Developing a Teacher Training Technology Workshop Series

2013 ◽  
pp. 377-394
Author(s):  
Paul Joseph Stengel
Keyword(s):  
New Media ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Research University ◽  
Educational Technologist ◽  
Quality Teachers ◽  
Instructional Design Process ◽  
Technology Platforms ◽  
Teacher Residency ◽  
The University

During the summer of 2010, a graduate school of education (GSE) at a leading research university launched a 14-month teacher residency program (TRP) aimed at producing high quality teachers for urban schools that need them the most. Guided by a framework of inclusive education (Hamre & Oyler, 2004), residents were scheduled to complete various components of teachers education, including a technology component designed to familiarize residents in the use of new media web technologies to purposefully enhance teaching and learning. The educational technologist (ET) charged with the development of the workshops for this program decided to focus on helping residents think about meaningful methods to teach for understanding with technology. The framework supplies a flexible set of guidelines that help developing teachers see how technology may provide “significant educational leverage” (Wiske et al., 2005). Although this approach has been successful for building a framework for the workshops, a series of challenges have developed that must be addressed before proceeding to the training of the next cohort. These challenges include providing time for residents to practice new skills taught during the workshop sessions, solving the varied access to up-to-date technologies in under-resourced urban school classroom placements, identifying and harnessing technology platforms that are ubiquitous, inexpensive, and accessible to stakeholders inside and outside the university system, and maintaining workshop sessions that are relevant to the theory taught in various tracks of the TRP. This case study outlines the instructional design process the ET used to approach the development of the workshops for the technology component of the TRP.

Like It

2016 ◽  
pp. 426-445
Author(s):  
Mary Leigh Morbey ◽  
Farhad Mordechai Sabeti ◽  
Michelle Sengara
Keyword(s):  
Higher Education ◽  
New Media ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Comprehensive University ◽  
E Learning ◽  
Effective Inclusion ◽  
University Experience ◽  
The University

Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.

scholarly journals A Qualitative Study of Faculty Responses to Teaching during the Covid-19 Pandemic: Creating a Culture of Support

2021 ◽  
Vol 3 (1) ◽  
pp. p67
Author(s):  
Paula Smith-Hawkins
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Learning Experience ◽  
Faculty Work ◽  
Course Materials ◽  
Global Pandemic ◽  
Two Factors ◽  
The University ◽  
Hybrid Learning Environment

This study examines the online teaching and learning experience of twenty-one (21) faculty members at a Gulf Cooperation Council (GCC) research university from the initial campus closure of the university in February 2020 in response to the COVID-19 global pandemic, through the end of Fall 2020 semester. The methodology entailed one-on-one interviews with instructors, reviews of the course materials in the Learning Management System, and the examination of email and videoconferencing exchanges. Gagne’s Nine Events of Instruction and the Quality Matters Rubric guidelines for instructional design framed the methodology. This study finds that faculty benefitted from close connections with colleagues and continuous institutional support during the pivot to emergency remote teaching and into a hybrid learning environment. These two factors – collegial connections and university resources – were crucial in sustaining faculty work during the period of this study.

Partners in Storytelling

2011 ◽  
pp. 314-318
Author(s):  
William Shewbridge
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Baltimore County ◽  
Media Technology ◽  
University Of Maryland ◽  
Broadcast Network ◽  
Technology In Teaching ◽  
The University ◽  
The Relationship

In 2006, the University of Maryland, Baltimore County (UMBC) entered into a unique partnership with Retirement Living Television (RLTV). Initially driven by the practicalities of bringing a new broadcast network to air, the relationship came to influence the role of new media technology in teaching and learning on the UMBC campus. The Charlestown Project brought university students and senior citizens together to create short digital movies. The project also became a catalyst for creating human connections beyond the campus and across generations. Along the way, students formed new attitudes towards aging and community, and the campus attained an increased awareness of the power of digital storytelling.

