Teacher Professional Development and Technology Integration: Time to Get the TICKIT?

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Teacher Professional Development and Technology
IntegrationTime to Get the TICKIT?

• Curt Bonk, Indiana University
• Co-Director of TICKIT Program
• Associate Professor
• President, CourseShare
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk

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Education Week, May 9, 2002. p. 16

• ..12 states have established their own virtual
  schools and five others are piloting cyber
  schools32 states are sponsoring e-learning
  initiatives, including online testing programs,
  virtual schools, and Internet-based professional
  development.

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Education Week, May 9, 2002, p.
16http//www.edweek.org/sreports/tc02/

• Florida Virtual High School (began 1997)
• Over 5,000 students from 65 counties (double from
  previous year)
• average 1.6 courses/student
• Course enrollments of 8,200 for 2001-2002
• 37 home-schooled
• 31 little or no previous computer exper
• Most say quality up, but difficult
• Sells courses to other states
• Receives 6 million in state money

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Why Virtual High Schools?Education Week, May 9,
2002. p. 16

• Greater number of courses.
• Course depth
• Let new information, options, perspectives in
  (range of students)
• Utilize space better
• Flexible
• Balance other obligations

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But Theres a Problem! (Duffy, 2002)

• 80 teachers not prepared to integrate technology
  into teaching. (National Center for Education
  Statistics, 1999)
• Preservice instruction often focuses on stand
  alone technology courses. (Siegel, 1995) 70
  of courses focus on hardware, Internet use, and
  software use
• Focus should be on learning with technology
  rather than about technology (1997
  Presidents Panel on Educational Technology)

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The Challenge

• If teachers have access to next generation
  professional development, they will acquire the
  proficiencies, insights, and experiences needed
  to use technology effectively with their
  students.
• Eight Steps to Highly Effective Next
  Generation Professional Development for Learning
  and Technology, Indiana Department of Education,
  2001

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Three Projects at the Center for Research on
Learning and Technology, Indiana University
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1. Inquiry Learning Forum
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2. Learning to Teach with Technology Studio
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LTTS Features

• Short Web courses (25 growing to 55)
• Start anytime and move at own pace
• Focus on technology integration in inquiry
  lessons and projects
• Facilitated, problem-centered modules (practical
  and educational)
• Standards-based (ISTE NETS and national academic
  standards)

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TICKIT
3. TICKIT
Teacher Institute for Curriculum Knowledge about
Integration of Technology (http//www.indiana.edu
/tickit)
http//www.indiana.edu/tickit/
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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
• Yearlong, 25 teachers from 5 schools
• Primarily school-based
• Supported by participating school systems, Arthur
  Vining Davis Foundations and Indiana University

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TICKIT Overview (cont)

• In our fifth 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, role play

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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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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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The Future Note any predictions are bound to be
too conservative!!!
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16 Technologies of Future?

1. Online Mentoring
2. Games and Simulations
3. Assistive Technologies
4. Peer-to-Peer Collaboration
5. Reusable Content
6. Virtual Worlds/ Reality
7. Wearable Computing
8. Wireless Technology

1. Digital Portfolios
2. Communities of Learners
3. Electronic Books
4. Instructor Portals
5. Online Courseware
6. Intelligent Agents
7. Online Language Learning
8. Online Exams and Gradebooks

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E-PortfoliosWhat might they include?

• Multimedia presentations (video, animation,
  voice-over testimonials)
• Examples of work
• Personal statement
• Self-reflections on that work
• Connections between experiences
• Standard biographical info
• i.e., progress, achievements, efforts
• Large, complex, time to grade

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2. Communities of Learners
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3. Electronic Books
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4. Instructor Portals and Portfolios (some will
appear as a holographic image will include
global teacher ratings and freelance instructor
exchange guest lecturers on demand)
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5. Online Courseware Synchronous and
Asynchronous
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Asynchronous Instructor-Led Technology(Sitescape
Forum, FirstClass, Blackboard)
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Synchronous Instructor-Led Technology(Horizon
Live, WebEx, Centra, etc.)
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6. Intelligent Agents
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7. Online Language Support and Translation
(pronunciation, communication, vocabulary,
grammar, etc.)
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8. Online Exams and Gradebooks
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Artificial Grader (Rhea Borja)USA Today, January
16, 2003, 11D

• Across the country, educators are grappling
  with how to administer more effectively and
  cheaply the burgeoning number of essay and other
  tests that students must take because of federal
  and state mandates. State officials, who struggle
  under budget cutbacks, hope that
  artificial-intelligence scoring systems will be
  part of the answer.

