Transcript Workshop Design Strategies for a Successful

Workshop Design Strategies for a
Successful Technology Integration
Faculty Development Program
J. Michael Blocher, Ph. D.
College of Education
Northern Arizona University
[email protected]
Greg Sherman, Ph.D.
AZ-K-12 Center/NAU PT3
Northern Arizona University
[email protected]
Paul Alley
AZ-K-12 Center/NAU PT3
Northern Arizona University
[email protected]
Overview
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NAU PT3 Goal
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…integration of technology-related content and
teaching strategies into the College of Education’s
undergraduate teaching methods classes.
Professional Development Workshop
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Workshop curriculum and plans details
Evaluation plan -- Changes in faculty participants’
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Attitudes,
Skills, and
Perceptions of technology integration into their preservice teacher college of education methods courses.
Workshop Design Strategies
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Stipends were awarded for completed instructional artifacts - not
attendance.
Workshops were held the same day/time every week (habit
forming).
Outcomes and goals were stated more clearly, in terms of a
restaurant-style menu.
Faculty could pick and choose the projects they were interested
in, and skip the rest.
Workshops were presented as “work sessions” in which faculty
spent most of their extended three-hour workshop time.
developing technology artifacts with the support of the PT3 staff.
Good coffee available at all workshop sessions
(ultimate motivator).
Tools, Software & Media Development
Sessions
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Basic Web Development
Creating and Working with Images
Creating and Using Digital Video
Power Pointing for Professionals
Advanced Web Development
Instructional Design and Support
Sessions
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The Different Roles of Technology in the
Practice of Professional Educators
Technology-Supported Instructional
Strategies
Technology-Supported Classroom
Management Strategies
Technology-Supported Continuous
Improvement Strategies
Participants
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Focused on the Division of Teaching and
Learning Faculty
Wide range of technology skills
Café Menu of Choices
12 Participants from a variety of methods
disciplines, i.e. science, math, literacy, etc.
Evaluation Questionnaire
The survey asked…
 What motivated the faculty members to sign up for
and participate in the technology workshops.
 If and how the workshops had an impact on their
perception of technology’s role in education.
 Provide anecdotal comments on workshops’ aspects:
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most surprising,
most enjoyable,
most favorite,
most helpful,
least helpful, and
most frustrating.
Evaluation Questionnaire
The survey also asked…
 participants to rank the level of self efficacy
on specific technology skills prior to and after
the workshops.
 4-point Likert-type scale (1 = no way, 2 = I have
some idea, 3 = somewhat, and 4 = absolutely).
Evaluation Questionnaire
Self-report of self efficacy at different degrees of complexity
prior to and after the workshops
File
Management
Self Efficacy with Specific Skill Sets
Productivity
Internet
Tools
Tools
Creating Files / Folders
Word
Email
Locating
Saving (.i.e .html & .rtf)
Organizing
Excel
Power Point
Browsers
FTP
Web
Development
Tools
Web Page
Editors
Dreamweaver
Fireworks
Evaluation Questionnaire
Self-report of self efficacy at different degrees of complexity
prior to and after the workshops
Self-Efficacy Using Technology in General
I understand and feel comfortable…
 using technology for level 1 instructional purposes (i.e. classroom management).
 using technology for level 2 instructional purposes (i.e. instructional delivery).
 using technology for level 3 instructional purposes (i.e. learner interactivity).
 figuring out technology problems on my own.
 learning new technology skills/applications on my own.
Results (n=9/12)
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Motivated by…
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1) learn about web page development
2) learn how to integrate technology into practice
3) learn how to better manage comm. and writing
4) learn how to teach on the web
4) for the $$$
Results (n=9/12)
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5/9 had perceptions of technology’s role in
education positively changed
8/9 had perceptions of their technology skills
positively changed
8/9 had perceptions of their technology usage
positively changed
9/9 would like to see more workshops offered
Results (n=9/12)
Specific Skill Self Efficacy
Pre
Post
Mean
Workshops
Workshops
Change1
organize my files and folders
3.333
3.778
.445
Find my files
3.555
3.889
.334
create new folders
3.444
3.779
.335
organizing my files in folders and sub-folders
3.333
3.668
.335
move my folders to better organize them
3.444
3.779
.335
save word files in a location where I can later find them
3.889
3.889
0
save word files in different formats, (i.e. html and rtf)
3.111
3.889
.778
format text with different fonts, style, etc
3.667
3.889
.222
use a spreadsheet for my grades
2.889
3.111
.222
use a spreadsheet for information management (i.e. organizing info
2.889
3.000
.111
use email
3.778
3.889
.111
use a web browser
3.778
3.889
.111
use FTP to transfer files
1.889
2.778
.888
use a web page editor
2.000
3.111
1.111
use power point for presentations
3.111
3.667
.556
use power point for multimedia (i.e. audio, video, and animation)
2.555
3.111
.556
numbers, formula, lists, etc)
Results (n=9/12)
General Technology Self Efficacy
Pre
Post
Mean
Workshops
Workshops
Change1
2.889
3.333
.444
2.778
3.667
.889
2.222
3.111
.889
figure out technology problems on my own
2.500
3.125
.625
learn new technology skills/applications on my own
2.556
3.333
.777
use technology for level 1 instructional purposes (i.e. classroom
management)
use technology for level 2 instructional purposes (i.e. instructional
delivery)
use technology for level 3 instructional purposes (i.e. learner
interactivity)
Results (n=9/12)
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Greatest reported change in self-efficacy in…
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use of a web editor (1.111)
use of a file transfer protocol (.888)
saving word files in different formats, i.e. html, rtf (.778)
But more interestingly was the reported change in…
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use technology for level 2 instructional purposes, i.e.
instructional delivery (.889)
use technology for level 3 instructional purposes, i.e.
learner interactivity (.889)
figure out technology problems on my own (.625)
learn new technology skills/applications on my own (.777)
Comments
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Most surprising,
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Most enjoyable,
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“Trouble shooting.”
Most favorite,
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“The format and learning with my colleagues. I loved
having technology Fridays.”
Most helpful,
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“How easy it is to use Dreamweaver.”
“Having a product.”
Most frustrating,
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“Not having enough time.”
Comments
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“I feel more confident in using this technology
in my classes and personally.”
“I feel more efficacious about using
Dreamweaver and engaging in technical
discussions with my WebCT team.”
“I can do it!”
“I still have a long way to go, obviously, but I
now know that I am capable of creating
educational tools through technology.”
Comments
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“I can see more ways to mix live and webbased instruction.”
“I want to make my course in the spring more
hybrid.”
“It gave me better ways to communicate
information to my students in class.” I can
now see possibilities for the use of
technology in education. I suppose I knew
those possibilities were there, but I did not
have the knowledge to be able to visualize
practical applications.”
Questions?
Contact Information
J. Michael Blocher, Ph. D.
College of Education
Northern Arizona University
[email protected]
Greg Sherman, Ph.D.
AZ-K-12 Center/NAU PT3
Northern Arizona University
[email protected]
Paul Alley
AZ-K-12 Center/NAU PT3
Northern Arizona University
[email protected]