following a technology training workshop: effects of a web-based support system
DESCRIPTION
Following A Technology Training Workshop: Effects Of A Web-Based Support System. Jane Watkins Department of Physics and Computer Science Presbyterian College Clinton, South Carolina. Technology Training Workshop. Weeklong summer course Academic credit Teachers and Media Specialists - PowerPoint PPT PresentationTRANSCRIPT
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Following A Technology Training Workshop: Effects Of A Web-Based Support System
Jane WatkinsDepartment of Physics and Computer Science
Presbyterian CollegeClinton, South Carolina
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Technology Training Workshop
• Weeklong summer course• Academic credit• Teachers and Media Specialists• Taught by Business Professors• Classroom Technology Integration Using
Microsoft PowerPoint
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My Questions
• What classroom technology integration methods were taught during the workshop?
• How may we sustain the positive effects of the workshop?
• How do we raise the level of classroom technology integration?
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Rubric for High-Level Technology Integration
With the assistance of technology, the teacher has created a learning environment where the student must
• Analyze– Distinguish, detect, employ, restructure, classify
• Synthesize– Write, produce, plan, design, derive, combine
• Evaluate– Argue, decide, compare, consider, contrast
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After-Training Support System (ATSS)
• Institute Content• Best Practices• Collaborative Ideas• Discussion Forum• Mentor• Resourceshttp://web.presby.edu/~watkins/T&TI
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Participants
• Seven teachers– White– Middle-class– 5 from public schools– 2 from private schools– Grades taught range from first to high-school
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Research Design
• Applied Ethnography– An in-depth investigative technique used to examine
the important variables, processes, and interactions for a particular culture.
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Data Collection Methods
• Interviews– Before ATSS– After ATSS
• Observations• Document Analysis
– Teaching Materials– Students’ Work
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Research Question
• What are the effects of a teaching and technology workshop with an after-training support system on classroom technology integration?
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Teachers’ Reasons for Taking the Institute
• Create multimedia presentations using PowerPoint
• Learn more about technology in general• Re-certification and South Carolina’s
technology requirement
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Teachers’ Perceptions of Technology Integration
• “Showing them how to use a computer, the things that they’re going to do every day”
• “To bring it into all subject areas”• “Using the technology that’s available to you
whether it’s the TV or the VCR of the overhead or the computer”
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Technology in the Classrooms Before the ATSS
• Publishing writings with computers (Synthesis)• Reading-level assessment through
computerized tests (Evaluation)• Problem solving with computers (Evaluation)• Using the Internet to write stories (Synthesis)
and to make reading more personable (Analysis)
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Frequency of Use of the ATSS
• Ranged from “three to four times a week” to “twice a week”
• Teachers’ comments indicated that had the ATSS been made a part of their school’s curriculum, the teachers would have accessed it more often.
“I just kept thinking, if I didn’t have so much else to cover, I could spend more time exploring the web site”
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Useful Components of the ATSS
• Institute Content Web Page– Presentation Slides
• Best Practices Web Page– Let Your Students Use PowerPoint (Synthesis)
• Math and Reading– Create A Tutorial For Your Students Using MS-
PowerPoint• Social Studies
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Useful Components of the ATSS
• Collaborative Ideas Web Page– Cooperative Learning Example (Synthesis)
• Students taught one another how to incorporate graphics into their published writings
• Students taught one another how to download a screensaver
– Kathy Schrock’s PuzzleMaker
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Useful Components of the ATSS
• Resources Web Page– ERIC– Kathy Schrock’s Guide for Educators– Scholastic Web Site– South Carolina Education– U.S. Department of Education
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Number of Teachers Who Used Each Web Page from the ATSS
0 2 4 6 8
Insti
tute
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Number of Teachers
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Instances of High-Level Technology Integration
0.0
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arol
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After
Before
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Conclusions
• Prior to using the ATSS, only one teacher envisioned PowerPoint as a tool for her students, now one other teacher also visualizes PowerPoint as a tool that her students can use.
• By altering how teachers perceive technology integration through the ATSS, we may influence how teachers integrate technology into their teaching.
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Conclusions
• Two teachers indicated an increase in the instances of high-level technology integration after using the ATSS.
• Had the ATSS been made an integral part of each teacher’s curriculum, the teacher would likely have used the ATSS more often.
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Conclusions
• When teachers receive the needed support from school administration, technology training will be continuous and will raise the teachers’ technology integration from a basic level to high-level methods.