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Technology Integration through Collaboration

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Title: Technology Integration through Collaboration


1
Technology Integration through Collaboration
Innovation PT3
  • Joshua Cox
  • Aaron Grill
  • Joe OBrien, Ph.D.
  • Sean J. Smith, Ph.D.
  • Steven B. Smith, Ph.D.
  • University of Kansas
  • http//www.learngen.org/aacte

2
Cohorts - Who are They?
  • Learning Generation
  • Generating new ways of teaching and learning
    through the
  • establish Innovation Cohorts
  • examination of teaching practice and the use of
    technology.
  • Cohorts generally consist of a combination of
  • Preservice students
  • Teacher Education Faculty
  • Practicing K-12 Teacher
  • University Faculty
  • K-12 student

3
Six Step ProcessGenesisConsultationPlanAccepta
nceProductionAssessment
4
Genesis
  • As a journey of a thousand kilometers begins with
    a single step, the beginning of a great cohort is
    an idea. Often these ideas come from students or
    practicing teachers who look to a faculty member
    in the KU School of Education.

5
Consultation
  • With an idea or problem to be investigated, or
    with a desire to find an idea, a KU School of
    Education faculty member meets informally with
    Dr. Steven Smith, functioning as a faculty
    liaison. This meeting is to discuss the idea or
    concept, or to help explore a number of ideas in
    the Faculty members field of study, which might
    be appropriate for developing a cohort.

6
Plan
  • After consultation the interested faculty member
    creates a written plan expressing the ideas and
    proposal for addressing the ideas. This may be
    done with assistance from students or others who
    may eventually become a part of the cohort. The
    general outline for such a plan is

7
Plan - continued
  • Title
  • Brief Abstract
  • Purpose/Vision/Need
  • Members
  • Scope of Work
  • Deliverables
  • Timeline
  • Resources
  • Evaluation

8
Acceptance
  • The plan is submitted to Dr. Steven Smith the
    official faculty liaison who submits the plan to
    the cohort review committee. This committee
    reviews plans, and submits the cohort plan to the
    Project Director who works with the faculty
    member to create a cohort support package.

9
Production
  • Cohort members meet and work according to their
    plan, with the resources supplied, and according
    to the timeline they established to produce the
    deliverables.
  • Documentation (white paper) and product(s) are
    submitted to the LearnGen archive and
    distribution through Learning Generation web site.

10
Assessment
  • Each cohort assesses its work according to their
    submitted plan.
  • This assessment is shared with the Cohort review
    committee with the information serving as a guide
    for future cohorts.

11
Technology Integration Group
  • Technology Integration Group (TIG)
  • Non-cohort technology specialists
  • Expertise is varied

12
Six Step ProcessGenesisConsultationPlanAccepta
nceProductionAssessment
13
A Case Example
  • Online Legislative Track between Teacher
    Education High School Students

14
A Case Study
  • Technology Integrated across a Teaching Kansas
    Government Course
  • Participants
  • Non-cohort teacher education students
  • Cohort faculty member in teacher education
  • Cohort K-12 Teacher
  • Non-cohort secondary students

15
A Case Study
  • The teacher education students surveyed high
    school government students' interest in issues
    before the 2000 session of the Kansas legislative
    and used the survey results to select the issues
    and to design a directed web-based search of the
    issues for use by the seniors.

16
A Case Study - Product
  • The web-based search was created using the Track
    Star program.
  • Track Star is a simple to use program that allows
    the educator to select sites on a given topic and
    create a one stop shop for their students.
  • The program is sponsored by the High Plains
    Regional Technology in Education Consortium whose
    web site is http//trackstar.hprtec.org.

17
A Case Study - TrackStar
18
A Case Study - Lessons Learned
  • Despite the purpose of the assignment to explore
    the feasibility of electronic collaboration
    between teacher education and high school
    students, the teacher education students still
    felt a need to put a face on the students. The
    use of technology in such a collaborative effort
    needed to make the interaction more real,
    spontaneous, meaningful, and timely.

19
A Case Study - Lessons Learned
  • Our use of instructional technology came across
    at times as confusing and frustrating. This was
    due to our limited experience with certain types
    of technology, a limited support system, the
    newness of such an assignment, and the teacher
    education students' lack of familiarity and
    experience with instructional technology.

20
A Case Study - Lessons Learned
  • The teacher education students' perception of the
    effectiveness of our attempt at electronic
    collaboration was directly related to the amount
    and quality of response from the high school
    students' to a group's work, even though each
    teacher education student received all of the
    responses by the high school students. In turn,
    the teacher education concluded that their review
    of the responses resulted in a greater insight
    into the high school students.

21
A Case Study - Lessons Learned
  • Requiring teacher education students to design
    and post on-line an issues-centered assignment
    for high school students necessitates the need
    not only to provide more instruction on how to
    conceive of issues and to design instruction
    around them, but also the implications of
    interacting with on-line instructional material.

22
A Case Study - Lessons Learned
  • Time to reflect upon the key elements, i.e.
    instructional technology, collaboration with a
    high school government classes, and
    issues-centered instruction, was a critical,
    missing element. We expected students to acquire
    understandings in each of these areas without
    really offering them the opportunities to do so.

23
Challenges and Conclusions
24
Integration through Collaboration
  • Cohorts
  • School Partnerships

25
Collaboration - Cohorts
  • Faculty - School of Education
  • Teacher education students
  • Faculty - University
  • K-12 Schools

26
Collaboration - School Partnerships
  • University of Kansas Professional Development
    School Alliance
  • Representatives from each of the six districts
    serve on an advisory board. The advisory board
    serves several purposes.

27
Collaboration - K-12 Schools
  • First, the board offers project personnel a means
    to keep the districts informed about the status
    of the project.
  • Second, the board is to provide input to the
    project about each district's technology needs,
    as well as how each district uses technology at
    the classroom and school levels.
  • Third, the school district members are able to
    advise project personnel of teachers that are
    capable of serving on an Innovation Cohort.
  • Finally, the board offers a means to ensure those
    teacher education students that serve on the
    Innovation Cohorts with a placement that enables
    them to apply the use of technology in a
    classroom setting.

28
Sustainability
  • Cohort Model
  • Extension
  • Future Evolvement
  • School of Education
  • Infrastructure
  • Current Experiences
  • TED
  • Internship Experiences
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