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Wiki This Way:
Harnessing the Potential of Wiki Technology in Elementary and Secondary Education
Penelope PereboomUniversity of Hawaii at Mānoa
March 31, 2009
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Introduction • Increased demands on
teachers include:– Meeting state standards– Differentiating instruction– Effectively managing the
classroom – Equipping students with
21st century skills– Embracing digital literacy in
the classroom.
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Statement of Purpose
The purpose of this project was to evaluate the effectiveness of a Web-based instructional module with the instructional goal of encouraging Preschool through 12th grade (PreK-12) teachers to consider using Wiki technology to further their PD and to integrate Wikis into their curriculum.
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Background
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Background
“Our students have changed radically. Today’s students are no longer the people our
educational system was designed to teach.” ~ Marc Prensky
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Knowledgeable, skilled teachers can potentially help students to
master communication, collaboration, innovation, and critical thinking skills vital to
economic success in the global economy.
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Unfortunately, the current top-down, lecture based, isolated workshop
model of professional development has failed to
adequately prepare teachers to meet the challenge of preparing
students for the 21st century.
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Additional barriers to effective PD include lack of time,
insufficient resources, and information overload.
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Mandating high standards and tough tests is useless unless teachers have the tools, support, and training to help them change their practice and yet, the typical school district allocates less than 1 percent of the budget for PD. (Sparks, 2000).
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Mandating high standards and tough tests is useless unless teachers have the tools, support, and training to help them change their practice and yet, the typical school district allocates less than 1 percent of the budget for PD. (Sparks, 2000).
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Furthermore, No Child Left Behind(NCLB) legislation has put such an emphasis on content learning that schools have spent funds on instructional software that emphasizes drill and rote learning or computerized assessment tools instead of spending money developing more innovative instructional strategies (Stover, 2007).
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Furthermore, No Child Left Behind(NCLB) legislation has put such an emphasis on content learning that schools have spent funds on instructional software that emphasizes drill and rote learning or computerized assessment tools instead of spending money developing more innovative instructional strategies (Stover, 2007).
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Studies have shown that quality PD can yield dramatic improvements in student achievement and can influence student behavior more than any other factor (Sparks, 2000).
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Studies have shown that quality PD can yield dramatic improvements in student achievement and can influence student behavior more than any other factor (Sparks, 2000).
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What is quality PD?
• Teacher-centered• Self-directed• Collaborative• Allows for reflection
and feedback• Sustainable• Addresses real
concerns
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Emerging technologies
Emergent Web 2.0 technologies such as blogs, Wikis, podcasts, and RSS feeds support a constructivist approach to learning (Jonassen, Peck, & Wilson, 1999).
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• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative,
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• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative, – allow for reflection,
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• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative, – allow for reflection, – address authentic problems,
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• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative, – allow for reflection, – address authentic problems, – and encourage peer observation and
feedback.
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What is a Wiki?
• A Wiki is a web page or collection of Web pages designed to enable anyone with access to contribute or modify content without any special technical knowledge or tools aside from a computer with an Internet connection.
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Module ObjectivesKrathwohl’s affective domain taxonomy
Being aware
Being committed
valuing certain ideas
relate the value to own
act in accordance with the values
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Instructional Strategy
• John W. Keller’s ARCS Model of Motivational Design:– Attention– Relevance– Confidence– Satisfaction
• Principles of adult learning theory.
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Formative Evaluation
• Three one-on-one evaluations – questionnaire and interview
• Two small groups solicited from– School teachers at a local private school – Post-baccalaureate students enrolled in
teacher certification program • Results from 15 participants were
evaluated
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Response to Module Objective Questions
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Response to Module Objective Questions
67%-90% responded agree or strongly agree to questions regarding the module’s objectives.
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Response to Module Objective Questions
27% responded they disagreed that they were motivated to willingly completed the module.
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Response to module design and content questions
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Response to module design and content questions
13 out of 14 questions had an 86% or better favorable response (agree or strongly
agree)
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Unfavorable responses (disagree or strongly disagree):
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Unfavorable responses (disagree or strongly disagree):
I would you participate in similar PD.
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Unfavorable responses (disagree or strongly disagree):
I would participate in similar PD.
Navigation was easy.
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Conclusions
• Low increase, 10%, in number of participants considering using Wikis to collaborate outside their school– Demographics show 30% never collaborate– Nevertheless, 100% said they would
collaborate with colleagues within their school
Future study: include more information on building collaborative communities
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Conclusions
• 27% of participants not motivated to complete the module willingly– Module was presented in class
• 20% disagreed they would participate in similar PD– Comfort level with technology, access to technology,
module design?
Future study: Follow up questions
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Further Study
• Action research – involve all stakeholders• Administrator support – give priority to 21st
century learning opportunities for teachers• Include a hands on face-to-face segment
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Questions? Comments?
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Thank You!
ETEC Ohana…
Advisor: Dr. Fulord
Ari EichelbergerETEC Master’s students