the pedagogical tickit: researching different online instructional methods curt bonk, indiana...
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The Pedagogical TICKIT: Researching Different Online
Instructional Methods
Curt Bonk, Indiana University
Co-Director of TICKIT Program
Associate ProfessorPresident, CourseShare.com
http://php.indiana.edu/~cjbonk
TICKITTICKIT
Teacher Institute for Curriculum Knowledge about Integration of
Technology(http://www.indiana.edu/~tickit)
http://www.indiana.edu/~tickit/
What is Technology Integration?
Technology integration is when a teacher thinks about and utilizes technology to accomplish some teaching and learning goal. It is integrated when the thought and action occur seamlessly. It is integrated when the learners do not need extensive direction or training with each new tool or technology. It is integrated when the form of the technology is not prespecified and the teacher does not describe him or herself a certain type of technology teacher (e.g., a Web instructor or an expert at movie digitalization).
(Bonk, March 7, 2001)
What is Thoughtful Use of Tech?
Thoughtful use of technology enhances, extends, or transforms one's teaching and learning environment. It can enhance it by enabling learners to do something they could not before. It can extend it by enabling learners to work with others or other resources that they could not before. And it can transform it by enabling learners to generate content or curriculum materials for the class.
(Bonk, March 7, 2001)
Why Are Teachers Resistant?Hannafin and Savenye (1993)
• Believe the software is poorly designed• Become frustrated in how to use.• Do not want to look stupid• Do not believe that computers enhance learning• Fear losing control and being in the center• See computers competing with other academic
tasks• See time and effort to use as too great• Fear upsetting unsupportive administrators
What Skills Do We Need to Promote in 21st Century???
• Locate and select information
• Segment info into useful categories
• Interpret and summarize information from multiple sources
• Collaborating productively in teams
• Understanding multiple perspectives
• Reasoning and thinking critically
Overview of TICKIT
•In-service teacher education program
•Rural schools in southern Indiana
•Primarily school-based
•Supported by participating school systems, Arthur Vining Davis Foundations and Indiana University
TICKIT Overview (con’t)
• Just completed our fourth year
• Funded for at least 2002-2003
• Cohorts of five teachers from each school corporation
• Usually 5-6 corporations
• First two years all grade levels; now MS & HS only
TICKIT Program Description:Program Elements
• Teach two class technology projects• Give back to school• Asynchronous conferencing
– Progress reports and idea exchange
• Action research and reportingo Written reports to course instructoro Oral report to TICKIT colleagueso Oral report to a local school groupo Formal report at a state conference
TICKIT Program Description:ACOT Principles Used
Situate staff development activities in classrooms
Teams of teachers, not individuals Constructivist learning approach modeled
by facilitators Ongoing conversation and reflection about
practice Teachers develop lessons or units, and
actually teach them Provide long-term follow-up support
TICKIT Goals• Knowledge, skill, & confidence
• Thoughtful infusion of technology
• Help schools capitalize on their technology investments
• Deeper student learning
• Leadership cadres in schools
• Link schools and university
TICKIT Training and Projects:• Web: Web quests, Web search, Web edit/pub.
– Includes class, department, or school website.
• Write: Electronic newsletters, book reviews.• Tools: Photoshop, Inspiration, PowerPoint.• Telecom: e-mail with foreign countries Key pals.• Computer conferencing: Nicenet.org.• Digitizing: using camera, scanning, digitizing. • Videoconferencing: connecting classes.• Web Course: HighWired.com, MyClass.net,
Lightspan.com, eBoard.com
Technology Integration Ideas
• Collab with students in other countries• Make Web resources accessible• Experts via computer conferencing (or
interview using e-mail)• Reflect & Discuss on ideas on the Web.• Put lesson plans on Web.• Peer mentoring.• Other: role play, scav hunts.
TICKIT Techniques
1. Reading Reactions2. Debates3. Critical Friend Interactions4. Expert Chats and Team Chats5. Web Resource Reviews6. Free Technology Reviews7. Technology Integration Reviews8. Thoughtful Reflections9. Role Play10.Gallery Tours
1. Reading Reactions
1.Give a set of articles.
2.Post reactions to 3-4 articles that intrigued them.
3.What is most impt in readings?
4.React to postings of 3-4 peers.
5.Summarize posts made to their reaction.
(Note: this could also be done in teams)
2. Instructor Generated Virtual Debate (or student generated)
1. Select controversial topic (with input from class)
2. Divide class into subtopic pairs or quads: 1-2 critics and 1-2 defenders.
3. Assign each pair a perspective or subtopic
4. Critics and defenders post initial position stmts
5. Rebut person in one’s pair
6. Reply to 2+ positions with comments or q’s
7. Formulate and post personal positions.
3. Critical/Constructive Friends, Email Pals, Web Buddies
1. Assign a critical friend (perhaps based on commonalities).
2. Post weekly updates of projects, send reminders of due dates, help where needed.
3. Provide criticism to peer (I.e., what is strong and weak, what’s missing, what hits the mark) as well as suggestions for strengthening. In effect, critical friends do not slide over
weaknesses, but confront them kindly and directly.
