The%20Pedagogical%20TICKIT:%20Researching%20Different%20Online%20Instructional%20Methods

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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

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TICKIT
TICKIT
Teacher Institute for Curriculum Knowledge about
Integration of Technology (http//www.indiana.edu
/tickit)
http//www.indiana.edu/tickit/
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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)

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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)

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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

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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

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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

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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

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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

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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

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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

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• 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

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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.

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TICKIT Techniques

1. Reading Reactions
2. Debates
3. Critical Friend Interactions
4. Expert Chats and Team Chats
5. Web Resource Reviews
6. Free Technology Reviews
7. Technology Integration Reviews
8. Thoughtful Reflections
9. Role Play
10. Gallery Tours

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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)

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2. Instructor Generated Virtual Debate (or
student generated)

1. Select controversial topic (with input from
   class)
2. Divide class into subtopic pairs or quads 1-2
   critics and 1-2 defenders.
3. Assign each pair a perspective or subtopic
4. Critics and defenders post initial position stmts
5. Rebut person in ones pair
6. Reply to 2 positions with comments or qs
7. Formulate and post personal positions.

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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.

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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)

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5. Web Resource Reviews
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6. Free Technology Reviews
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7. Technology Integration Reviews
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8. Thoughtful Reflections on Teaching
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8. Thoughtful Team Reflections
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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

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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

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10. Gallery Tours
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Basically Allow for Pedagogical Choice

• Give many choices.
• Allow to complete any of them.
• Provide structure on due dates.
• Send reminders.

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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

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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

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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

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TICKIT Staff Mentoring Assistance (direct
instruction and explanations 0 Feedback 24,
Social Acknowledgements 24)
(Bonk, Ehman, Hixon, 2000)
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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.

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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

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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

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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.

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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.

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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.

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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.

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Apples and Oranges. . .but
CBAM ACOT LOTI
Awareness Informational Personal Management Consequence Collaboration Refocusing Entry Adoption Adaptation Appropriation Invention Non-use Awareness Exploration Infusion Integration--M Integration--R Expansion Refinement
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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

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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.

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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.

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Initial Results
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Means of LoTi Instrument
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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.

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Six Overall Lessons Learned

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

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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

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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)?

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Ok, who wants a TICKIT?And, who has a
TICKIT?http//www.iub.edu/tickit