integrating latin american studies and technology through blended learning
DESCRIPTION
Integrating Latin American Studies and Technology through blended learning. Mary Risner University of Florida SITE 2010-San Diego, CA. Caribbean wordle. Discovering Caribbean diversity workshop. Project Partners. University of Florida (CLAS) Florida International University (CLAS) - PowerPoint PPT PresentationTRANSCRIPT
INTEGRATING LATIN AMERICAN STUDIES AND TECHNOLOGY THROUGH BLENDED LEARNING
Mary RisnerUniversity of FloridaSITE 2010-San Diego, CA
CARIBBEAN WORDLE
DISCOVERING CARIBBEAN DIVERSITY WORKSHOP
PROJECT PARTNERS
University of Florida (CLAS) Florida International University (CLAS) Digital Library of the Caribbean (dLOC) Duval, St. Johns, Clay County Schools
NEED FOR INSTRUCTION
REGIONAL CONTEXT
GOALS FOR PARTICIPANTS
STRATEGIES
THEORETICAL FOUNDATIONS
THE LITERATURE
Hiebert, Gallimore & Stigler (2002), professional development has the most impact on student learning when its design is long term, tied to the curriculum of the teachers involved, and collaborative.
THE LITERATURE
The design component of experiential learning for teachers in professional development serves as a model for them to implement in their own classrooms after they have felt how it has enhanced their own personal learning experience (Loucks-Horsley, Love, Stiles, Mundry & Hewson, 2003).
THE LITERATURE
The formation of teams of teachers that gather to create standards based lessons while integrating technology allows for the emergence of professionals with a higher comfort and skill level for the application of new tools and is an example of “a best way” to learn to use technology (MacKenzie, 2001).
PROJECT QUESTIONS
DATA COLLECTION
Pre-workshop Technology Use survey
Open-ended True/false Anonymous
DATA COLLECTIONPost-workshop Participant Feedback
survey
Likert scale Anonymous
DATA COLLECTION
Post-workshop Lesson Implementation survey (to do in May)
Open-ended questions on lesson use/student reactions to lessons
WORKSHOP FORMAT
WORKSHOP BREAKDOWN
PRE-WORKSHOP ACTIVITIES
BETWEEN-WORKSHOPACTIVITIES
POST-WORKSHOP ACTIVITIES
FACE-TO-FACE MORNINGS
FACE-TO-FACE AFTERNOONS
ABOUT THE PARTICIPANTS
Number of Teachers: 23
French: 4 Spanish: 15 Social Studies: 4
PARTICIPANTS (CONT.)
Middle school: 3 High school: 20
Age Range: 24-64 (primarily over 40)
Years teaching: 1-36 years
PARTICIPANT TECHNOLOGY EXPERIENCE
Technology experience: Weak- 2 Average- 13 Very Good- 3
Technology currently used: Power point, smartboard, youtube,
photoshop, webquests, computer lab.
PARTICIPATION AND RETENTION
F2F participation: 23 Submitted lessons: 15
*Some teachers did not have time to do lessons or did not need the in-service
points.*
PARTICIPATION AND RETENTION
Online participation: 18
Forum Interaction
Getting to Know You: 17 Standards : 18 Theme/Texts: 18 Lesson Plan ideas: 13 Lesson feedback: 2
PARTICIPANT REACTIONS TO WORKSHOP
All enjoyed faculty lectures with multimedia powerpoint presentations
All enjoyed the hands-on technology tied to content
All responded agree/strongly on attending future blended style workshops
*18 feedback responses
SAMPLE LESSON PLANS
LESSONS LEARNED
PROJECT QUESTIONS
RESOURCES
Workshop materials are under construction at :
www.caribbeandiversity.ning.com
Resources on Latin America at: www.latam.ufl.edu/outreach
