Leanna Archambault

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Putting the Pieces Together Research,
Teaching, and Service

• Leanna Archambault

February 22, 2008
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Agenda

• Background and conceptual framework
• Teaching example - resulting publication
• Research agenda - dissertation overview
• Service projects
• Questions

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Research/Teaching Interest

• Began teaching Survey of Computer Uses in
  Education face-to-face in 2002.
• Started teaching online version in 2004, and
  through this process, became interested in
  faculty development and online distance education.

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Literature Organization
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Technological Pedagogical ContentKnowledge
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Review of Literature

• Technological Pedagogical Content Knowledge
  (TPCK-now called TPACK) (Mishra Koehler, 2006
  Koehler Mishra, 2005 Neiss, 2005)
• This framework attempts to express the
  relationships between and among content
  knowledge, technological knowledge, and
  pedagogical knowledge.
• Based on Shulmans (1987) idea of PCK
• PCK goes beyond content or subject matter
  knowledge to include knowledge on how to teach
  that particular content.
• It includes the most useful forms of
  representation of ideas most powerful analogies,
  illustrations, examples, demonstrations
  representing and formulating the subject so that
  others can understand it.

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Review of Literature
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Online Teaching Example CIT 709 Internet for
Educators

• Course initially developed by Dr. Kent Crippen.
• Students actively explore (a) a wide variety of
  on-line informational, curricular, and
  interpersonal resources, (b) ways to successfully
  integrate online resources in teaching and
  learning, (c) current issues, policies, and
  trends pertaining to global electronic
  networking.
• Population consists of graduates (inservice
  teachers), non ed. tech majors.

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Online Teaching Example CIT 709 Internet for
Educators

• Course Readings and Discussion Responses
• Four major assignments
• Two dealing with buliding pages using
  Filamentality
• Instructional units using the Internet as a
  communication tool and an inquiry-based tool
• Course Assessments
• 51 open and closed questions covering knowledge
  and comprehension level material related to the
  Internet

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Online Teaching Example CIT 709 Internet for
Educators
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Internet for EducatorsSummer 2007

• One element of the course Website of the Week
• Collection (127) of these sites was the focus of
  a research project for my qualitative methods
  course.
• Published in Contemporary Issues in Technology
  and Teacher Education
• http//citejournal.org/vol7/iss2/general/article1.
  cfm

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Internet for EducatorsSummer 2007
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Internet for EducatorsSummer 2007
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Literature Organization
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K-12 Online Teacher PreparationNevada Project

• Constructed and administered a survey instrument
  to teachers from two Nevada virtual charter
  schools.
• 59 online teachers from Nevada were surveyed
  (response rate 46) along three subscales
  online pedagogy, course design, and technical
  assistance.

Archambault, L.M. Crippen, K.J. (2006). The
Preparation and Perspective of Online K-12
Teachers in Nevada. In T. Reeves S. Yamashita
(Eds.), Proceedings of World Conference on
E-Learning in Corporate, Government, Healthcare,
and Higher Education 2006 (pp. 1836-1841).
Chesapeake, VA AACE.
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Results of Nevada Survey
Scale (1) Not at all prepared, (2) Somewhat
prepared, (3) Moderately well prepared, and (4)
Very well prepared.
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Percentage of Education Levels of Surveyed
Online Teachers in Nevada
Results of Nevada Survey
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Changes to Dissertation Study from Nevada Pilot

• Received many emails from K-12 online teachers
  describing their interest in the topic and how
  they had come to teach online.
• Added two open ended questions on the current
  survey.

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Additional Changes

• Expanded the response scale to 1-5 to allow for
  greater variability.
• Asking about teachers own knowledge in
  additional to their preparation.
• Asking items that attempt to get at knowledge and
  preparation related to technological content,
  technological pedagogy, pedagogical content, and
  technological pedagogical content knowledge.

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Need for Current Study

• Researchers in this area have begun calling for
  additional studies focusing on K-12 online
  teachers (Cavanaugh et al., 2004 Davis and
  Roblyer, 2005).
• Little is known about K-12 online distance
  education teachers Who are they? What are their
  characteristics? How do they resemble or differ
  from the general teacher population?

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Research Questions

• What are the demographic characteristics of those
  teaching in online K-12 distance education
  programs in the United States?
• What is the perceived knowledge level of those
  who teach in an online environment specific to
  online pedagogy, technical expertise, and content
  area, including the combinations of these domains?

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Research Questions

• What is the perceived preparation level that of
  those who teach in online environments specific
  to online pedagogy, technical expertise, and
  content area, including the combinations of these
  domains?
• Is there a relationship between the perceived
  knowledge level and preparation level of K-12
  online teachers with respect to online pedagogy,
  technical expertise, and content area, including
  the combinations of these domains?

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Survey Demonstration

• Emails sent out to 1350 online teachers from
  across the United States.
• 500 responses gathered thus far
• Working with major K-12 online consortiums, such
  as Connections Academy, Florida Virtual High
  School, and Insights to survey their teachers.

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Survey Pages 1 and 2
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Survey Pages 3 and 4
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Survey Page 5
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(No Transcript)
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Dissertation Study Timeline
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Service Projects

• Curriculum and Instruction Masters Committee
• In 2005, I worked on a department wide project to
  transform comprehensive exam to a culminating
  experience for students.

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Service Projects (Continued)

• Currently working in secondary committee to
  develop a collaborative learning artifact between
  undergraduate technology class and cultural
  diversity class to meet NCATE requirements.

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Conclusion

• I have had the unique opportunity to be on a
  teaching contract while completing my doctoral
  studies.
• Culmination of research, teaching, and service
  has brought me to this point.
• I would very excited to begin my career in a
  collaborative and innovative environment.