Survey of Education Technology Faculty Professional

Development Technology Integration Training

Kevin Forgard, M.S.Bristol Community College

Source: http://www.loc.gov/pictures/item/fsa1997013905/PP/

What is Survey of Education Technology (SET)?

SET is an online faculty professional development training course designed to present participants information on new and emerging technologies from a teaching and learning perspective.

The course is modular, allowing participants to study at step-in or -out of a particular module after completing the first introductory module.

Each module in the series focuses on a particular set of education technologies and provides participants a chance to learn more about how to incorporate them into a face-to-face, hybrid, or online course.

The modules introduce learners to education technology primarily from a teaching and learning perspective through key readings and videos.

Participants reflect on the information on discussion forums and create a deliverable that can be incorporated into their classes.

SET Learning OutcomesBy the end of the course, participants will be able to:

• Assess current, new, and emerging technologies in order to incorporate them in a course

• Discuss the basic arguments and rationale that support or refute the use of a particular technology for their instructional purposes

• Appropriately, incorporate technologies into their curriculum

• Demonstrate familiarity with the latest education technology research as it applies to their discipline

Module Theme Featured Technologies Deliverables

The Environment of Education Technology VoiceThread Create a VoiceThread

Technologies to blend and flip your course: Lecture capture and classroom response

systems

JingClassroom Response Tools

Sample lesson screencastClassroom response plan

Web-based teaching and learning resources: Web 2.0, social media, and cloud computing

Google DocsEvernoteTwitter

Dropbox(Plus others)

Create accountsNeeds analysis worksheet

Lesson ideas

Student and course digital environments

ePortfolioBlogs/Wiki

Google Sites(Plus others)

Build a digital course space using a blog, wiki, ePortfolio, or website

Develop assignment plan

Working with mobile technologies in the classroom iPad

Plan an iPad classroom activityApp review report

Design for Accessibility and Copyright Concerns (self-paced) N/A

Online exercisesReview materials

Face-to-face session and the simulated classroom Various Present lesson ideas developed during

course to group

Course Organization

Reproduced by permission of the publisher, © 2012 by http://tpack.org

SET Design Framework: TPACK

The TPACK framework is the basis for the course, providing participants with a way to critically analyze and incorporate a technology into their course.

TPACK provides educations a way to understand how technologies using for teaching and learning intertwine with a course’s content and an instructor’s pedagogic approach.

As Mishra and Koehler (2006) articulate, “…merely knowing about how to use technology is not them same as knowing how to teach with it.” (p. 1033).

Participant Evaluation Data*

*Summer 2013 cohort

Other than helping you improve your course design, how else was the workshop useful to you? “Trying out the new technologies (apps) was the best

because I finally created some things myself and I can see/know how they work and how they may be useful in the courses.”“I was in the place of my students and gained insight on the teaching/learning process from the role of the student! This class was difficult for me and I now better appreciate my students' struggles. Also, the chance to collaborate with colleagues is always a great opportunity.”

Please briefly describe any skills you have believe you have learned during this workshop

“More aware of the learning curve involved in using new forms of technology. Glad we were forced to go beyond considering use to actually implementing technology to achieve ends.”“I always thought I was tech savvy, but boy was I missing a lot. This course showed me all sorts of new possibilities for my courses!”

ReferencesMishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.

Kevin Forgardkevin.forgard@bristolcc.eduhttp://blog.bristolcc.edu/techlearning/http://kevinforgard.wordpress.com/

@kforgard

Thank You!

Example Module

Each module consists of several components:• Introductory video• Module introduction

text• Discussion forum• Featured

technologies based on theme

• Deliverable submitted with peer feedback

Module Intro Video

Short introductory videos review previous module and brings learners into the next topic with a lecture-style presentation.

“When we get into the conversation on classroom technology, it’s about more than just learning how to use a technology. Its learning how to design its use to extend learning beyond the face-to-face class.”

Module Intro TextEach module contains an introductory text that organizes its activities and outlines the delivery of content in a short essay and resource list.

The organization typically contains:• Activation questions• Introductory content delivery essay

with references from current literature

• List of module readings (required and optional)

• Explanation of the module’s deliverable

Module Discussion Questions

Questions center on module theme and readings. Learners and instructor engage in conversations through reflection and peer feedback.

Featured Technologies

Instructional screenshot videos demonstrate how to use the featured technologies in each module.

Deliverable

Participants upload work for peer and instructor feedback.