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Artificial Grader (Rhea Borja)USA Today, January
16, 2003, 11D

• Educators like the relatively low cost and
  speed of essay-scoring technology Prices vary,
  but it costs about 1 per computer-scored essay
  compared with about 5 for a human-graded essay.
  Also, essays are scored in five to 10 minutes by
  humans, in less than two seconds by computerIt's
  got the pooled wisdom of 200 to 400 teachers.

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Free Online Rubrics
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9. Online Mentoring and Adventure Learning
Expert mentors novice from remote
location Carnegie Mellon Univ.
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K-12 Cross-Cultural Mentoring
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Corporate Call-Ups for Reality Check
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Adventure LearningPurpose engage in adventurous
study of the global environment.(e.g.,
Telepresence or virtual fieldtrips, ask an expert
forums, cross-classroom collaboration, debate
forums, MayaQuest)
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10. Games and Simulations
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The Virtual Lab ExperimentCarnvale, Jan 31,
2003, The Virtual Lab Experiment, Chronicle of
Higher Education, p. A30

• The labs have limitations, however. Most
  biology professors still say that the experience
  of dissecting a frog while gagging on the stench
  of formaldehyde simply can't be replicated
  online. And it's expensive and time-consuming to
  develop a virtual lab that includes all the
  possible variables that students can encounter in
  a real lab.

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The Virtual Lab ExperimentCarnvale, Jan 31,
2003, The Virtual Lab Experiment, Chronicle of
Higher Education, p. A30

• On the other hand, the computer simulations in
  the Virtual ChemLab encourage students to
  experiment and have some fun. "We try to minimize
  the technical aspects and try to maximize the
  open-endedness and discovery aspects," he says.
  "We're teaching them that creative process, that
  problem-solving process."

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11. Assistive Technologies (includes disability
compliance software codings)
Close your eyes and imagine what is like to be
visually impaired and reliant on the Web!
(http//www.rit.edu/7Eeasi/)
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12. Peer-to-Peer Collaboration(Global Knowledge
Centers--Peer Shared Document Sites)

• Possibilities
• Data Sharing (www.napster.com)
• Resource Sharing (www.intel.com/cure/overview.htm)
  
• Workgroup Collaboration (www.groove.net)

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13. Reusable Content (will include a school
passport option to see how it is used)
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What is a Learning Object?

• Learning Objects are small or large resources
  that can be used to provide a learning
  experience. These assets can be lessons, video
  clips, images, or even people. The Learning
  Objects can represent tiny "chunks" of knowledge,
  or they can be whole courses.
• Claude Ostyn, Click2Learn

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Publishers
Software Developers Book Publishers
Hollywood Producers
Newspapers On-Line
Services
Distribution
Technology
USERS
Cable Companies Broadcasters
Telephone Cos. Computer Nets
Retail Stores
ISDN MPEG/DVI Photo CD HDTV
QuickTime OS/2
Windows
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ADL Functional Requirements (Bob Wisher, 2001)
Accessible access instructional components from
one location and deliver them to many other
locations Interoperable use instructional
components developed in one location with a
different platform in another location Reusable
incorporate instructional components into
multiple applications Durable operate
instructional components when base technology
changes, without redesign or recoding Affordable
increase learning effectiveness significantly
while reducing time and costs
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14. Virtual Worlds/Reality

• Avatars--representations of people
• Objects--representations of objects
• Maps--the landscape which can be explored
• Bots--artificial intelligence

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15. Wearable Computing
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16. Wireless Technology
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Ok, who wants a TICKIT?And, who has a
TICKIT?http//www.iub.edu/tickit