A smorgasbord of sessions from SITE 2010 with the notes I was able to catch from each (some more than others)… enjoy!
- Context
- Two districts that are 65 miles apart and both rural
- 20 teachers, K-12 (web cam and stipend)
- Online facilitation through KState Online
- Primarily used video postings
- Project-based professional development
- Series of relevant tasks that serve as a stimulus for critical thinking and knowledge building (Howard, 2002)
- Relatively long-term, problem-focused, and integrate concepts from previous learning
- Design of TEC-STEP
- Structured a step-by-step intervention project
- Collaborative learning community
- Extended engagement in activities
- Project examples
- Using webcam to improve reading fluency
- Student created video for parent/teacher conferences
- Students recording stories to be “read” to preschool classroom
- Peer tutoring videos in math via VoiceThread
- Teachers recording lessons and allowing students to view them as podcasts
- Using video projector to add to content presentation
- Social skills modeling and role play
- FFA recording for presentations
- Preliminary results
- Developed collaborative relationships across districts
- Creating a supportive group of professionals who are willing to take risks
- Most teachers chose to use the web cam as a part of the project
- Most projects were student-centered
- Even minimal project reports were inconsistent and seemed challenging
- The main point:
- To develop an application that enhances professional development by harnessing teacher connections on online social networks
- Current PD process:
- Required by admin, options given by admin, self-initiated, hybrid
- Challenges:
- Teacher diversity and different interests
- Teacher feedback is inconsistent
- Milestones vs. Opportunity — some see it as something they have to get through, others see it as a real opportunity to learn and grow
- Various teacher groups within and across districts
- Online social networks (OSN)
- How do I make it? From scratch? Customize existing networks such as Facebook, MySpace, Twitter, LinkedIn, YouTube
- Do teachers really use online social networks? Do they use them for personal reasons, or professional ones? Would they be willing to participate and give feedback in an OSN?
- Survey results
- Many used Facebook, MySpace, Twitter, and YouTube, but in different ways
- Only about 50% likely to give feedback, and split on comfort level in participation (35% willing, 35% not willing, 30% said it depends
- Teachers don’t trust Facebook
- Goals:
- Fill in domain gaps
- Learn more regional PD trends
- Distinguish pre-recession and post-recession PD procedures
- Recommendation of tool features
Mobilizing Educational Technologies in a Collaborative Online Community to Develop a Knowledge Management System as a Wiki
Nancy Copeland and Anne Bednar, Eastern Michigan University
- Link to wiki
- Communities of Practice
- Educational context
- NAEP Writing Assessment showing 33% proficiency at 8th grade
- Integrating technology into all methods classes
- Post-process theory: Writing is public, interpretive, and situated; communication is a cultural activity; reading and writing is an active construction
- Seeks to use life experiences that students bring into the classroom
- Places interest in the meaning of the work at the core of the experience
- Trimbur — university classes have lost the view on the “circulation of writing”
- Connecting post-process to digital storytelling
- Adaptation of oral storytelling
- Intentionality, reflection, self-evaluation, and revision
- Written to be shared; private to public
- Methodology
- Culminating project of the semester
- Observation
- Sharing their stories was an important part of their experience
- Results
- Pre-service teachers felt empowered by the process of reflecting on a past event and constructing a digital story about it
- Would use digital storytelling in their own classroom
- Digital Storytelling Resources from WorldRoom Website
Effectiveness of a Hypermedia Video Case-Based Library for Inservice Teachers’ Professional Development
Mary Cockburn, Purdue
- Hypermedia resources for pre-service teachers have shown documentd benefits
- Ten preschool teachers had access to 100 video cases of best literacy practices
- All teachers felt positive about the use of hypermedia; there was no current resource available and “… it was much better than having to search through Google to find teaching strategies.”
- Implications
- Improving in-service PD via hypermedia may be effective
- Minimal training is required
- Familiarity with computers is not a prerequisite
- More research with a larger and more diverse sample is needed
Preparing Teachers to Purposefully Plan Technology Integration that Encourages Curiosity, Creativity, Independence and Collaboration
Dina Rosen, Kean University
- What does it look like when you are using technology to really encourage creativity and collaboration?
- Four key characteristics of quality tech integration
- Learner centered
- Representation centered
- Community/real-world centered
- Build on existing practice
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