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Workshop Design Strategies for a Successful Technology Integration Faculty Development Program

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... Strategies for a Successful Technology Integration Faculty Development Program ... integration of technology-related content and teaching strategies into the ... – PowerPoint PPT presentation

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Title: Workshop Design Strategies for a Successful Technology Integration Faculty Development Program


1
Workshop Design Strategies for a Successful
Technology Integration Faculty Development Program
2
Overview
  • NAU PT3 Goal
  • …integration of technology-related content and
    teaching strategies into the College of
    Educations undergraduate teaching methods
    classes.
  • Professional Development Workshop
  • Workshop curriculum and plans details
  • Evaluation plan -- Changes in faculty
    participants
  • Attitudes,
  • Skills, and
  • Perceptions of technology integration into their
    pre-service teacher college of education methods
    courses.

3
Workshop Design Strategies
  • Stipends were awarded for completed instructional
    artifacts - not attendance.
  • Workshops were held the same day/time every week
    (habit forming).
  • Outcomes and goals were stated more clearly, in
    terms of a restaurant-style menu.
  • Faculty could pick and choose the projects they
    were interested in, and skip the rest.
  • Workshops were presented as work sessions in
    which faculty spent most of their extended
    three-hour workshop time. developing technology
    artifacts with the support of the PT3 staff.
  • Good coffee available at all workshop sessions
    (ultimate motivator).

4
Tools, Software Media Development Sessions
  • Basic Web Development
  • Creating and Working with Images
  • Creating and Using Digital Video
  • Power Pointing for Professionals
  • Advanced Web Development

5
Instructional Design and Support Sessions
  • The Different Roles of Technology in the Practice
    of Professional Educators
  • Technology-Supported Instructional Strategies
  • Technology-Supported Classroom Management
    Strategies
  • Technology-Supported Continuous Improvement
    Strategies

6
Participants
  • Focused on the Division of Teaching and Learning
    Faculty
  • Wide range of technology skills
  • Café Menu of Choices
  • 12 Participants from a variety of methods
    disciplines, i.e. science, math, literacy, etc.

7
Evaluation Questionnaire
  • The survey asked…
  • What motivated the faculty members to sign up for
    and participate in the technology workshops.
  • If and how the workshops had an impact on their
    perception of technologys role in education.
  • Provide anecdotal comments on workshops aspects
  • most surprising,
  • most enjoyable,
  • most favorite,
  • most helpful,
  • least helpful, and
  • most frustrating.

8
Evaluation Questionnaire
  • The survey also asked…
  • participants to rank the level of self efficacy
    on specific technology skills prior to and after
    the workshops.
  • 4-point Likert-type scale (1 no way, 2 I have
    some idea, 3 somewhat, and 4 absolutely).

9
Evaluation Questionnaire
Self-report of self efficacy at different degrees
of complexity prior to and after the workshops
10
Evaluation Questionnaire
Self-report of self efficacy at different degrees
of complexity prior to and after the workshops
11
Results (n9/12)
  • Motivated by…
  • 1) learn about web page development
  • 2) learn how to integrate technology into
    practice
  • 3) learn how to better manage comm. and writing
  • 4) learn how to teach on the web
  • 4) for the

12
Results (n9/12)
  • 5/9 had perceptions of technologys role in
    education positively changed
  • 8/9 had perceptions of their technology skills
    positively changed
  • 8/9 had perceptions of their technology usage
    positively changed
  • 9/9 would like to see more workshops offered

13
Results (n9/12)
14
Results (n9/12)
15
Results (n9/12)
  • Greatest reported change in self-efficacy in…
  • use of a web editor (1.111)
  • use of a file transfer protocol (.888)
  • saving word files in different formats, i.e.
    html, rtf (.778)
  • But more interestingly was the reported change
    in…
  • use technology for level 2 instructional
    purposes, i.e. instructional delivery (.889)
  • use technology for level 3 instructional
    purposes, i.e. learner interactivity (.889)
  • figure out technology problems on my own (.625)
  • learn new technology skills/applications on my
    own (.777)

16
Comments
  • Most surprising,
  • How easy it is to use Dreamweaver.
  • Most enjoyable,
  • The format and learning with my colleagues. I
    loved having technology Fridays.
  • Most helpful,
  • Trouble shooting.
  • Most favorite,
  • Having a product.
  • Most frustrating,
  • Not having enough time.

17
Comments
  • I feel more confident in using this technology
    in my classes and personally.
  • I feel more efficacious about using Dreamweaver
    and engaging in technical discussions with my
    WebCT team.
  • I can do it!
  • I still have a long way to go, obviously, but I
    now know that I am capable of creating
    educational tools through technology.

18
Comments
  • I can see more ways to mix live and web-based
    instruction.
  • I want to make my course in the spring more
    hybrid.
  • It gave me better ways to communicate
    information to my students in class. I can now
    see possibilities for the use of technology in
    education. I suppose I knew those possibilities
    were there, but I did not have the knowledge to
    be able to visualize practical applications.

19
Questions?
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