The Pedagogical TICKIT: Researching Different Online Instructional Methods - PowerPoint PPT Presentation

About This Presentation
Title:

The Pedagogical TICKIT: Researching Different Online Instructional Methods

Description:

Help schools capitalize on their technology investments. Deeper student learning ... It is easy for me to design student-centered, integrated curriculum units that ... – PowerPoint PPT presentation

Number of Views:98
Avg rating:3.0/5.0
Slides: 67
Provided by: publiccomp2
Category:

less

Transcript and Presenter's Notes

Title: The Pedagogical TICKIT: Researching Different Online Instructional Methods


1
The Pedagogical TICKIT Researching Different
Online Instructional Methods
  • Curt Bonk, Indiana University
  • Co-Director of TICKIT Program
  • Associate Professor
  • President, CourseShare.com
  • cjbonk_at_indiana.edu
  • http//php.indiana.edu/cjbonk

2
(No Transcript)
3
TICKIT
TICKIT
Teacher Institute for Curriculum Knowledge about
Integration of Technology (http//www.indiana.edu
/tickit)
http//www.indiana.edu/tickit/
4
What is Technology Integration?
  • Technology integration is when a teacher thinks
    about and utilizes technology to accomplish some
    teaching and learning goal. It is integrated
    when the thought and action occur seamlessly. It
    is integrated when the learners do not need
    extensive direction or training with each new
    tool or technology. It is integrated when the
    form of the technology is not prespecified and
    the teacher does not describe him or herself a
    certain type of technology teacher (e.g., a Web
    instructor or an expert at movie digitalization).
  • (Bonk, March 7, 2001)

5
What is Thoughtful Use of Tech?
  • Thoughtful use of technology enhances, extends,
    or transforms one's teaching and learning
    environment. It can enhance it by enabling
    learners to do something they could not before.
    It can extend it by enabling learners to work
    with others or other resources that they could
    not before. And it can transform it by enabling
    learners to generate content or curriculum
    materials for the class.
  • (Bonk, March 7, 2001)

6
Why Are Teachers Resistant?Hannafin and Savenye
(1993)
  • Believe the software is poorly designed
  • Become frustrated in how to use.
  • Do not want to look stupid
  • Do not believe that computers enhance learning
  • Fear losing control and being in the center
  • See computers competing with other academic tasks
  • See time and effort to use as too great
  • Fear upsetting unsupportive administrators

7
What Skills Do We Need to Promote in 21st
Century???
  • Locate and select information
  • Segment info into useful categories
  • Interpret and summarize information from multiple
    sources
  • Collaborating productively in teams
  • Understanding multiple perspectives
  • Reasoning and thinking critically

8
(No Transcript)
9
Overview of TICKIT
  • In-service teacher education program
  • Rural schools in southern Indiana
  • Primarily school-based
  • Supported by participating school systems, Arthur
    Vining Davis Foundations and Indiana University

10
TICKIT Overview (cont)
  • Just completed our fourth year
  • Funded for at least 2002-2003
  • Cohorts of five teachers from each school
    corporation
  • Usually 5-6 corporations
  • First two years all grade levels now MS HS
    only

11
TICKIT Program DescriptionProgram Elements
  • Teach two class technology projects
  • Give back to school
  • Asynchronous conferencing
  • Progress reports and idea exchange
  • Action research and reporting
  • Written reports to course instructor
  • Oral report to TICKIT colleagues
  • Oral report to a local school group
  • Formal report at a state conference

12
TICKIT Program DescriptionACOT Principles Used
  • Situate staff development activities in
    classrooms
  • Teams of teachers, not individuals
  • Constructivist learning approach modeled by
    facilitators
  • Ongoing conversation and reflection about
    practice
  • Teachers develop lessons or units, and actually
    teach them
  • Provide long-term follow-up support

13
TICKIT Goals
  • Knowledge, skill, confidence
  • Thoughtful infusion of technology
  • Help schools capitalize on their technology
    investments
  • Deeper student learning
  • Leadership cadres in schools
  • Link schools and university

14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
  • TICKIT Training and Projects
  • Web Web quests, Web search, Web edit/pub.
  • Includes class, department, or school website.
  • Write Electronic newsletters, book reviews.
  • Tools Photoshop, Inspiration, PowerPoint.
  • Telecom e-mail with foreign countries Key pals.
  • Computer conferencing Nicenet.org.
  • Digitizing using camera, scanning, digitizing.
  • Videoconferencing connecting classes.
  • Web Course HighWired.com, MyClass.net,
    Lightspan.com, eBoard.com

19
Technology Integration Ideas
  • Collab with students in other countries
  • Make Web resources accessible
  • Experts via computer conferencing (or interview
    using e-mail)
  • Reflect Discuss on ideas on the Web.
  • Put lesson plans on Web.
  • Peer mentoring.
  • Other role play, scav hunts.

