Creating an Early Model of Teaching at The New School

2015 ◽  
pp. 15-43
Author(s):  
Carol Kahan Kennedy ◽  
Tina Yagjian
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Early Model ◽  
New School ◽  
Learning Programs ◽  
Urban Educators ◽  
Integrate Technology ◽  
Learning With Technology

In 1998, the AT&T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Distance Instruction for Adult Learners), the New School's innovative online learning program. Because this was occurring during the early days of computer use in the classroom, many faculty and students had no prior experience in teaching and learning with technology, much less with teaching and learning over the internet. Web-based learning was in its infancy. DIAL was one of the first online learning programs in the United States to offer degrees, certificates and courses in the liberal arts through a computer-mediated environment. The Advanced Placement Certificate in Teaching and Learning with Technology was the first of its kind to offer a theoretically-based course curriculum in a blended learning format to urban educators. The historically significant outcomes were as follows: creating a method for teaching instructors how to teach technology online, learning how to integrate technology in the classroom, learning how to teach as well as participate in an online environment, using the DIAL interface which was an early platform built, in part, on a customized Linux platform. The pilot TELT program used both formative and summative assessments for learning outcomes and efficacy. The results were positive and a model for teacher education with technology was created. Nothing of this kind existed previously. The model was for continuing the New School graduate certificate program in the next stage.

Creating an Early Model of Teaching at The New School

2018 ◽  
pp. 1713-1742
Author(s):  
Carol Kahan Kennedy ◽  
Tina Yagjian
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Early Model ◽  
New School ◽  
Learning Programs ◽  
Urban Educators ◽  
Integrate Technology ◽  
Learning With Technology

In 1998, the AT&T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Distance Instruction for Adult Learners), the New School's innovative online learning program. Because this was occurring during the early days of computer use in the classroom, many faculty and students had no prior experience in teaching and learning with technology, much less with teaching and learning over the internet. Web-based learning was in its infancy. DIAL was one of the first online learning programs in the United States to offer degrees, certificates and courses in the liberal arts through a computer-mediated environment. The Advanced Placement Certificate in Teaching and Learning with Technology was the first of its kind to offer a theoretically-based course curriculum in a blended learning format to urban educators. The historically significant outcomes were as follows: creating a method for teaching instructors how to teach technology online, learning how to integrate technology in the classroom, learning how to teach as well as participate in an online environment, using the DIAL interface which was an early platform built, in part, on a customized Linux platform. The pilot TELT program used both formative and summative assessments for learning outcomes and efficacy. The results were positive and a model for teacher education with technology was created. Nothing of this kind existed previously. The model was for continuing the New School graduate certificate program in the next stage.

Launching an Online Business Program at Scale: A Retrospective Case Study of Disruptive Innovation Before the Pandemic

2022 ◽  
pp. 105256292110672
Author(s):  
Raj Echambadi ◽  
Arshad Saiyed ◽  
Norma I. Scagnoli ◽  
Madhu Viswanathan
Keyword(s):  
Online Learning ◽  
Graduate Program ◽  
Disruptive Innovation ◽  
Educational Strategies ◽  
Retrospective Case ◽  
Early Implementation ◽  
Business Program ◽  
Learning Programs ◽  
Changing Roles ◽  
And Performance

How does an online graduate business program become the fastest growing program in a short span of 5 years, in a category that has been showing constant decline in the last decade? This article takes a retrospective look at the journey from conception to launch and early implementation of an innovative online program at a large public university about half a decade before the pandemic. Extant research about online learning focuses on educational strategies, the changing roles of faculty in a new environment, or students’ satisfaction and performance in online learning programs or courses. This article takes a broad-based view to discuss details on the strategy, design, and development of a disruptive online graduate program built for scale. Given the accelerated transition into remote learning during the COVID-19 pandemic, our journey also has important implications from the forward-looking approach of half a decade ago for how higher education should navigate the digital future.

