t he p edagogy & p ractice of v irtual s chool t eaching : m eeting the n eeds of v irtual s...
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THE PEDAGOGY & PRACTICE OF VIRTUAL SCHOOL TEACHING:
MEETING THE NEEDS OF VIRTUAL SCHOOL TEACHERS THROUGH PROFESSIONAL DEVELOPMENT
Meredith DiPietro, PhDUniversity of North Carolina at Charlotte
PURPOSE & GOAL
Purpose: This presentation aims to expand the
existing body of research for virtual schooling by focusing on an underexplored area: professional development
The goal of this presentation is to provide a model and framework to: inform the development of new professional
development programs and evaluating existing professional development
programs for VS teachers.
DISTINCTIONS OF K-12 VIRTUAL SCHOOL PROFESSIONAL DEVELOPMENT Understanding Virtual School Pedagogy:
Pedagogic practices: instructional strategies and techniques to support students’ achievement
Technology practices: the selection and integration of web-based or computer based resources to support students’ development of content knowledge
Professional Development: Identifying NeedsDifferentiation and distinctions of pedagogic and technological strategies used by virtual school teachers to meet varying content and curricular goals
METHODS: UNDERSTANDING DISTINCTIONS IN PRACTICE
Utilizing a cross case analysis approach to reexamine existing data:
2 sets of Interview Data: Conducted with in-service Virtual School Teachers representing four main content areas: math, science, English, and history/social studies from two virtual schools
2 sets of Survey Data: Administration of the Virtual School Teacher Survey to two virtual schools
UNDERSTANDING VIRTUAL SCHOOL PROFESSIONAL DEVELOPMENT: IDENTIFYING NEEDS
Outcomes of Cross Case Analysis: Interview data: A framework to categorize virtual
school teachers content specific use of pedagogic and technology practices to facilitate: students’ knowledge construction, support student
learning, engage students with the content, and make the content accessible(DiPietro, 2008, DiPietro, 2010, DiPietro, Submitted)
Survey Data: Virtual school teachers identified 3 main areas as a professional development need: Technology based skills Content based technology integration Finding and evaluating quality resources for my
online classes
COMMON THEMES
Unifying themes: Use of practices to facilitate students interaction with and understanding of the content in a meaningful way.
Common to All VS Teachers: Strategies for delivering content & Interact with
students (both 1 on 1 and in group setting): Wimba, Instant Messaging, Texting
Utilize the tools of the LMS: Built in assessments, Use strategies to organize content effectively
Facilitate student understanding of the content using technology tools: Wikis, WebQuests, Animoto
DIFFERENTIATING THEMES
Unique: English Blogs, Discussions, collaborative writing tools,
practices that facilitate students writing skills
Unique: Math/Science Tools to support students understanding of
complex concepts – teacher created simulations (Scratch), access to environments that could allow students to have concrete experiences with content (Second life example)
Social Studies/History, Geography Visual representations of history (time line
creators) and interactive maps (Google earth), wikis
FUTURE WORK:WHAT CONTENT SPECIFIC SKILLS ARE REQUIRED?
Content Area
Knowledge construction
Support student learning
Engage students with the content
Make the content accessible
English
Social Studies/History
Math
Science
FULFILLING CONTENT NEEDS
Articulated needs: Opportunities to observe other VS courses; Opportunities to share experiences implementing
new strategies How to utilize discussion boards to foster
meaningful dialogue about the content building community
Aside from Content Area….Factors for consideration The LMS system The amount of control/autonomy VS teacher has Student’s access to technology (firewalls, equity,
etc)
SUPPORT FROM EXISTING LITERATURE
Core Characteristics: Drawing from Existing Research
General foci: content specific knowledge, opportunities for active learning, and the development of coherence
Collective participation: Grouping participants that share a common context, supporting the exchange of ideas, development of materials, and formation of understanding(Birman, Desimone, Porter & Garet, 2000; Garet, et al., 2001)
CONCLUSION: INTERPRETING THE VALUE
Benefits of implementing the framework: Evidenced by research literature and
outcomes from the field of virtual schooling and professional development
Optimize the online instructional context and overall quality of educational experience offered to students
The dimensions and distinctions of virtual school teaching presented in the framework can: Inform developing and existing state-level
certification requirements Inform developing virtual school policy
CONTACT INFORMATION:
Meredith DiPietroUniversity of North Carolina CharlotteEmail: [email protected]