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HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support.

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Presentation on theme: "HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support."— Presentation transcript:

1 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support

2 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support There were 22 HFM - SAN Distance Learning teacher responses to the survey. Number of first time and veteran DL teachers’ responses

3 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Section A Technical

4 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Agree / Strongly Agree Disagree / Strongly Disagree 1. I was able to clearly see all of my students at remote site(s). Technical

5 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 2. I was able to clearly hear students and teacher aides at remote site(s). Agree / Strongly Agree Disagree / Strongly Disagree Technical Uncertain

6 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 3. Students at remote sites were able to hear me. Agree / Strongly Agree Technical Teacher Response Uncertain

7 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Uncertain **Student response* from remote site perspective 13% 10% 77% Agree / Strongly Agree Disagree / Strongly Disagree 3. Students at remote sites were able to hear me. Technical * Re: Hearing teachers, aides and students. Teacher Response

8 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 4. The materials displayed over the network were clearly seen by students. Technical Agree / Strongly Agree Disagree / Strongly Disagree Uncertain

9 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 5. I felt comfortable using room equipment. Technical Agree / Strongly Agree Uncertain

10 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 6. The room design was adequate for my teaching purposes. Technical Agree / Strongly Agree Disagree / Strongly Disagree

11 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 7. I was satisfied with the technical support I received in dealing with network difficulties. Agree / Strongly Agree Technical Uncertain

12 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 8. Technically, the distance learning system performed well this year. Technical Agree / Strongly Agree Disagree / Strongly Disagree

13 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Section A Learning Environment

14 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 1. I could interact with individual students as often as I wanted. Agree / Strongly Agree Uncertain Learning Environment

15 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 2. My interaction and rapport with students at remote sites was comparable to students at my home site. Agree / Strongly Agree Uncertain Learning Environment

16 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 3. The distance learning system provides an effective way to teach classes. Agree / Strongly Agree Uncertain Learning Environment

17 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Section A Overall Program

18 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 1. The system for transferring assignments between sites was adequate. Teacher Response Overall Program Disagree / Strongly Disagree Agree / Strongly Agree Uncertain

19 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 1. The system for transferring assignments between sites was adequate. Uncertain **Student response* from remote site perspective 7% 86% Agree / Strongly Agree Teacher Response Disagree / Strongly Disagree * From HFM - SAN DL student survey. Overall Program

20 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 2. We had little trouble making up missed classes when necessary. Agree / Strongly Agree Uncertain Teacher Response Overall Program

21 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 2. We had little trouble making up missed classes when necessary. Uncertain Agree / Strongly Agree Teacher Response **Student response* from remote site perspective 11% 25% 17% 47% N/A Overall Program * From HFM - SAN DL student survey.

22 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 3. The overall coordination of the project was effective. Agree / Strongly Agree Uncertain Overall Program

23 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 4. I would teach another course on the distance learning network. Overall Program Disagree / Strongly Disagree Agree / Strongly Agree Uncertain

24 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 5. I would recommend taking courses on the distance learning network to students at my school. Overall Program Disagree / Strongly Disagree Agree / Strongly Agree Uncertain

25 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 6. I would recommend teaching courses on the network to colleagues. Overall Program Disagree / Strongly Disagree Agree / Strongly Agree Uncertain

26 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support 7. Overall, I am satisfied with the experience I have had teaching via DL this year. Overall Program Disagree / Strongly Disagree Agree / Strongly Agree Uncertain

27 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain * First Year Instructors * 1. The training I received prior to teaching on the distance learning system prepared me well for teaching in the DL environment. Overall Program

28 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support * First Year Instructors * 2. Teaching via distance learning has lived up to my expectations. Overall Program Disagree / Strongly Disagree Agree / Strongly Agree Uncertain

29 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Section B Teacher Comments