4. Reflect on experience.
4. Electronic Guests & Mentoring
1. Find article or topic that is controversial2. Invite person associated with that article
(perhaps based on student suggestions)3. Hold real time chat4. Pose questions5. Discuss and debrief (i.e., did anyone
change their minds?)(Alternatives: Email Interviews with expertsAssignments with expert reviews)
5. Web Resource Reviews
6. Free Technology Reviews
7. Technology Integration Reviews
8. Thoughtful Reflectionson Teaching
8. Thoughtful Team Reflections
9. Role Play
A. Role Play Authors• Write a reading reaction, debate, or reflection paper as if
you were one of the authors
B. Assume Persona of Scholar– Enroll famous people in your course– Students assume voice of that person for one or
more sessions– Post a 300-700 word debate to one or more of the
readings as if you were that person. Enter debate topic or Respond to debate topic
– Respond to rdg reflections of others or react to own
10. Gallery Tours
• Assign Topic or Project
(e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)
• Students Post to Web• Experts Review and Rate• Try to Combine Projects
10. Gallery Tours
Basically Allow for Pedagogical Choice
• Give many choices.• Allow to complete any of them.• Provide structure on due dates.• Send reminders.
Paper #1. The TICKIT Program Model (in review, Journal of Educational Computing Research)
1) Classroom Curriculum Projects Provide structure for teacher goal-setting and
implementation Apply what learn by developing and teaching units
2) Teacher Choice Do not persuade to use a particular theory or method Urge teachers to integrate technology into what they
already do to add value Present an array of possibilities for integration projects
TICKIT Program Model, Con’t
3) Expect Systematic Evaluation, Self-reflection, and Revision of Practice Provide for electronic and face to face
collaboration with colleagues and coaching by TICKIT staff
Provide audiences and venues for reports and reflections on practice
4) Provide a Structure for Leadership Cadres to Assist Other Teachers Locally
Workshops:ToolsPedagogyShare IdeasReflect on Projects
TICKIT Teacher Local Reports toAnd Interaction With TeacherColleagues
TICKIT TeacherReports to TICKITStaff, Peers & OtherTeachers at Conferences
Reflection,Action ResearchOn ClassroomProjects
Individual E-Mail,Phone, Asynchronous & In-PersonCoaching ByTICKIT Staff
Electronic Collaboration:Project Progress ReportingReading and ReflectionConstructive Friend InteractionTechnology ReviewsExpert Chats
Teacher Prior:KnowledgeSkillConfidenceMotivationBeliefs
Individual TICKIT Teacher:KnowledgeSkillConfidenceMotivationBeliefs
Other Professional& Staff DevelopmentExperiences & Programs
TICKIT Program Elements:
School-LevelOutcomesModels of Technology IntegrationColleague Support by TICKIT Cohort:
Value Added byTechnology Integration in Classroom Teaching & Learning
StudentLearning
Create,Teach,Assess,ReviseClassroomProjects
Figure 1: Model of TICKIT Program Components and Outcomes
Assessment ofClassroom Project by:TICKIT StaffOther Teachers
Paper #2. Online Pedagogy & Mentoring(in press, Technology and Teacher Education)
• Effectiveness of reading reactions, debates, and critical friend activities
• Frequency of discussion categories • Dialogue content and depth• Justification (support of claims)• Scaffolding and apprenticeship• Attitudes toward dialogue
24%
9%
7%
24%3%
1%
4%
14%
5%
3% 6%
Acknowledge
Question
Examples
Feedback
Task Structure
Push to Explore
Foster Reflection
Enourage Dialogue
Scaffold
Manage
Weave
(Bonk, Ehman, & Hixon, 2000)
TICKIT Staff Mentoring & Assistance(direct instruction and explanations = 0; Feedback
= 24%, Social Acknowledgements = 24%)
Surface vs. Deep Posts
Surface Processing• making judgments without
justification, • stating that one shares
ideas or opinions already stated,
• repeating what has been said
• asking irrelevant questions• i.e., fragmented, narrow,
and somewhat trite.
In-depth Processing• linked facts and ideas, • offered new elements of
information,• discussed advantages and
disadvantages of a situation,• made judgments that were
supported by examples and/or justification.
• i.e., more integrated, weighty, and refreshing.
Findings: Peer Social Discourse
• Focus: 50% on teaching and school experience• Off Task: 7% total; nearly all in critical friends• Referencing: approximately 50% more peer praise
in critical friend activities.• Referencing: referred to own teaching 3 times more
often than to others (i.e., egocentric)• Justification: 77% claims unsupported; 20%
referenced classroom & other experience• Depth: about 80% of posts at surface level
Other Findings
• Critical friend dialogue involved more peer support, help requests, social acknowledgements
• Critical friend postings perceived more beneficial to classroom practice
• Reading reactions & debates involved more content focus
• Reading reactions & debates viewed as “just another task”
• They would recommend electronic conferencing to other teachers
Critical Friend Post Example
“Beverly: Before I forget, I want to thank you again for your invaluable help at the ICE conference. I get used to using a particular piece of equipment or program, and it’s hard for me to adapt quickly. You saved the day. One thing I have learned from using technology is that we need to depend upon each other for support. We are all in this boat together.”
