web-based training in technology: professional development for the digital age a review of...
TRANSCRIPT
Web-based Training in Technology:
Professional Development for the Digital Age
A Review of Literature bySusan Dupre
University of Louisiana at [email protected]
http://ullresearch.pbwiki.com
Introduction: Topic Overview
•Students must acquire basic technology literacy before entering high school.
•Classroom teachers expected to provide technology-rich learning environments.
•Teachers must acquire technology skills to successfully integrate technology into teaching practices.
Introduction: Topic Overview
Need: Technology–related
professional development
Funding: NCLB’s funding
mechanism proven insufficient
Result: Increasing need with decreasing funding
Solution: Technology–mediated
professional development (TMPD)
Introduction:Purpose
• What evidence, if any, exists that technology-mediated training programs can be effective in changing or enhancing a teacher’s classroom practice?
• What factors might influence a teacher’s technology acquisition and/or beliefs about his or her ability to use technology in the classroom?
Introduction
“Without a doubt, . . . E-learning has become an essential component of the educational scene.”
Holmes & Gardner, 2006
Review of Literature: Overview of Technology-Delivered Instruction
The E-learning Aisle
E-LEARNING is “the use of electronic means to deliver content, manage students through their learning, and test students on their comprehension.”
Clarke, 2002
OFFLINE LEARNING is asynchronous in nature and communicated in flexible time.
Romiszowski, 2004
ONLINE LEARNING is synchronous in nature and communicated in real time.
Review of Literature: Overview of Technology-Delivered Instruction
WBT: An old product with new packaging
WEB-BASED TRAINING (WBT) is a combination of online and offline learning.
• Completed online = anytime, anywhere learning
• Utilizes the original tutorial-style modules of CBT
• Usually asynchronous and self-paced
• Interactive lessons offer pre-testing options
• Does not require an instructoracross
TIME, PLACE, CONTENT, and DURATION
of learning are controlled by the learners.
Review of Literature: Overview of Technology-Delivered Instruction
Evaluating non-traditional delivery systems
Pollard and Pollard’s (2004) Delphi study revealed that the following factors affect learning in an online environment:
• Learner skills
• Prior knowledge
• Beliefs and attitudes
• Course and lesson design
THESE ARE THE SAME FACTORS THAT AFFECT LEARNING IN A TRADITIONAL CLASSROOM.
Review of Literature: Overview of Technology-Delivered Instruction
Evaluating non-traditional delivery systems
Sandholtz (2001) identified three common criteria that might be used to measure the effectiveness of professional development:
• Participants’ evaluations of their own learning.
• The gain in skills as the result of program participation.
• Plans of participants to use technology in their classrooms.
THESE CRITERIA CAN ALSO BE APPLIED TO PARTICIPANTS WHO HAVE UTILIZED AN ONLINE
DELIVERY SYSTEM.
Review of Literature: Changing American Classrooms
Cart-pushers: The national scene
“The success of any educational reform approach
depends not only on teachers’ belief in and will to
implement the proposed changes, but the
development of teachers’ professional skills
necessary to implement such changes.”Donnelly, Dove, & Tiffany-Morales, 2002
Original NETS*T (ISTE, 2000) Refreshed NETS*T (ISTE, 2008)
Technology Operations/Concepts Facilitating/Inspiring Student Learning and Creativity
Planning and Designing Learning Experiences
Designing Digital Age Learning andAssessments
Teaching, Learning, and Curriculum Modeling Digital Age Work/Learning
Assessment /Evaluation Promoting/Modeling Digital Citizenship
Productivity/Professional Practice Engagement in Professional Growth and Leadership
Social, Ethical, Legal, Human Issues.
Review of Literature: Changing American Classrooms
Cart-pushers: National The National Educational Technology Standards for Teachers
(NETS*T)
Review of Literature: Changing American Classrooms
Cart-pushers: State/District
ADVANTAGES TO DISTRICTS OFFERED BY TMPD:
• Reduced travel time and travel costs.
• Reduced printing costs.
• Reduced time away from job.
• Reduced turn-around time for new initiatives.
• Justification for investments in computers,
networks and servers.Driscoll, 1999
Review of Literature: Changing American Classrooms
Cart-pushers: Classroom Teachers
DIGITAL NATIVES VS. DIGITAL ADOPTERSAs a result, education has lagged behind and is now
feeling the effects.