30 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ It gives students an opportunity to take classes that they would otherwise not have access to. DL teaches teachers to incorporate technology into every lesson plan. DL brings students together from very distant areas and allows them to work with a variety of students. Host students meet different people and see ideas differently because of new perspectives. The Elmo is a great tool for teaching as well, and all together they make for a more cohesive class. The technology and the use of DVD, VCR and having a computer at hand! PowerPoint projects too! DL allows students in schools without a large faculty access to courses not offered in their school. The BOCES Support team is exceptional! Technology in the room - laptops, Elmo, TV, DVDs and PowerPoint. The diversity of the course offerings. The opportunity to interact with students from other schools. 1. What are the strengths of distance Learning? Comments

31 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Volume issues and occasional technical problems, otherwise the DL system is great! All our new improvements were wonderful. Different school policies regarding schedules and not always having a full time aide at the remote site. Periods need to be synchronized. For example, we would be able to connect with another school if their bell schedule was synched with ours. Few schools are operating on the same schedule. The difference can be minutes. I found it difficult to keep engaged managing three different classrooms. Trying to not make it seem distant for the other schools. Managing the work students need to make up. Transporting books between schools is tricky. I could not find time to have private conversations with students at other sites. When there were delays I had to cancel classes. No flexibility in schedule. 2. What are the weaknesses of Distance Learning? Comments

32 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ I would suggest stronger communication between the host teacher and the aides in receiving schools makes the program run more smoothly. More clear sub plans for when aide is absent at receiving site. If an aide at a site is going to be absent, he/she should contact the host site and let them know. BOCES should set up Blackboard or something like it for all DL classes. The aide should zoom in on students and adjust the cameras so that we can see them better. Make the remote classes smaller, I had 23 kids this year. I’d like a better fax machine and better chairs. Coordinate time between sites closer to the minute. More than 1 student at receive sites. I would also suggest that teachers meet the aides at the remotes sites before schools starts to establish a rapport. 3. What changes would you suggest for distance learning classes? Comments

33 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Students at both sites were very responsible we had no problems, technical or behavioral. I had expected more problems between the two groups but they seemed to connect very well. It exceeded my expectations. I didn't think that I could teach foreign language without being in a class with my kids, but the technology made it possible and successful. It was a lot of extra prep work. I needed to change my teaching style. I worked harder at being prepared because of the time loss due to slightly different school schedules. 4. Are there any outcomes from teaching this course that you had not expected? Comments

34 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ I initialized this year with aide, students and guidance dept. All assignments were ed to students if absent etc. and were returned to me in the same fashion. I didn't have to chase down faxes because everything was ed. No new methods but the technology enhances the traditional methods such as presentation, debates and notes. More use of Power Point for direct instruction, video clips, etc. I used ELMO a lot and I could instruct right out of the textbook. I Communicated via . Used DVD more with subtitles. The pause is much clearer with a paused DVD rather than a video tape. ELMO + Sympodium = excellent equipment. Comments 5. Did you use any new instructional methods to effectively teach in the DL classroom?

35 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ I used both and telephone to contact the students. I would like more students to use vs. the mail or fax. The students had my phone extension and . was used to obtain assignments from students. Phone-for consulting about grades, work, assignments, etc. Phone, I had my one student at the remote site phone us to do group work. I have faxed notes to students. Comments 6. Did you use any other forms of communication with the students in addition to daily …... distance learning classroom instruction (such as or telephone)?

36 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support Comments 7. Did you visit your remote sites? No Yes No response

37 HFM SAN Distance Learning Project Teacher Survey 2005 – 2006 School Year... BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ I visit each site twice as it fosters a better working relationship with students and teacher. Yes, once a month on average. My school is cooperative in getting a substitute and paying for my travel mileage. Yes, I visit my remote sites every other month. There are huge advantages in getting to know the students at the remote sites. Yes, once. The advantage is that I had a chance to meet students and teach from a fresh environment. The disadvantage is that I had to take a whole day off to do it. The students then came to our school for one day to meet with our students and that was something that everyone seemed to enjoy. Comments 7B. What were the advantages / disadvantages to visiting your remote school(s)?


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