a distance learning approach to enhancing technology use in rural schools jim barber wallace hannum...
TRANSCRIPT
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A Distance Learning Approach to Enhancing Technology Use in Rural Schools
Jim Barber Wallace Hannum
University of North Carolina at Chapel Hill
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Situation
• Large state with considerable rural population
• Challenges of NCLB• Concerns about AYP in rural areas• Difficult for rural teachers to get
professional development• Want to improve instruction in rural
areas through technology use
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Guiding Questions
• How do we build their capacity to use technology to support learning?
• How can we use distance learning to offer courses rural students would not otherwise have?
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Our solution
1. Graduate class via interactive video
2. Certification program to teach online
3. Distributed support for professional development
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1. Graduate class
• Taught via interactive video
• Professor teaching in a studio
• Students at various sites across state
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Two-way interactive video
• Program originates in studio
• Four sites connected via fiber optics
• Video & audio in all directions
• Lecture/discussion
• Project-based
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Outcomes
• Teachers became more capable of using technology for teaching & learning
• Teachers & administrators in rural areas completed a graduate class they otherwise would not have completed
• Teachers got to see what others were doing & learn from each other
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2. Certification program
• Need– improve quality of online instruction– enable regular classroom teachers to teach online – create several high-quality online courses
• Solution– create inservice program for teachers who want to
teach online– accept only teachers with basic technology skills
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Organization
• Sequence of 5 courses
• 18 months to complete
Practicum
Pedagogy for Online Learning
Tools for Online Learning
Models for Online Learning
Overview of Online Learning
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Teaching methods
• Program completely online• Model what we preach• Summer workshop/collaboration• Stress interaction and collaboration• Emphasis on developing skills, not just
acquisition of knowledge
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Technology used
• Course management– Content– Discussion forums– Document sharing
• Email– One-to-one contact– Individual feedback– Coaching
• Telephone
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Outcomes
• Better knowledge of online teaching & learning
• Enhanced skill in teaching online• More online courses developed• More opportunities for high school
students to take online courses
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Outcomes
• Stronger pedagogy built into courses• Cadre of online teachers able to offer
more courses & help other teachers• Peer-to-peer support network
for teaching online
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3. Distributed support for teaching
Statewide network of educators using the power
of the Internet to improve K-12 education.
LEARN NCLEARN NC
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Teachers helping teachers
• The Teachers’ Network: a LEARN NC trained coordinator in each of the 115 school systems and many individual schools
• Local system coordinators conduct professional development workshops; provide ongoing feedback on resources
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Teachers helping teachers
• Contributing editors offer best practices and proven resources.
• Last year, the LEARN NC website experienced nearly 10,000 visitors a day!
www.learnnc.org
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Teacher feedbackguided organization ofeducational resources
Ongoing collaboration with educational partners
generates content and opportunities
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A guided search makesIt easier to locate what you need based on yourrole as teacher, student,or parent.
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Search results offer a variety of resources aligned to the
NC Standard Course of Study
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Access to the entire curriculum and
associated lesson plans is only a few clicks away
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Display of curriculum goals clearly displays
curriculum and associated resources.
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Access resources at the
objective level
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LEARN’s Curriculum Consultants review lessons from NC teachers and from around the world and
align them to the SCoS
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Lessons are aligned to the Standard Course of Study and reviewed as curricula are revised.
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Access other lessons addressing the same objective from within
each lesson
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Educators statewide contribute best
practices articles on a range of topics
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Quality websites are reviewed and annotated
to create a “safe-surfing” environment for online research
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Grade-level interfaces create age-level
appropriate research centers for
K-12 students
Take a look at Grade 2
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NC teachers provided guidance in developing age-level appropriate
media centers
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Quality sites are chosen to support the SCoS which are written at a
reading level appropriate for each grade level
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Students search within the LEARN NC
database, avoiding inappropriate websites
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Each Media Center features a custom-
written research guide for learning how to use the web as a resource
for research.
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High School students access tools and
resources appropriate for their needs
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A collection of professional resources supports the challenges of beginning teachers.
Resources are designed to support teaching in N.C.
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Teachers engage in professional development at a time most convenient for their schedules with
LEARN’s Online Courses
LEARN also prepares educatorsto teach online and to develop
online courses.
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Featured resources include interactive tools like writing exemplars
for preparing teachers to improve writing skills.
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Educational jargon is defined with examples with the Education
Reference section
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Each entry goes beyond a simple definition to offer
examples and related terms
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Presentation summary
• Attempting to support teachers & administrators in underserved rural areas make better use of technology.
• Three programs– Graduate course via distance learning– Certification program for teaching online– Ongoing support for professional
development
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Emphasis
• Building capacity of teachers to use technology for teaching & learning
• Better instructional use of technology
• Appropriate pedagogy
• Improved student achievement
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How
• Improve capacity to use technology for teaching and learning
• Use technology in support of capacity building
• Use distance learning to provide anytime, anyplace learning
• Model effective teaching & learning practices
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Why?
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