20
(No Transcript)
21
(No Transcript)
22
TICKIT Techniques
  • Reading Reactions
  • Debates
  • Critical Friend Interactions
  • Expert Chats and Team Chats
  • Web Resource Reviews
  • Free Technology Reviews
  • Technology Integration Reviews
  • Thoughtful Reflections
  • Role Play
  • Gallery Tours

23
1. Reading Reactions
  • Give a set of articles.
  • Post reactions to 3-4 articles that intrigued
    them.
  • What is most impt in readings?
  • React to postings of 3-4 peers.
  • Summarize posts made to their reaction.
  • (Note this could also be done in teams)

24
(No Transcript)
25
2. Instructor Generated Virtual Debate (or
student generated)
  • Select controversial topic (with input from
    class)
  • Divide class into subtopic pairs or quads 1-2
    critics and 1-2 defenders.
  • Assign each pair a perspective or subtopic
  • Critics and defenders post initial position stmts
  • Rebut person in ones pair
  • Reply to 2 positions with comments or qs
  • Formulate and post personal positions.

26
(No Transcript)
27
3. Critical/Constructive Friends, Email Pals, Web
Buddies
  • Assign a critical friend (perhaps based on
    commonalities).
  • Post weekly updates of projects, send reminders
    of due dates, help where needed.
  • Provide criticism to peer (I.e., what is strong
    and weak, whats missing, what hits the mark) as
    well as suggestions for strengthening.
  • In effect, critical friends do not slide over
    weaknesses, but confront them kindly and
    directly.
  • Reflect on experience.

28
(No Transcript)
29
4. Electronic Guests Mentoring
  • Find article or topic that is controversial
  • Invite person associated with that article
    (perhaps based on student suggestions)
  • Hold real time chat
  • Pose questions
  • Discuss and debrief (i.e., did anyone change
    their minds?)
  • (Alternatives Email Interviews with experts
  • Assignments with expert reviews)

30
(No Transcript)
31
5. Web Resource Reviews
32
6. Free Technology Reviews
33
7. Technology Integration Reviews
34
(No Transcript)
35
8. Thoughtful Reflections on Teaching
36
8. Thoughtful Team Reflections
37
9. Role Play
  • A. Role Play Authors
  • Write a reading reaction, debate, or reflection
    paper as if you were one of the authors
  • B. Assume Persona of Scholar
  • Enroll famous people in your course
  • Students assume voice of that person for one or
    more sessions
  • Post a 300-700 word debate to one or more of the
    readings as if you were that person. Enter
    debate topic or Respond to debate topic
  • Respond to rdg reflections of others or react to
    own

38
10. Gallery Tours
  • Assign Topic or Project
  • (e.g., Team or Class White Paper, Bus Plan, Study
    Guide, Glossary, Journal, Model Exam Answers)
  • Students Post to Web
  • Experts Review and Rate
  • Try to Combine Projects

39
10. Gallery Tours
40
Basically Allow for Pedagogical Choice
  • Give many choices.
  • Allow to complete any of them.
  • Provide structure on due dates.
  • Send reminders.

41
(No Transcript)
42
Paper 1. The TICKIT Program Model (in review,
Journal of Educational Computing Research)
  • Classroom Curriculum Projects
  • Provide structure for teacher goal-setting and
    implementation
  • Apply what learn by developing and teaching units
  • Teacher Choice
  • Do not persuade to use a particular theory or
    method
  • Urge teachers to integrate technology into what
    they already do to add value
  • Present an array of possibilities for integration
    projects

43
TICKIT Program Model, Cont
  • Expect Systematic Evaluation, Self-reflection,
    and Revision of Practice
  • Provide for electronic and face to face
    collaboration with colleagues and coaching by
    TICKIT staff
  • Provide audiences and venues for reports and
    reflections on practice
  • Provide a Structure for Leadership Cadres to
    Assist Other Teachers Locally

44
(No Transcript)
45
Paper 2. Online Pedagogy Mentoring(in press,
Technology and Teacher Education)
  • Effectiveness of reading reactions, debates, and
    critical friend activities
  • Frequency of discussion categories
  • Dialogue content and depth
  • Justification (support of claims)
  • Scaffolding and apprenticeship
  • Attitudes toward dialogue

46
(No Transcript)
47
TICKIT Staff Mentoring Assistance (direct
instruction and explanations 0 Feedback 24,
Social Acknowledgements 24)
(Bonk, Ehman, Hixon, 2000)
48
Surface vs. Deep Posts
  • Surface Processing
  • making judgments without justification,
  • stating that one shares ideas or opinions already
    stated,
  • repeating what has been said
  • asking irrelevant questions
  • i.e., fragmented, narrow, and somewhat trite.
  • In-depth Processing
  • linked facts and ideas,
  • offered new elements of information,
  • discussed advantages and disadvantages of a
    situation,
  • made judgments that were supported by examples
    and/or justification.
  • i.e., more integrated, weighty, and refreshing.

