Hi Dale, I pray the Lord keeps you safe while you are protecting our country. I enjoyed viewing your blog and agree with you that learning occurs in a variety of ways. Spector (2008) reports there are several learning styles in existent but “no single definition has been identified” (p.309) and goes on to argue that learning is a “multifaceted way in which learners competently and successfully “perceive, process, store and recall what they are attempting to learn” (p. 309), which is in alignment with your learning beliefs. I believe that your false statement is you “never learned to ride a bike”. Blessings, Sarah Reference: Spector, M., Merrill, M., Van Merriënboer, J., and Driscoll, M. (2008). Handbook of research on education communications and technology, 3rd ed., New York, NY: Taylor & Francis
I agree that we definitely need to train teachers in implementing technology in the class room and to study the impact of technology training and implementation on student achievement.
I noticed a comment in the video about "in-service" technology training as a "catch up" for teachers. It seemed this comment was directed toward a comparison to pre-service teachers and their being well-trained in technology implementation. For some veteran teachers, this is true. Given the focus of the other groups' wiki on virtual classrooms and the nature of your research proposal, I thought I would share some research connecting these areas. It comes from work that I compiled last summer.
One idea that I have encountered in the literature relates to teacher preparation programs and a need to increase and improve technology training for in teacher preparation programs (Archambault, 2011; Archambault, & Crippen, 2009; Barbour, Kinsella, Wicks, & Toker, 2009; Dawley, Rice, & Hinck, 2010; DiPietro, 2010; Hewett & Powers, 2007; Smith, 2009) especially considering the increased growth of virtual school. I was overwhelmed with the number of articles suggesting this! Please understand, institutions of higher learning are trying. However, they are finding themselves having to add technology into existing courses or redesign courses to integrate technology. Developing new courses focused on teacher technology training is another option but it tends to be impractical to add on more coursework to teach technology skills, especially when teachers really need to know how to integrate technology. Along with a need for improvements for pre-service training, the same authors are also suggesting that virtual schools will soon need to seek virtual teachers who are new to the profession, with little or no classroom teaching experience. That is an alarming thought in my book! Making the transition to the virtual environment is difficult enough without adding into the mix being first year teacher. This gives a lot of food for thought in the area of teacher technology training, while not even addressing the need for technology training for in-service brick and mortar and virtual teachers.
I think you have hit upon an area that deserves to be studied. I hope the best for you!
I'll add the reference in a separate post because it has gotten too long.
Archambault, L. (2011). The practitioner’s perspective on teacher education: Preparing for the k-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73-91. Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.ezproxy.liberty.edu:2048/p/31410.
Archambault, L., & Crippen, K. (2009). K--12 distance educators at work: Who's teaching online across the United States. Journal of Research on Technology in Education, 41(4), 363-391. Retrieved from http://www.iste.org.ezproxy.liberty.edu:2048 /Template.cfm?Section=Publications
Barbour, M. K., Kinsella, J., Wicks, M., & Toker, S. (2009). Continuing change in a virtual world: Training and recruiting instructors. Journal of Technology & Teacher Education, 17(4), 437-457. Retrieved https://www-aace-org.ezproxy.liberty.edu:8888/
Dawley, L., Rice, K., & Hinck, G. (2010). Going virtual! 2010: The status of professional development and unique needs of k-12 online teachers. Boise, Idaho: Department of Educational Technology, Boise State University. Retrieved from http://edtech.boisestate.edu/goingvirtual/goingvirtual3.pdf
DiPietro, M. (2010). Virtual school pedagogy: The instructional practices of k-12 virtual school teachers. Journal of Educational Computing Research, 42(3), 327-354. doi:10.2190/EC.42.3.e
Hewett, B. L., & Powers, C. (2007). Guest editors' introduction: online teaching and learning: Preparation, development, and organizational communication. Technical Communication Quarterly, 16(1), 1-11. doi:10.1207/s15427625tcq1601_1
Smith, R. D. (2009). Virtual voices: Online teachers' perceptions of online teaching standards. Journal of technology and teacher education 17(4), 547 – 571. Retrieved from http://www.editlib.org.ezproxy.liberty.edu:2048/j/JTATE/v/17/n/4
Hi Dale,
ReplyDeleteI pray the Lord keeps you safe while you are protecting our country. I enjoyed viewing your blog and agree with you that learning occurs in a variety of ways. Spector (2008) reports there are several learning styles in existent but “no single definition has been identified” (p.309) and goes on to argue that learning is a “multifaceted way in which learners competently and successfully “perceive, process, store and recall what they are attempting to learn” (p. 309), which is in alignment with your learning beliefs.
