VLN fosters this development. Students can watch pre-recorded lessons, blog or wiki with teachers whenever they have a question, present their work in a huge variety of ways using ICT skills and source material at a greater speed and depth than ever before.” Kim McPhail SILC ePrincipal.
- #24 A major implication for teachers of current trends in distance education is their changing role within a new learning environment. No longer are they seen as the ‘talking head’ and the font of all knowledge but as a facilitator or manager of the learning process (Kimball, 2003). As early as 1990, Ryba & Anderson presented a model of the teacher’s role as someone who is a manager, planner, facilitator, participant, model and guide.
- #27 Designing, creating & implementing effective professional development (PD) programmes are critical to the success of distance education.Strongly agree with the statement (on the slide) that all teachers should be included in PD, particularly in light of the convergence theory as discussed earlier whereby f2f and online learning is morphing into a blended style of learning and that our online teachers are recruited from the rank and file of NZ teachers. All that has been discussed regarding pedagogy, flexible personalised learning, student expectations and the use of technologies is just as pertinent for all teachers.
- #28 In addition to learning strategies to develop a collaborative culture of a learning community teachers will also need to learn more about curriuculum design in online environments. The use of a shared Learning Management System, such as Moodle, can be a powerful tool to enable collaboration between teachers and to enable them to co-construct, create and share learning resources and team teach in online environments.Teachers can be encouraged to use and create Open Education Resources (next slide)
- #30 Currently, for most eteachers working in the Virtual Learning Network, a team approach to PD has been nurtured within the precincts of the regional elearning clusters. Elearning clusters are also collaborating across regions to provide professional learning opportunities, such as in regional ICTPD projects between OtagoNet & DunedinNet and the Southern Central Divide cluster. Both have a focus on blended learning and involve all staff, not only those teaching online. Here on the Southern Central Divide Moodle site Educo teachers are co creating and sharing learning resources that support both their online and their face to face classes.
- #31 A team approach where teachers belong to a community of learners can offer individuals continual support and encouragement and provide a base for sharing resources and increasing skills and knowledge . The VPD project has been to develop an online ‘Community of Practice’ for eteachers to provide professional learning that is contextualized within their teaching practice, with opportunities for collaboration and a strong base of mentoring and support (Owen, 2010). It is envisioned that this project will grow to encompass more eteachers through the mentoring and support of those that are currently involved in the programme.Involvement in online PD is another strategy whereby teachers can incorporate online skills into their own teaching and benefit by actively experiencing them as a learner themselves