Download - Teaching Teachers to Use Tablet Computers: Creating an Effective Faculty Development Program
Teaching Teachers to use Tablet Computers:
Creating an Effective Faculty Development Program
Rebecca J. HoguePhD Candidate
Faculty of EducationUniversity of Ottawa
Twitter: @rjhogue,#et4online56049
Acknowledgements
This study is supported by theSocial Sciences and Humanities Research Council
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Definitions
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Term Definition
Technology Adoption
An individual's acceptance of a technology
Teaching practice All activities performed by teachers in the administration, preparation, delivery, and evaluation of instruction
iPDP iPad Professional Development Program
Pre-Adoption Learner
Teachers who do not yet use the iPad to support teaching practice
Post-Adoption Learner
Teachers who use the iPad to support teaching practice
Theoretical Foundations – iPad Professional Development Program (iPDP)
Technology Acceptance Model (TAM)
Technology
Time
Individual Beliefs
Organizational Structures
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Technology Acceptance Model (TAM)
• Quantitative measure that predicts whether an individual will adopt a new technology
• Two key variables - ease-of-use and perceived usefulness
• To increase adoption, increase the learner's:– Perception on how easy the device is to use
– Perception of how useful the device is
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Technology
Product technology: The hardware and software aspects (e.g. built-in apps)
Idea technology: The usefulness aspect - specifically the workflows that describe how the product is used
Introducing the learner’s to idea technologies (contextualized ways in which the product is used) increases adoption
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Time
• Two aspects of time: individual workshop duration & program duration
• Calendar time is requires for learners to absorb the information about the new technology and reflect upon how that technology can be adapted to their workflow
• An iPDP needs activities that are spread out over time
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Individual Beliefs
• Compatibility with individuals beliefs is important
• Avoid associating the technology with a specific teaching strategy or pedagogy
• Begin by using technology to support common tasks (like checking email), before introducing ideas that require a change in beliefs
• Beliefs are more likely to be changed if peers socialize the ideas
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Organizations Structures
• Organizational policies and practices will either help or hinder adoption
• In higher education, change will be faster if it is initiated by professors
• Requirements to score high on teaching, lead to a lack of innovation
• Identify stakeholders and idea leaders - those who have influence over how peers adapt new ideas
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Design Considerations
• Benefit both pre-adoption and post-adoption learners• Include a learning intervention (e.g. workshop) that
aims to increase pre-adoption learner's perceptions on usefulness and ease-of-use
• Integrate both product technology and idea technology• Demonstrate useful apps with workflow in a context that
learners understand • Begin with familiar activity before challenging beliefs• Seek out stakeholders and idea leaders to provide
context and champion the program
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Delivery Considerations
• Provide ways to share new idea technology (that is, workflows) at regular intervals
• Provide multiple training interventions spread out over time
• Use post-adoption learners (peers) to encourage change in beliefs of pre-adoption learners
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
My Context
University of Ottawa, Department of Family Medicine– >81 preceptors in academic teaching setting– >21 preceptors in community teaching setting
Preceptor: practicing physician & clinical teacher
Academic practice: – Clinical supervision, team teaching, academic ½
days
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
• TOH Deployment of iPads (30% of preceptors)• iPad pilot study (30% of preceptors)
• Little or no formal training as part of the deployments• Voluntary adoption of iPads
• Most participants have iPad2• Many participants also have iPhones
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Technology
Constraints
Participants:
• Strong preference for face-
to-face professional
development
• Varying level of skill of the
participants
• Willingness to pay for apps
Organization/Logistics:• Internet access
Facilitators:
• SME Time (for prep
and presenting)
• SME Skill at
presenting
Technology:• Mobile apps are
constantly changing
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Workshop Overview
Three components to each 90-minute workshop:1. Icebreaker activity2. Skills lab activities3. Case vignette demonstrations
Resources to support workshop:4. App list handout (maybe)5. Skills lab checklist handout6. eBook for iPad (created with iBooks Author)7. Website resource: http://ipad-fm.ca
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Before the Workshop
Email participants asking them to:• Know their Apple ID and password• Download any free apps that would be used in the
workshop• If needed, update their iPad to latest iOS• Download the eBook for iPad resource
Best Practice: Give participants 1 week to do the above.
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Icebreaker Activities
• Give participants “permission to play”
• Choose free apps (downloaded in advance)• Give quick demonstration• Roll play activity in small groups (3-people)• Goal: build confidence
Example:– DrawMD OB/GYN– Educreations– Prezi
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Skills Lab
• Use language familiar to the audience
• Have beginner participants do the skills lab first
• Problem-based activities
• Support activities with iBook resource
• Work in groups of 2 (one iPad with iBook, the other to do the activity
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Example Skills Lab Activities
• Close open apps on your iPad• Organize your icons on your iPad home screen into two
or three folders. Rename the folders to align with your categorization
• Use iBooks to annotate an eBook and email your annotated notes to your partner
• Configure your iPad for the iCloud > Find My iPad service. Using a laptop, activate Play Sound and Lost Mode.
• Have a Facetime conversation with your partner
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Case Vignettes
Constraints:– SME time
– Hands on teaching skills
Responsibility:– 30 minute demos
repeated
Benefit:
– Each SME brings a new
perspective (keeps
content fresh)
Tips:
– Practice with
another peer while
you observe
– Record the session
– Ask a given SME to
present at 2-3
workshops
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Resources
• eBook for iPad (available in iBooks Store)– Self-contained screencasts & video clips
• Paper handouts– Checklist of activities– Short app list
• Website: http://ipad-fm.ca– Participant resources– Administration resources
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Conclusion
Professional development program:– Works around the organizational constraints– Adapts to the changing technology
Does it work? – High satisfaction scores– Outcomes ??? – time will tell
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049
Questions?
Rebecca J. HoguePhD CandidateFaculty of Education, University of [email protected]
Twitter: @rjhogue,#et4online56049
© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049