“When [The Internet] exploded into public consciousness in
1994, . . . it took only four years to engage 50 million
users It took radio 38 years and television 13 years to
reach the same audience.”
National Governor’s Association/Milken, 1999
Review of Literature: Defining Technology Integration
Measuring technology integration
Northwest Educational Technology Consortium (2005) developed a framework called OPTIC to guide assessment of technology integration:
• Teachers are trained in a full range of technology uses and in determining appropriate roles and applications.
• Teachers and students routinely turn to technology when needed.
• Teachers and students are empowered and supported in carrying out their choices.
Review of Literature: Defining Technology Integration
Measuring technology integration
Mishra and Koehler (2006) propose that the blending of technology, instructional pedagogy, and subject-specific content represents a new expertise.
TPACK
Overall teacher knowledge is directly tied to knowledge of technology.
Review of Literature: Defining Technology Integration
Supporting technology integration
1994: 3% of all instructional rooms had Internet access. 2003: 93% of classrooms and 100% of public school buildings had Internet access.
Wells & Lewis, 2006
However, effective use of these resources has been slow:• The difficulty of quantifying educational benefits of
classroom technology use• The inadequacy of staff development when compared
to employee training in the private sector.Donnelly, Dove, and Tiffany-Morales, 2002
Review of Literature: Defining Technology Integration
Supporting technology integration
Barriers to technology integration: • Attitudes and beliefs of stakeholders• Skills of stakeholders• Accessibility and availability of technology• Level of technical support• Level of funding• Time to learn and practice technology skills.
Rogers, 2000
Review of Literature: Defining Technology Integration
Technology integration as change
DoI •Diffusion of Innovations Theory (Rogers, 1962)
CBAM •Concerns-Based Adoption Model (Hall, Wallace, & Dosset, 1973)
SoC •Stages of Concern (Hall & Hord, 2005)
LAT •Learning/Adoption Trajectory (Sherry & Gibson, 2002)
Review of Literature: Professional Development in the Digital Age
NCSD (2001) Standards for E-Learning provided guidelines for quality professional development that districts should consider before choosing TMPD:
• Quality Learning Experiences• Content Quality• Content and Time Flexibility• Learner Readiness• Interactivity• Cost
Standards for TMPD
Review of Literature: Professional Development in the Digital Age
Factors that influence online learning
•In most cases, WBT platform mirrors F2F delivery.INSTRUCTIONAL
METHODS
•Best performance when users have control, practice content, and receive feedback.
EXPERIENCE CONTEXT
•Can be influenced by content, strategies, media, and sites
KNOWLEDGE/BELIEFS/ATTITUDES
•Naturally occurring groups include task-oriented users, grade-oriented users, and goal-oriented users.
LEARNER CHARACTERISTICS
Fishman, Best, Foster, & Marx, 201; Valle & Duffy, 2004; Sitzmann, Kraiger, Stewart, & Wisher, 2006
Review of Literature: Professional Development in the Digital Age
Computer Self-Efficacy
Low computer self-efficacy continues to predict usage
and should be a factor in choices about
what and how technologies are adopted, introduced,
and supported.
Compeau, Higgins, & Huff, 1999
Discussion: Summary and Interpretations
If the primary advantage to WBT is the ability to customize time, place, content, and duration of learning, this may be true.
However, what if E-learning alters the role, the perceptions, or even the learning style of participants?
“There are really no models of E-learning per se—only e-enhancements of models of learning.”
Mayes & deFreitas, 2004
Discussion: Summary and Interpretations
What part do teacher pedagogical beliefs and computer self-efficacy play in integrating technology?
Can WBT serve to mitigate these factors and be used as a viable, effective option for supplementing teacher professional development?
Conditions appear to be in place for successful integration of technology into America classrooms, yet there is still surprisingly little high-level use despite teachers’ ready
access to technology.Ertmer, 2005
Discussion: Summary and Interpretations
The growing popularity of technology-mediated
instruction, including Web-based training, should not
overshadow the need to understand if the delivery medium is
effective and if certain methodological
factors moderate its effectiveness.
Sitzmann, Kraiger, Stewart, & Wisher, 2006
Web-based Training in Technology:
Professional Development for the Digital Age
A Review of Literature bySusan Dupre
University of Louisiana at [email protected]
http://ullresearch.pbwiki.com