Unger, K., & Barbour, M. K. (2010, October). Introducing in-service teachers to Web 2.0. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.
Technology integration programs for teachers need to move beyond teaching word processing and other office tools, and general Internet tools; and instead focus on Web 2.0 tools that K-12 students are using in their daily lives. Wayne State University’s IT6230 – Internet in the Classroom course prepares in-service teachers with pedagogy, strategies, and tools for incorporating online resources into their teaching. This presentation will focus on the utilization of Web 2.0 tools to deliver and reinforce technology integration with in-service teachers.
AECT 2010 - Introducing In-Service Teachers to Web 2.0
1. Instructional Technology
Introducing in-service teachers to
Web 2.0
Kelly Unger - klu728@gmail.com
Dr. Michael Barbour - mkbarbour@gmail.com
2. Distance Education in
Instructional Technology
Higher Ed
• 2000-01: 56% of institutions offering
distance ed programs
• 2003: 3,077,000 enrollments (Waits & Lewis)
• 2005: Increase by 35% (Allen & Seaman)
• Who else does this begin to IMPACT?
3. Instructional Technology
Current state of K-12 VS
Students Enrolled in Online Courses
• 2001 = 40,000 – 50,000 (Clark)
• 2009 = >1,000,000 K-12 (Picciano & Seaman)
Students Enrolled in Online Courses
• 45 States (plus DC) reporting significant K-12
online learning activity
4. GAP
Instructional Technology
Less than 40% of all online K-12 teachers in
the United States reported to receiving
professional development before they
began teaching online (Rice & Dawley, 2007)
5. Instructional Technology
Current state of VS
• 2006 – Michigan adds online learning graduation
requirement
• Added 3 new standards for teachers in
Educational Technology
1. Online Technology Experience and Skills
2. Online Course Design
3. Online Course Delivery
• Necessitated changes to all endorsement
programs in the state
6. Instructional Technology
Current state of VS
• At Wayne State University changed reflected
in IT6230 – Internet in the Classroom
– preparing teachers for three new roles (Davis, 2007)
1. Virtual School Designer
2. Virtual School Teacher
3. Virtual School Facilitator
» most middle and high school teachers in Michigan
were more likely to play the role of the facilitator the
majority of course activities focused on this position
9. Instructional Technology
Purpose of Study
Examine the effectiveness of the chosen K-12
online learning curriculum, with the goal of
making continual improvements to the
course (Stringer, 2004).
10. Instructional Technology
Methods
• Three Semesters
– Winter 2008 - 9 of 15 students
– Winter 2009 - 5 of 7 students
– Summer 2009 – 5 of 14 students
• Data
– Blog comments based prompts by the instructor
– Individual and group projects
– Student evaluations of teaching
11. Instructional Technology
Methods
• Inductive analysis approach (LeCompte &
Preissle, 1993) and constant comparative
coding (Ezzy, 2002).
• Microsoft Word® as a tool to complete this
analysis following the procedure outlined by
Ruona (2005).
• Weekly meetings to discuss codes, categories
and potential themes.
12. Blogs
Instructional Technology
• Winter 2008 and 2009
– Blogger, WordPress, and Edublog
• Summer 2009
– Edublog (least likely to be blocked)
13. RSS Feed
Instructional Technology
• Winter 2008 and 2009
– Bloglines and Google Reader
• Summer 2009
– Google Reader
20. Instructional Technology
Introducing in-service teachers to
Web 2.0
Kelly Unger - klu728@gmail.com
Dr. Michael Barbour - mkbarbour@gmail.com
Notas del editor
blogs served as the place where they post, using text, images, and links, course assignments and reflective entries
Updated blog notification – classmates and instructor
Microblogging is another form of written communication, but is on a smaller scale (i.e., 140 characters)
Organized by contentCreate and edit content collaboratively
platform for people to connect with people who share the same interestsMany K-12 educators are reluctant to engage in social networking sites, particularly the same site used by their students. It is hoped that exposure to more controlled and safe environments within this genre of Web 2.0 tools, along with an exploration of ways in which it can be used for classroom learning will overcome that initial reluctance.
websites that they find personally usefulmore robust tool, but kept Delicious as an option to those students who may become overwhelmed by a more comprehensive tool.