1. A Distance Learning Approach to Enhancing Technology Use in Rural Schools Jim Barber Wallace Hannum University of North Carolina at Chapel Hill

2. Situation Large state with considerable rural population Challenges of NCLB Concerns about AYP in rural areas Difficult for rural teachers to get professional development Want to improve instruction in rural areas through technology use

3. Guiding Questions How do we build their capacity to use technology to support learning? How can we use distance learning to offer courses rural students would not otherwise have?

4. Our solution 1.Graduate class via interactive video 2.Certification program to teach online 3.Distributed support for professional development

5. 1. Graduate class Taught via interactive video Professor teaching in a studio Students at various sites across state

6. Two-way interactive video Program originates in studio Four sites connected via fiber optics Video & audio in all directions Lecture/discussion Project-based

7. Outcomes Teachers became more capable of using technology for teaching & learning Teachers & administrators in rural areas completed a graduate class they otherwise would not have completed Teachers got to see what others were doing & learn from each other

8. 2. Certification program Need –improve quality of online instruction –enable regular classroom teachers to teach online –create several high-quality online courses Solution –create inservice program for teachers who want to teach online –accept only teachers with basic technology skills

9. Organization Sequence of 5 courses 18 months to complete Practicum Pedagogy for Online Learning Tools for Online Learning Models for Online Learning Overview of Online Learning

10. Teaching methods Program completely online Model what we preach Summer workshop/collaboration Stress interaction and collaboration Emphasis on developing skills, not just acquisition of knowledge

11. Technology used Course management –Content –Discussion forums –Document sharing Email –One-to-one contact –Individual feedback –Coaching Telephone

12. Outcomes Better knowledge of online teaching & learning Enhanced skill in teaching online More online courses developed More opportunities for high school students to take online courses

13. Outcomes Stronger pedagogy built into courses Cadre of online teachers able to offer more courses & help other teachers Peer-to-peer support network for teaching online

14. 3. Distributed support for teaching Statewide network of educators using the power of the Internet to improve K-12 education. LEARN NC

15. Teachers helping teachers The Teachers’ Network: a LEARN NC trained coordinator in each of the 115 school systems and many individual schools Local system coordinators conduct professional development workshops; provide ongoing feedback on resources

16. Teachers helping teachers Contributing editors offer best practices and proven resources. Last year, the LEARN NC website experienced nearly 10,000 visitors a day! www.learnnc.org

17. Teacher feedback guided organization of educational resources Ongoing collaboration with educational partners generates content and opportunities

18. A guided search makes It easier to locate what you need based on your role as teacher, student, or parent.

19. Search results offer a variety of resources aligned to the NC Standard Course of Study

20. Access to the entire curriculum and associated lesson plans is only a few clicks away

21. Display of curriculum goals clearly displays curriculum and associated resources.

22. Access resources at the objective level

23. LEARN’s Curriculum Consultants review lessons from NC teachers and from around the world and align them to the SCoS

24. Lessons are aligned to the Standard Course of Study and reviewed as curricula are revised.

25. Access other lessons addressing the same objective from within each lesson

26. Educators statewide contribute best practices articles on a range of topics

27. Quality websites are reviewed and annotated to create a “safe-surfing” environment for online research

28. Grade-level interfaces create age-level appropriate research centers for K-12 students Take a look at Grade 2

29. NC teachers provided guidance in developing age-level appropriate media centers

30. Quality sites are chosen to support the SCoS which are written at a reading level appropriate for each grade level

31. Students search within the LEARN NC database, avoiding inappropriate websites

32. Each Media Center features a custom- written research guide for learning how to use the web as a resource for research.

33. High School students access tools and resources appropriate for their needs

34. A collection of professional resources supports the challenges of beginning teachers. Resources are designed to support teaching in N.C.

35. Teachers engage in professional development at a time most convenient for their schedules with LEARN’s Online Courses LEARN also prepares educators to teach online and to develop online courses.

36. Featured resources include interactive tools like writing exemplars for preparing teachers to improve writing skills.

37. Educational jargon is defined with examples with the Education Reference section

38. Each entry goes beyond a simple definition to offer examples and related terms

39. Presentation summary Attempting to support teachers & administrators in underserved rural areas make better use of technology. Three programs –Graduate course via distance learning –Certification program for teaching online –Ongoing support for professional development

40. Emphasis Building capacity of teachers to use technology for teaching & learning Better instructional use of technology Appropriate pedagogy Improved student achievement

41. How Improve capacity to use technology for teaching and learning Use technology in support of capacity building Use distance learning to provide anytime, anyplace learning Model effective teaching & learning practices

42. Why?