scholarly journals Teaching and Learning Within Inter-Institutional Spaces: An Example from a Community-Campus Partnership in Teacher Education

2019 ◽  
Vol 5 (1) ◽  
pp. 37-55
Author(s):  
Cher Hill ◽  
Paula Rosehart ◽  
Sue Montabello ◽  
Margaret MacDonald ◽  
Don Blazevich ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Common Ground ◽  
Graduate Program ◽  
Institutional Practices ◽  
University Partnerships ◽  
University Communities ◽  
Dialogic Inquiry ◽  
K 12 ◽  
Institutional Space

This paper explores the potentiality inherent within a community-campus partnership in the area of inservice teacher education, and the inter-institutional space that has afforded creative and collaborative practices. Through this partnership, we endeavour to find innovative ways to better serve our students and create opportunities for smooth interactions and flow across school and university communities. Unlike other research that explores tensions and/or common ground within community-university partnerships, we seek to understand the potential that is created in the metaphorical space in-between institutions. Using dialogic inquiry, the diverse members of our teaching team, including members of the university community and the K-12 school system, as well as graduates of the program, reflected on the unique material, discursive and relational dimensions of our inter-institutional space. We came to see our graduate program as a hybrid place of connections, rhythms, and intersections in which usual institutional practices are ruptured. Together we identified powerful interrelated structural dimensions of our inter-institutionality, which we referred to as the gathering space, the inquiry space, the transformative space and the empowering space. These themes and the flow that has been created across and between institutions will be discussed in the following paper. 

scholarly journals Teacher Education Freshmen Applicants’ Current State in the New Normal’s Learning Delivery Platforms

2020 ◽  
Vol 3 (3) ◽  
pp. 1528-1536
Author(s):  
Mark Angelo C. Reotutar
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Low Income ◽  
Teaching And Learning ◽  
New Normal ◽  
Learning Platform ◽  
Current State ◽  
Learning Platforms ◽  
Low Income Families ◽  
The University

The online learning platform (OLS) is currently the new normal learning setting amidst the Covid-19 pandemic. Teachers need to look on the other side of the traditional classroom-based learning mode to make teaching and learning in the new normal possible. It aimed to analyze the current state of the teacher education freshmen applicants concerning the new normal learning platforms. This study employed a descriptive method of research and considered a sample of 85 freshmen applicants in the College of Teacher Education in the academic year 2020-2021. The frequencies and percent value was used to analyze the data gathered. The following are the verdicts of the study, the bulk of the respondents belong to low-income families with farming as their family source of income. Most of the respondents have their mobile phones while the great majorities are using mobile data only. All of the respondents do not have any idea about the different platforms in online learning. Based on the findings, the researcher concluded that the freshmen applicants in the College of Teacher Education cannot totally survive and are not yet ready to embrace the new normal learning platforms due to poverty and lack of resources. It is therefore recommended that the University administration needs to open other sources of learning platforms such as the use of printed learning materials of which will be delivered door-to-door to the students. Besides, the College of Teacher Education should plan and initiate on how to make learning flexible and more engaging.

Designing Online Learning Programs

2011 ◽  
pp. 586-595 ◽  
Author(s):  
Judith V. Boettcher
Keyword(s):  
Online Learning ◽  
Design Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Assessment ◽  
Design Approach ◽  
Learning Programs ◽  
Core Elements ◽  
Vygotskian Theory ◽  
Layered Design

This article describes a design process for online learning programs that builds on a philosophical base grounded in learning theory, instructional design, and the principles of the process of change. This design process is a six-layered design approach that promotes congruency at the six levels of institution, infrastructure, program, course, unit /activity and student assessment. The conceptual framework for the design process is based on the Vygotskian theory of cognition that focuses on the four core elements of any teaching and learning experience — the learner, the faculty/teacher/mentor, the content /knowledge /skill to be acquired/or problem to be solved, and the environment or context within which the experience will occur. A set of principlebased questions for designing effective and efficient online learning programs assists in implementing this design approach.