49
Findings Peer Social Discourse
  • Focus 50 on teaching and school experience
  • Off Task 7 total nearly all in critical
    friends
  • Referencing approximately 50 more peer praise
    in critical friend activities.
  • Referencing referred to own teaching 3 times
    more often than to others (i.e., egocentric)
  • Justification 77 claims unsupported 20
    referenced classroom other experience
  • Depth about 80 of posts at surface level

50
Other Findings
  • Critical friend dialogue involved more peer
    support, help requests, social acknowledgements
  • Critical friend postings perceived more
    beneficial to classroom practice
  • Reading reactions debates involved more content
    focus
  • Reading reactions debates viewed as just
    another task
  • They would recommend electronic conferencing to
    other teachers

51
Critical Friend Post Example
  • Beverly Before I forget, I want to thank you
    again for your invaluable help at the ICE
    conference. I get used to using a particular
    piece of equipment or program, and its hard for
    me to adapt quickly. You saved the day. One
    thing I have learned from using technology is
    that we need to depend upon each other for
    support. We are all in this boat together.

52
Critical Friend Post Example
  • This is going to sound gushy but I JUST LOVE
    TO READ YOUR WRITING! What a vocabulary you
    have! OK, are you/were you a language arts
    teacher, do you read a lot (sic), did you take
    Latin, or are you just plain smart? You have a
    real talent! As I read your response to the
    articleI found myself being pulled right in.
    You really had some thought-provoking comments.
    And at the end of a teaching day, the fact that
    anyone could get me to think is something.

53
TICKIT Teacher Evaluation Examples
  • Thank you! A poor tired out old broad has a
    new lease on teaching
  • This class was very helpful. I gained a lot of
    confidence as a technology user from this class.
  • The door is now open. I will continue to try to
    find technological ways to teach them.
  • This was the best program I have ever been
    involved with as a teacher. It has also had the
    most impact on my teaching and subsequently, my
    teaching.

54
Paper 3. Levels of Technology Implementation
(LoTi)
  • Determine the presence of possible relationships
    between long-term professional development and
    teachers levels of technology implementation.
  • Explore these relationships and discuss
    implications that such relationships have for
    professional development.

55
Apples and Oranges. . .but
56
What? Who? When?
  • Participants--Five cohorts of teachers
  • Three from past (85 teachers) one from the
    present (25 teachers) one from the future (28
    teachers in control)
  • Survey
  • 23 Questions dev by TICKIT staff
  • LoTi instrument (50 questions)
  • 10 subscales
  • Eight levels of implementation
  • Current instructional practices
  • Personal computer use

57
Sample LoTi Questions
  • I am motivated to find ways to use the older as
    well as the newer computers in my classroom.
  • I access the Internet quite frequently.
  • I allocate time for students to practice their
    computer skills on the classroom computer(s).
  • I prefer that my students go to a computer lab
    for instruction without me.
  • It is easy for me to design student-centered,
    integrated curriculum units that use the
    classroom computer(s) in a seamless fashion.

58
Additional Questions
  • Do you have an Internet connection in your
    classroom?
  • Estimate how many hours of curriculum-based
    professional development (e.g. performance-based
    assessment, thinking skills strategies,
    inquiry-based learning) you have received over
    the past two years?
  • Describe one or two ways that you use or have
    used technology in your classroom that have the
    most impact on student learning.

59
Initial Results
60
Means of LoTi Instrument
61
(No Transcript)
62
Conclusions and Discussion
  • Long-term professional development seems to have
    an effect on teachers levels of technology
    implementation especially in the upper two levels
    expansion and refinement.
  • Construct validity of LoTi in question.

63
Six Overall Lessons Learned
  • Avoid Teachers Who Are Compelled By School
    Administrators Into Participating (and do always
    believe admin)
  • Teachers Respond to Challenge, High Expectations
  • Requiring Projects in a Graduate Course Framework
    Creates Stress But Pays Off For Most Teachers
  • Asynchronous Conferencing Requires a Lot of
    Structure and Meaning For Teachers
  • Teach Technology Use in Teachers Environment
  • A Local Leader is Important For a Cohort of
    Teachers

64
General TICKIT Outcomes
  • Provides structured, project based learning about
    thoughtful tech infusion for teachers
  • Adds to teachers competence/confidence
  • Builds leadership cadres in schools
  • Provides graduate level recognition of teachers
    accomplishments
  • Links schools and university
  • Supports small, rural schools

65
Questions We Still Need to Answer
  • Does student learning increase as a result of
    TICKIT?
  • Do TICKIT teachers continue to infuse technology
    into their curriculum?
  • Are communities of practice being built?
  • Is there a TICKIT impact with other teachers?
  • Can we short-circuit phases of teachers
    technology infusion development (ACOT)?

66
Ok, who wants a TICKIT?And, who has a
TICKIT?http//www.iub.edu/tickit
Write a Comment
User Comments (0)
About PowerShow.com