Like It

2016 ◽  
pp. 530-550
Author(s):  
Mary Leigh Morbey ◽  
Farhad Mordechai Sabeti ◽  
Michelle Sengara
Keyword(s):  
Higher Education ◽  
New Media ◽  
Social Networking ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Comprehensive University ◽  
E Learning ◽  
Effective Inclusion ◽  
University Experience ◽  
The University

Social networking environments have become a ubiquitous part of the university experience. Accordingly, postsecondary institutions have started to consider the role that social networking can play in teaching and learning across academic disciplines. This case study documents findings from a 2012-2013 mixed-methods data collection in six graduate and undergraduate Digital Literacies and New Media Literacies courses at a major Canadian comprehensive university. It examines the pedagogical implications of adapting the Facebook platform for online collaboration and multimedia learning in blended courses, and offers a model of Facebook implementation for engineering and architecture education. Questions guiding the research ask: What is gained pedagogically through the use of Facebook in higher education courses? What are the pedagogical challenges encountered, and how might these be addressed? Suggestions based on observed trends are offered for the effective inclusion of Facebook as a beneficial pedagogical component in the design of e-learning platforms for higher education.

The Selection and Implementation of a Web Course Tool at the University of Texas at Austin

2011 ◽  
pp. 66-74
Author(s):  
Mark Lowry Decker ◽  
Morrie Schulman ◽  
Christopher Blandy
Keyword(s):  
Teaching And Learning ◽  
Research University ◽  
Lessons Learned ◽  
Instructional Technologies ◽  
University Of Texas ◽  
Academic Computing ◽  
Parent Organization ◽  
Web Course ◽  
Technology Services ◽  
The University

For the past 10 years, the University of Texas at Austin has pursued the goal of integrating information technology into instruction. Through the Center for Instructional Technologies and its parent organization, Academic Computing and Instructional Technology Services, the University has recently developed a centralized approach to Web course development by selecting and implementing a tool for voluntary use by the faculty. This case study illustrates some of the challenges encountered and the lessons learned in initiating such a plan, given the institutional and personnel constraints of a large, historically decentralized research university. Educators from universities of all sizes realize that technological change has created a new reality for higher education both by intensifying the need for ongoing education and training and by creating tools that have changed the teaching and learning process. This study indicates that a small staff, even without overt institutional support, can have a large impact on this process by choosing an appropriate tool, actively promoting it, and conducting effective training.

scholarly journals Learners with Special Needs: Problems faced by Students and Teachers at University Level

2021 ◽  
Vol 4 (4) ◽  
pp. 783-795
Author(s):  
Ghazal Khalid Siddiqui ◽  
Syeda Naureen Mumtaz ◽  
Farah Shafiq
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Psychological Issues ◽  
Single Person ◽  
Teachers And Students ◽  
University Level ◽  
The Right ◽  
The University ◽  
Physically Handicapped

Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. Literature provides pieces of evidence that this area of education is often neglected and therefore this qualitative research aimed to highlight the importance of inclusive education in Pakistan. As there were limited researches available and most of them are based on document analysis so, the 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level. For this purpose, a phenomenological design was used and both teachers and their students took interviews. Both teachers and students that obstruct teaching and learning in inclusive classrooms identified the following four zones. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom.

scholarly journals UCF’S EXEMPLARY FACULTY SUPPORT: AN INSTITUTIONALIZED ECOSYSTEM

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Barbara E. Truman
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Faculty Support ◽  
University Of Central Florida ◽  
Online Teaching And Learning ◽  
Central Florida ◽  
Brick And Mortar ◽  
The University ◽  
To Receive

The University of Central Florida was honored to receive the 2003 Sloan-C Excellence in Online Teaching and Learning Award for Faculty Development. The environment at UCF has doubled in the last ten years with the number of students, faculty, and developing campus locations. Rapid growth in brick and mortar on campus has not deterred the creation of a robust virtual campus where students and faculty interact essentially, but in different ways. Producing the faculty support architecture to achieve UCF’s instructional potential as a metropolitan research university is a constant struggle for staff. This article describes the dynamic interplay of UCF’s emerging ecosystem of institutionalized faculty support.