The Iron Grip of Productivity Software within Teacher Education

2012 ◽  
pp. 170-191 ◽  
Author(s):  
Joan E. Hughes ◽  
Gloria Gonzales-Dholakia ◽  
Yu-Chi Wen ◽  
Hyo-Jin Yoon
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Knowledge Society ◽  
Subject Area ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Experiences ◽  
Learning With Technology

This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.

Enabling Electronic Teaching and Learning Communities with MERLOT

2005 ◽  
pp. 328-348
Author(s):  
Gerard L. Hanley ◽  
Sorel Reisman
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Programs ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Learning Programs ◽  
Library Resources ◽  
Electronic Teaching ◽  
Learning With Technology

Educational institutions have made significant progress in enabling student success in distance learning by delivering academic programs utilizing course management systems, accessing electronic library resources, and through a wealth of student services that use help desks and campus portals. Enabling instructor success in researching and designing curricula for teaching in distance learning programs is an area where institutions still face significant challenges. This chapter presents a number of these challenges and describes how MERLOT (Multimedia Educational Resource for Learning and Online Teaching), an international consortium, can facilitate successful teaching and learning with technology.

Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education

2017 ◽  
pp. 389-418
Author(s):  
Henry Gillow-Wiles ◽  
Margaret L. Niess
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Pedagogical Content ◽  
Google Docs ◽  
Science And Technology Education ◽  
Education Environment ◽  
Online Teacher Education ◽  
Online Teacher ◽  
The Impact

The purpose of this chapter is to describe the impact engaging collaborative software has on technological pedagogical content knowledge (TPACK) development through collaboration and reflection. Situating teaching and learning in an online teacher education environment creates challenges for developing learning communities supporting reflection and collaboration. This cross case analysis reveals the impact of Google Docs to facilitate reflection and collaboration in an online integrated mathematics, science, and technology education graduate program has on developing in-service teachers' TPACK. Using a social metacognitive constructivist lens to focus the course design, this study collected student learning products, including essays, Blackboard forum transcripts, and Google Docs editing histories to understand how participants' TPACK thinking matured through their collaboration and reflections. Results suggest Google Docs provided a rich online environment where participants were able to engage in and reflect on a community that developed both individual and shared knowledge.

scholarly journals DESIGN AND IMPLEMENTATION OF VIRTUAL UNIVERSITY BASED ON ICT

2020 ◽  
Vol 8 (4) ◽  
pp. 144-152
Author(s):  
Chris Batara ◽  
Charnia Iradat Rapat
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning System ◽  
Design System ◽  
Virtual University ◽  
Face To Face ◽  
Learning Programs ◽  
Innovative Learning ◽  
Information And Communication

Virtual University is a learning system by providing an online environment based on information and communication technology. This system can overcome the problems that arise due to covid-19 not to gather together to do the learning process, but must learn from their respective places. This Virtual University system uses Moodle version 3.7 with PHP and MySql programming language platforms as a database server and Apache as a web server can be an innovative learning method that is an ideal solution and in accordance with existing conditions with the hope that it can improve the quality of education if used optimally and comprehensive. This system can perform the basic functions of an e-learning system in which the lecturer can upload lecture material and students can download the material online and can conduct online meetings that can replace face to face in the room. The general objective of this research is to apply a web-based online learning system. The system applied is software that supports the ongoing teaching and learning process for online learning through the internet. The software is installed on the server and can be accessed by participants of online learning programs from browser applications on their PC / cell, and the formation of a university that is not limited by time and space. The stages of this research are: determining user needs, creating a system model, design, system implementation, and testing.

Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING

2013 ◽  
pp. 671-687 ◽  
Author(s):  
Kelly L. Unger ◽  
Monica W. Tracey
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
Networking Tool ◽  
K 12 ◽  
The Web

The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

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