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Advancing Teacher Preparation: Using a Simulated Environment and Coaching in Research and Development Krista Vince Garland, Ph.D., Kara Battin Holden, M.., & Dennis Garland, Ph. D.
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Using Technology to Prepare Pre-service Teachers Technology Imitative at UNCG: “The project is about leveraging emerging technology to enhance teaching and learning,” says Dr. Christina O’Connor, project Director. “It’s not all about specific cutting-edge technology because that changes. It’s about how we can use technology to better prepare teachers so that students become more creative and more innovative, and learn by doing.” Innovation Configuration (IC) designed by Dieker, Kennedy, Smith, Vasquez, Rock, & Thomas (2014) addresses six broad categories Podcasts Video case studies Online delivery of content Technology-based support Supervision and feedback Virtual learning or simulation experiences
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TLE TeachLivE TM “The TLE TeachLivE TM Lab is a mixed reality teaching environment supporting teacher practice in classroom management, pedagogy, and content.” http://teachlive.org/ http://teachlive.org/
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Independent Intermediate Controlling Most to Least Least to Most Evidence-based practices for students with Autism Spectrum Disorder (ASD) System of least-to-most prompting
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Individualized Clinical Coaching How can we ensure teachers learn these skills, and hold on to them?
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Purpose of the study What we did: In this study, the authors examined the efficacy of individualized clinical coaching of least-to-most prompting (also referred to as system-of-least prompts, SLP) in the TLE TeachLivE ™ mixed- reality teaching environment (TLE).
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Research Questions To what extent is the fidelity of implementation of System of Least Prompts (SLP) affected when participants are prepared using individualized clinical coaching in the TLE TeachLivE™ virtual classroom laboratory? To what extent did participants value their preparation of System of Least Prompts (SLP) with individualized clinical coaching while in the TLE TeachLivE™ virtual classroom laboratory?
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Methods Teacher Participants (6) Avatar Participant: Austin with Autism urban, public middle school in a large, metropolitan school district sixth grader emergent reader received the majority of his instruction in an inclusive classroom a beginning level of decoding
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ParticipantAgeGender Undergraduate Degree Occupation Russell26MaleHistory Behavior Management Aide Charlotte30Female Elementary Education Substitute teacher, Army Reserves Garth23Male Adolescent Social studies/Special Education Substitute teacher Brian28Male Early Childhood/Childho od Education Substitute Teacher Katie26Female Special Education/ ElementaryEducat ion Computer Lab teacher Kortney26Female Adolescent Mathematics Education Math and Technology Teacher.
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Methods Setting Duration- Total training time in the simulation lab did not exceed one hour per participant. Number of sessions differed in baseline and intervention (will get into detail later)
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Procedure Multiple baseline across participants Baseline Intervention Maintenance IOA Fidelity Checklists: interactor and coach Presence Survey Social Validity (Focus Group)
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Results Mean participant performance improved from 22% during baseline to 88% after receiving coaching in TeachLivE TM. Mean participant accuracy in the maintenance phase was 97%, an overall improvement in performance of 75%. Five of the six participants attained nearly perfect scores on the SLPPER during maintenance.
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Visual Results
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ParticipantBaselineInterventionMaintenance Russell x= 31% R= 10 (26% -36%) 4 Sessions x= 97% R= 2 (95%-97%) 4 Sessions x= 95% R= 10 (90%- 100%) 4 Sessions Charlotte x= 33% R= 17 (24%-41%) 4 Sessions x= 93% R= 18 (82%-100%) 3 Sessions x= 96% R= 10 (90%-100%) 4 Sessions Garth x= 16% R= 7 (14%-21%) 4 Sessions x= 81% R= 37 (58%-95%) 5 Sessions x= 98% R=3 (97%-100%) 3 Sessions Brian x= 19% R= 7 (17%-24%) 4 Sessions x= 85% R= 30 (68%-98%) 4 Sessions x= 96% R= 13 (87%-100%) 3 Sessions Katie x= 17% R= 15 (9%- 24%) 4 Sessions x= 82% R= 31 (66%-97%) 5 Sessions x= 99% R= 3 (97%-100%) 2 Sessions Kortney x= 14% R= 12 (7%-19%) 4 Sessions x= 84% R= 15 (77%-92%) 4 Sessions x= 99% R= 3 (97%-100%) 2 Sessions Average Across Participants x= 22% R= 19 (14%-33%) 24 Total sessions x= 88% R= 16 (81%- 97%) 25 Total sessions x= 97% R= 4 (95%- 99%) 18 Total sessions
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Social Validity Benefited from modeling and 1:1 feedback. Felt similar to working with a real student, avatar’s mannerisms as a student with ASD were “pretty natural” and discussed the ease by suspend disbelief Firmly believed learning the SLP in the TeachLivE TM lab was a more valuable and intensified experience than using a textbook. Prefer to pay for time in the lab in lieu of buying a traditional textbook.
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Thank You! Krista Vince Garland garlankm@buffalostate.edu Kara Battin Holden k_battin@uncg.edu Dennis Garland dgarland@niagara.edu
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