Online Application Support Providers for Teacher Education: Benefits and Concerns

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Online Application Support Providers for Teacher
EducationBenefits and Concerns

• A Peer Reviewed Brief Paper Presentation for the
  
• Association for the Advancement of Computing in
  Education
• World Conference on E-Learning in Corporate,
  Government, Healthcare Higher Education
• Phoenix, Arizona
• November 7-12, 2003

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Dr. David Georgi Teacher Education Department
California State University, Bakersfield Dr.
Pamela RedmondTeacher Education
DepartmentUniversity of San Francisco
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The Problem

• Rigorous new standards
• Required digital video component to assessment
• Legally Defensible assessment measures
• Long term storage of documentation

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Needs

• Digital library (digital packrats - Barrett)
• Alignment of TE courses so as to generate student
  artifacts, meet TPAs
• Demonstrate growth for review by students
  faculty over time
• Exit Review of program
• Document candidate achievement towards standards

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Digital Advantages

• Database architecture to structure development
• Anytime, anywhere access regardless of University
  IT controls
• Accessible via web to others for input
• Supervisor, master teacher, candidate
  collaboration on lessons
• Easily archived

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Characteristics

• Online Application Support Provider (OASP)
• ePortfolio Tool
• Instructional Design Resource Management Tools
• Online Teacher Productivity Tools
• Specialized Educational Interface
• Learning Management System

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Benefits of Selected OASP

• Privacy with controlled access
• Cross platform
• 10mb of storage with ability to purchase more
• Inexpensive
• No local server maintenance
• WYSIWYG interface with HTML upload ability
• Pack-It-Up feature

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Features

• Lesson Builder
• Unit Builder
• Standards Wizard
• Rubric Wizard
• Folio Builder
• Mybrary
• Cybrary
• Online community tools

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CSUB/Greenfield Pilot Study
N8 Joy Henderson, Director Greenfield
Professional Development School
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• It is extremely helpful. I love it.
• I like the quick feedback from the instructor
  best.
• It was so enlightening to use the OASP for the
  first time. At first, I thought that I could and
  would use it forever but then I had different
  instructors that had different expectationswe
  could not include those special resources on a
  template and always had to remember what they
  wanted. . . . (The OASP) totally streamlines
  lesson planningits awesome!
• The thing I like best about (The OASP) is the
  ability to forward my lesson plans to my
  instructor and receive feedback in a timely
  manner. The ease of restructuring my plan is made
  simple by having all the information and comments
  in front of me within easy access.

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I am what some would call a starving college
student. I really resent having to do my
assignments on (the OASP). It would be a lot
better for me and my family if I could do my work
on Word. . . . People learning new things such as
how to write a basic lesson plan should not be
required to learn a new program too. I think it
is ridiculous to be required to use this program.
It is only available to me because I am a
student. Once I begin teaching it will probably
no longer be available to me because the district
cant afford it or I cant afford it, etc.
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USF Post-Grad Study
N45 PIs Drs. K. Jonson C. Hodges
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Next Steps

• Electronic Supervision forms
• Master Teachers online
• Induction Program expands portfolio
• Begin in Undergraduate program
• Minnesota K-8 ePortfolios

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• Dr. David Georgi
• CSU Bakersfield

• Dr. Pamela Redmond
• University of San Francisco

• Paper and Presentation Available at
• http//www.csub.edu/dgeorgi/pres_refs/
• ASTUTE Conference onIssues and Innovations in
  Assessing Teacher Development - Oct 2003 Santa
  Clara, CA
• http//teachinginterchange.org/astute