2. Teacher Professional Development and Technology Integration: Time to Get the TICKIT? Curt Bonk, Indiana University Co-Director of TICKIT Program Associate Professor President, CourseShare cjbonk@indiana.edu http://php.indiana.edu/~cjbonk

3. Education Week, May 9, 2002. p. 16 “..12 states have established their own virtual schools and five others are piloting cyber schools…32 states are sponsoring e-learning initiatives, including online testing programs, virtual schools, and Internet-based professional development.”

5. Education Week, May 9, 2002, p. 16 http://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

6. 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

7. But There’s 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 President’s Panel on Educational Technology)

8. 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

9. Three Projects at the Center for Research on Learning and Technology, Indiana University

10. #1. Inquiry Learning Forum

12. #2. Learning to Teach with Technology Studio

13. 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)

14. TICKIT #3. TICKIT Teacher Institute for Curriculum Knowledge about Integration of Technology (http://www.indiana.edu/~tickit) http://www.indiana.edu/~tickit/

15. 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

16. What Skills Do We Need to Promote in 21 st 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

18. 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

19. TICKIT Overview (con’t) 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

20. TICKIT Program Description: Program Elements Teach two class technology projects Give back to school Asynchronous conferencing –Progress reports and idea exchange Action research and reporting oWritten reports to course instructor oOral report to TICKIT colleagues oOral report to a local school group oFormal report at a state conference

21. TICKIT Program Description: ACOT 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

22. 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

24. 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

25. 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

28. 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.”

29. 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

30. The Future Note: any predictions are bound to be too conservative!!!

31. 16 Technologies of Future? 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 9.Online Mentoring 10.Games and Simulations 11.Assistive Technologies 12.Peer-to-Peer Collaboration 13.Reusable Content 14.Virtual Worlds/ Reality 15.Wearable Computing 16.Wireless Technology

32. 1.E-Portfolios: What 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

34. 2. Communities of Learners

35. 3. Electronic Books

36. 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)

38. 5. Online Courseware: Synchronous and Asynchronous

39. Asynchronous Instructor-Led Technology (Sitescape Forum, FirstClass, Blackboard)

40. Synchronous Instructor-Led Technology (Horizon Live, WebEx, Centra, etc.)

41. 6. Intelligent Agents

42. 7. Online Language Support and Translation (pronunciation, communication, vocabulary, grammar, etc.)

43. 8. Online Exams and Gradebooks

44. 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.”

45. 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 computer…It's got the pooled wisdom of 200 to 400 teachers.”

46. Free Online Rubrics

47. 9. Online Mentoring and Adventure Learning Expert mentors novice from remote location Carnegie Mellon Univ.

49. K-12 Cross-Cultural Mentoring

50. Corporate Call-Ups for Reality Check

51. Adventure Learning Purpose: engage in adventurous study of the global environment. (e.g., Telepresence or virtual fieldtrips, ask an expert forums, cross-classroom collaboration, debate forums, MayaQuest)

53. 10. Games and Simulations

54. The Virtual Lab Experiment Carnvale, 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.”

55. The Virtual Lab Experiment Carnvale, 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."

56. 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/)

57. 12. Peer-to-Peer Collaboration (Global Knowledge Centers--Peer Shared Document Sites) Possibilities: 1.Data Sharing (www.napster.com) 2.Resource Sharing (www.intel.com/cure/overview. htm) 3.Workgroup Collaboration (www.groove.net)

59. 13. Reusable Content (will include a school passport option to see how it is used)

60. 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

61. “Publishers” Technology Distribution Software Developers Book Publishers Hollywood Producers Newspapers On-Line Services Cable Companies Broadcasters Telephone Cos. Computer Nets Retail Stores ISDN MPEG/DVI Photo CD HDTV QuickTime OS/2 Windows USERS

62. 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 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 ADL Functional Requirements (Bob Wisher, 2001)

63. 14. Virtual Worlds/Reality l Avatars--representations of people l Objects--representations of objects l Maps--the landscape which can be explored l Bots--artificial intelligence

65. 15. Wearable Computing

66. 16. Wireless Technology

67. Ok, who wants a TICKIT? And, who has a TICKIT? http://www.iub.edu/~tickit