Critical Friend Post Example
“This is going to sound ‘gushy’ but I JUST LOVE TO READ YOUR WRITING! What a vocabulary you have! OK, are you/were you a language arts teacher, do you read a lot (sic), did you take Latin, or are you just plain smart? You have a real talent! As I read your response to the article…I found myself being pulled right in. You really had some thought-provoking comments. And at the end of a teaching day, the fact that anyone could get me to think is something. …”
TICKIT Teacher Evaluation Examples
“Thank you! A poor tired out “old broad” has a new lease on teaching”
“This class was very helpful. I gained a lot of confidence as a technology user from this class.”
“The door is now open. I will continue to try to find technological ways to teach them.”
“This was the best program I have ever been involved with as a teacher. It has also had the most impact on my teaching and subsequently, my teaching.”
Paper #3. Levels of Technology Implementation (LoTi)
• Determine the presence of possible relationships between long-term professional development and teachers’ levels of technology implementation.
• Explore these relationships and discuss implications that such relationships have for professional development.
Apples and Oranges. . .but
CBAM ACOT LOTI
Awareness
Informational
Personal
Management
Consequence
Collaboration
Refocusing
Entry
Adoption
Adaptation
Appropriation
Invention
Non-use
Awareness
Exploration
Infusion
Integration--M
Integration--R
Expansion
Refinement
What? Who? When?• Participants--Five cohorts of teachers
• Three from past (85 teachers); one from the present (25 teachers); one from the future (28 teachers in control)
• Survey– 23 Questions dev by TICKIT staff– LoTi instrument (50 questions)
• 10 subscales– Eight levels of implementation– Current instructional practices– Personal computer use
Sample LoTi Questions
• I am motivated to find ways to use the older as well as the newer computers in my classroom.
• I access the Internet quite frequently.• I allocate time for students to practice their
computer skills on the classroom computer(s).• I prefer that my students go to a computer lab for
instruction without me.• It is easy for me to design student-centered,
integrated curriculum units that use the classroom computer(s) in a seamless fashion.
Additional Questions
• Do you have an Internet connection in your classroom?
• Estimate how many hours of curriculum-based professional development (e.g. performance-based assessment, thinking skills strategies, inquiry-based learning) you have received over the past two years?
• Describe one or two ways that you use or have used technology in your classroom that have the most impact on student learning.
Initial Results
Means
TICKIT Cohorts Non-Use Scores Implementation Scores
1998-1999 3.3333 102.5
1999-2000 4.5455 142.25
2000-2001 7.5 124.9
2001-2002 7.7059 112.4
2002-2003 8.5 93.3077
Grand Means 6.6923 113.4808
Means of LoTi InstrumentLevel of TechnologyImplementation Grouping N Mean
Std. Deviatio
n
Std. ErrorMean
Non-Use
2002-2003 Cohort 14 8.5000 5.11032 1.36579
All other Cohorts
51 6.1961 5.30290 .74255
Expansion
2002-2003 Cohort 14 10.6429 6.31978 1.68903
All other Cohorts
53 18.5472 5.96969 .82000
Refinement
2002-2003 Cohort 14 10.0714 4.77919 1.27729
All other Cohorts
48 21.4375 6.90330 .99641
Three Most Important Influences on the Way TICKIT Teachers Use Technology in the Classroom
0
10
20
30
40
50
60
70
Perso
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mbiti
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TICKIT
Pro
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Confere
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Inst
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In-S
chool P
rofe
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ev
Tech
nology
Expec
tatio
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Peer T
each
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upport
Admin
Support
Gra
duate
Courses
Paren
ts &
Com
munity
College
Trai
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Gra
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Nu
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Conclusions and Discussion
• Long-term professional development seems to have an effect on teachers’ levels of technology implementation especially in the upper two levels expansion and refinement.
• Construct validity of LoTi in question.
Six Overall Lessons Learned1. Avoid Teachers Who Are Compelled By School
Administrators Into Participating (and do always believe admin)
2. Teachers Respond to Challenge, High Expectations
3. Requiring Projects in a Graduate Course Framework Creates Stress But Pays Off For Most Teachers
4. Asynchronous Conferencing Requires a Lot of Structure and Meaning For Teachers
5. Teach Technology Use in Teacher’s Environment6. A Local Leader is Important For a Cohort of
Teachers
General TICKIT Outcomes• Provides structured, project based
learning about thoughtful tech infusion for teachers
• Adds to teachers’ competence/confidence• Builds leadership cadres in schools• Provides graduate level recognition of
teachers’ accomplishments• Links schools and university• Supports small, rural schools
Questions We Still Need to Answer
• Does student learning increase as a result of TICKIT?
• Do TICKIT teachers continue to infuse technology into their curriculum?
• Are “communities of practice” being built?
• Is there a TICKIT impact with other teachers?
• Can we short-circuit phases of teachers’ technology infusion development (ACOT)?
Ok, who wants a TICKIT?And, who has a TICKIT?
http://www.iub.edu/~tickit