I believe that your false statement is you “never learned to ride a bike”.
Blessings,
Sarah
Reference:
Spector, M., Merrill, M., Van Merriënboer, J., and Driscoll, M. (2008). Handbook of research on education communications and technology, 3rd ed., New York, NY: Taylor & Francis
Dale,
ReplyDeleteI agree that we definitely need to train teachers in implementing technology in the class room and to study the impact of technology training and implementation on student achievement.
I noticed a comment in the video about "in-service" technology training as a "catch up" for teachers. It seemed this comment was directed toward a comparison to pre-service teachers and their being well-trained in technology implementation. For some veteran teachers, this is true. Given the focus of the other groups' wiki on virtual classrooms and the nature of your research proposal, I thought I would share some research connecting these areas. It comes from work that I compiled last summer.
One idea that I have encountered in the literature relates to teacher preparation programs and a need to increase and improve technology training for in teacher preparation programs (Archambault, 2011; Archambault, & Crippen, 2009; Barbour, Kinsella, Wicks, & Toker, 2009; Dawley, Rice, & Hinck, 2010; DiPietro, 2010; Hewett & Powers, 2007; Smith, 2009) especially considering the increased growth of virtual school. I was overwhelmed with the number of articles suggesting this! Please understand, institutions of higher learning are trying. However, they are finding themselves having to add technology into existing courses or redesign courses to integrate technology. Developing new courses focused on teacher technology training is another option but it tends to be impractical to add on more coursework to teach technology skills, especially when teachers really need to know how to integrate technology. Along with a need for improvements for pre-service training, the same authors are also suggesting that virtual schools will soon need to seek virtual teachers who are new to the profession, with little or no classroom teaching experience. That is an alarming thought in my book! Making the transition to the virtual environment is difficult enough without adding into the mix being first year teacher. This gives a lot of food for thought in the area of teacher technology training, while not even addressing the need for technology training for in-service brick and mortar and virtual teachers.
I think you have hit upon an area that deserves to be studied. I hope the best for you!
I'll add the reference in a separate post because it has gotten too long.
References
DeleteArchambault, L. (2011). The practitioner’s perspective on teacher education: Preparing for the k-12 online classroom. Journal of Technology and Teacher Education, 19(1), 73-91. Chesapeake, VA: AACE. Retrieved from http://www.editlib.org.ezproxy.liberty.edu:2048/p/31410.
Archambault, L., & Crippen, K. (2009). K--12 distance educators at work: Who's teaching online across the United States. Journal of Research on Technology in Education, 41(4), 363-391. Retrieved from http://www.iste.org.ezproxy.liberty.edu:2048
/Template.cfm?Section=Publications
Barbour, M. K., Kinsella, J., Wicks, M., & Toker, S. (2009). Continuing change in a virtual world: Training and recruiting instructors. Journal of Technology & Teacher Education, 17(4), 437-457. Retrieved https://www-aace-org.ezproxy.liberty.edu:8888/
Dawley, L., Rice, K., & Hinck, G. (2010). Going virtual! 2010: The status of professional development and unique needs of k-12 online teachers. Boise, Idaho: Department of Educational Technology, Boise State University. Retrieved from http://edtech.boisestate.edu/goingvirtual/goingvirtual3.pdf
DiPietro, M. (2010). Virtual school pedagogy: The instructional practices of k-12 virtual school teachers. Journal of Educational Computing Research, 42(3), 327-354. doi:10.2190/EC.42.3.e
Hewett, B. L., & Powers, C. (2007). Guest editors' introduction: online teaching and learning: Preparation, development, and organizational communication. Technical Communication Quarterly, 16(1), 1-11. doi:10.1207/s15427625tcq1601_1
Smith, R. D. (2009). Virtual voices: Online teachers' perceptions of online teaching standards. Journal of technology and teacher education 17(4), 547 – 571. Retrieved from http://www.editlib.org.ezproxy.liberty.edu:2048/j/JTATE/v/17/n/4