Developing Scholarly Teaching at a Research University

2013 ◽  
pp. 212-227
Author(s):  
Spencer A. Benson ◽  
Ann C. Smith ◽  
David B. Eubanks
Keyword(s):  
Learning Communities ◽  
Student Learning ◽  
Teaching And Learning ◽  
Research University ◽  
Scholarly Activity ◽  
University Of Maryland ◽  
Professional Career ◽  
Faculty Learning Communities ◽  
Study Approach ◽  
The University

In this chapter, the authors explore how faculty learning communities that focus on teaching and student learning have been instrumental in transforming the perception of teaching as a “tax to be paid” into an engaging scholarly activity. Faculty engagement in learning communities devoted to teaching and learning facilitates the development of new knowledge and insights into teaching and student learning as well as new perceptions regarding the roles of teaching in the faculty’s professional career. Using a case study approach, the authors describe various examples of learning communities at the University of Maryland that have transformed perceptions about teaching.

scholarly journals Classe hospitalar e escola: mãos dadas na feitura da educação de enfermos

1969 ◽  
Author(s):  
Leodi Conceição Meireles Ortiz ◽  
Michele Quinhones Pereira ◽  
Martha dos Anjos Valença
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Quality Education ◽  
Learning Activities ◽  
University Hospital ◽  
Education And Health ◽  
Approach To Teaching ◽  
Real Scenario ◽  
The University ◽  
Santa Maria

RESUMOO relato apresenta uma discussão teórico-prática acerca da aproximação de dois cenários de ensino: classe hospitalar e escola, tendo como suporte a política da educação inclusiva. Nesta agenda, são creditadas atividades de ensino-aprendizagem disponibilizadas à aluna-paciente que faz tratamento de saúde no Hospital Universitário de Santa Maria e está matriculada na Escola Municipal Assis Brasil Martins Bitencourt, selando desta forma, um acordo por educação de qualidade social. A presente reflexão desvela portanto, o cenário real da inclusão escolar, perpassada por dificuldades/possibilidades, cumplicidades, garantia de direitos, cidadania e um lugar onde a luta por mais educação e saúde dão-se as mãos.Palavras-Chave: Classe Hospitalar. Inclusão Escolar. Escola. Hospital class and school hand in hand in making the education of the sickABSTRACTThe article presents a discussion on the theoretical and practical approach to teaching two scenarios: class hospital and school, supported the policy of inclusive education. This agenda, are credited for teaching and learning activities available to the student-patient making health care at the University Hospital of Santa Maria and is registered at the Municipal School Assis Brazil Martins Bittencourt, thus sealing an agreement for quality education social. This reflection reveals thus the real scenario of school inclusion, pervaded by problems / opportunities, complicity, guarantee of rights, citizenship and a place where the fight for more education and health are given hands.Keywords: Hospital Class. School Inclusion. School. Clase en el Hospital: de la manos unidas para ayudar en la educación de los enfermosRESUMENEl informe presenta una discusión teórica y práctica del enfoque de la enseñanza de dos escenarios: las clases en el hospital y en la escuela, con el apoyo de la política de educación inclusiva. En esta agenda, ocurren las actividades de enseñanza-aprendizaje a disposición de la atención del alumno-enfermo en el Hospital de la Universidad de Santa María y está inscrito en la escuela Municipal Assis Brasil Martins Bittencourt, sellando así un acuerdo por una educación de calidad social. Por lo tanto, esta reflexión revela la situación real de la inclusión escolar, impregnado de dificultades / posibilidades, con complicidad, que garantiza los derechos, la ciudadanía y un lugar donde la lucha por una mayor educación y la salud se dan las manos.Palabras clave: Clase en el Hospital. Inclusión Escolar. Escuela.

Teacher Residency 2.0

2020 ◽  
pp. 206-223
Author(s):  
Lucinda M. Juárez ◽  
Lisa Santillán ◽  
Jennifer Gilardi Swoyer
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
South Texas ◽  
Teacher Preparation Program ◽  
Professional Relationships ◽  
Master Teachers ◽  
Quality Teachers ◽  
Teacher Residency ◽  
Hispanic Serving ◽  
The University

A Hispanic serving university in South Texas is implementing a teacher preparation program called the Teacher Residency 2.0 Model. This residency model strives to develop culturally efficacious instructors by providing new teachers with a more intensely supported experience through a network that includes a cohort of teacher candidates, assistant professors in practice, mentor/master teachers, and an online platform. Through this combined network, teacher candidates are more adequately prepared and supported to teach on day one, through developed expertise in culturally efficacious instruction, established professional relationships, and have access to resources for enduring success in the field. The purpose of this chapter is to describe the implementation of the Teacher Residency 2.0 Model to develop culturally efficacious, high quality teachers by carefully crafting coursework and experiences. The program described here are year-long experiences that include a collaborative workspace at the university and the school districts.

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