Pre-Service Teacher Education for the

Management of Actual and Virtual Classes

ODLAA, Sydney

Ken Stevensstevensk@mun.caFebruary 2011

The Problem

The provision of educational opportunities for senior students in small rural high schools that are comparable to those expected by urban students in big high schools.

Economy of scale & use of resources Enhancing existing school capacities with

e-learning.

Three Steps to Enhance e-Teaching in Small Schools 1. The development of collaborative

structures

2. Face-to-face and virtual teaching

3. The professional education of e-teachers

Step One

The Development of Collaborative Structures

NZ & Canadian Rural Schools

Origins of research in New Zealand & Iceland

Atlantic Canada – many small schools

Small rural schools becoming smaller

Dispersed rural population

National wealth in mining, fishing, forestry

E-Teaching in Collaborative Environments

Traditional (closed) schools

Networked (open) schools

Potential conflict – open & closed

Schools as sites in teaching and learning networks based on e-Learning

Enhancing Small School Capacities

Inter-institutional and intra-institutional collaboration

Intranets Existing small schools become part of

other schools Administrative integration Academic integration

Enhancing Small School Capacities

The space between small rural schools becomes educational space in which virtual classes are located

Virtual classes based on e-learning enhance traditional schools & enlarge their capacities

Challenge to the notion of traditional school

Changes in the Last Decade

The Vista School District Intranet8 sitesExpansion of sitesMinisterial InquiryCDLI

Advanced Placement (AP) on line AP availability in Small Rural Schools

From Closed to Open Schools

From traditional, closed autonomous schools

To administratively and academically open sites within a collaborative teaching and learning network

Step Two

Face-to-face and virtual teaching

Pedagogy for e-Learning

New teachers will be working in both traditional (closed) and networked (open) learning environments

Virtual and actual classes

Integration of virtual and actual classes

Pedagogy for e-Learning

1. Awareness of open learning structures – intranets

2. Collaboration - Learning circles to critique recent internship experiences

Learning circles complement collaborative structures (intranets)

3.Building shared realities for understanding

Cybercells – Actual & Virtual

A cybercell is a face to face group whose members extend their discussion to include virtual visitors

Stevens, K. & Stewart, D. (2005) Cybercells – Learning in Actual and Virtual Groups, Thomson-Dunmore, Melbourne.

Matrix (1) – Integrating e-Learning in Schools

Technological Pedagogical

Organization Conceptual

Integration of New Structures with Pedagogy

Digital structures (intranets) to complement physical structures (schools)

Pedagogy for e-learning is essential to ensure success of virtual and traditional class integration

Cybercells – link virtual and actual

Step Three

The professional education of e-teachers

Enhancing the Capacity of Small Schools

Add virtual education to traditional schools through e-learning

Should all teachers be appointed to schools or to networks of schools?

Sharing teacher expertise between sites Collaborative teaching Collaborative learning Mutual Understanding Knowledge-building

Matrix (2) - Sustainable e-Learning Communities

Collaboration Innovation

Adaptation Cultural Identity

Lessons for the e-Learning Community

1. Small Schools Can Be Large Schools

Matrix (1) Acceptance of new technologies

Matrix (2) Using technologies to collaborate

Lessons for the e-Learning Community

2. Virtual and Actual (traditional) teaching and learning can be integrated

Matrix (1) Pedagogy: e-learning

Matrix (2) Innovation: Creation of Intranets

Lessons for the e-Learning Community

3. Small Schools Can Be Sustained Through the Introduction of New Structures and Processes

Matrix (1) Organization: Capacity-building in small rural schools by e-teaching

Matrix (2) Adaptation: Creating virtual learning space in traditional schools

The Future: Direction One

Direction One: From e-Learning to e-Living

Horizontal integration of rural schools & creation of new pathways

Vertical integration from schools to homes• High technology beacons• New opportunities for adult learners

Conclusion

• From closed to open model

• Capacity building within existing structures

• Sharing actual and virtual space

• Collaborative teaching and learning

• Simple NZ model used in Canada

• Can be replicated with cultural adjustments

• Applications in emerging societies