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Designing In-service Technology Integration Training Program for Vocational Instructors

Designing In-service Technology Integration Training Program for Vocational Instructors. Hatice Çilsalar & Evrim Baran , Dr. Faculty of Education Middle East Technical University Turkey cihatice@metu.edu.tr.

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Designing In-service Technology Integration Training Program for Vocational Instructors

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  1. Designing In-service Technology Integration Training Program for Vocational Instructors Hatice Çilsalar& EvrimBaran, Dr. Faculty of Education Middle East Technical University Turkey cihatice@metu.edu.tr

  2. Designing In-service Technology Integration Training Program for Vocational Instructors • Life-long learning development of individuals • catch changes in the world, • reinforce their skills, • be successful in their field, • opening their minds. Helps teachers to meet the needs of 21st century students They; • Be aware of latest innovations • Adapt them to their teaching environment • Provide necessary surrounding for them to improve themselves

  3. Designing In-service Technology Integration Training Program for Vocational Instructors Instructors in higher education; • Updating themselves in accordance with latest innovations for their profession, • Correcting themselves when their applications is impractical and ineffective • Providing the environment where teacher can share their experiences • Adopting a new situation and harmonizing novice and experts • Developing teaching competence, • Increasing student success, • Developing teachers’ content and pedagogical knowledge (Arechaga, 2001).

  4. Designing In-service Technology Integration Training Program for Vocational Instructors • Technology have an impact on teaching effectiveness, strengthens teaching, increase the economic viability of tomorrows’ workers (Bain & Ross, 1999; Bialo, 2000; Hew & Brush, 2007; OECD, 2005; Schacter, 1999; Sivin-Kachala & Valdez, 2004). • Office of Technology Assessment(1995)=lack of teacher training is one of the greatest roadblocks to integrating technology into a curriculum

  5. Designing In-service Technology Integration Training Program for Vocational Instructors Recent studies(Alexander & Henderson-Rosser, 2010; Summak & Samancıoğlu, 2011, ) there is a need for the development of teachers’ ability of technology integration into educational settings.

  6. Aim Designing In-service Technology Integration Training Program for Vocational Instructors • The aim of this study is to design a professional development training for instructors working for a vocational college in order to develop their technology integration ability by considering ISTE (2008) NET’S standards. • With this purpose, field testing was conducted to make decision about the usefulness, applicability, understandability, clarity of the implementation process.

  7. Designing In-service Technology Integration Training Program for Vocational Instructors The Study Model: Morrison, Ross, Kalman & Kemp’s (2011) Model • Flexibility in design process to designer • Focusing on individuals rather than content. Data Collection: Two phases; needs assessment and field-testing. Data Analysis

  8. Design Designing In-service Technology Integration Training Program for Vocational Instructors Morrison, Ross, Kalman & Kemp’s (2011) Model Process of Design Development

  9. Design Process Designing In-service Technology Integration Training Program for Vocational Instructors • Definition of the problems= data were collected from all stakeholders • Students expectations: • More visiual and audial materials • More technology knowledge to apply in class, • E-source use, • Internet and online platform use, • Technology awareness, • More participant oriented online and offline activities

  10. Design Process Designing In-service Technology Integration Training Program for Vocational Instructors • Definition of the problems Experts Views: Objectives: Computer literacy, Technology integration to the lesson, Integration technology and pedagogy, Increasing technology integration awareness, Reconstruction participants’ teaching knowledge. Suggestions for the Program: Using already existing technology and focusing on what can be done with them, Making connection to instructors’ life, Giving examples that they can use in their classrooms, Using active learning practices Kirkpatrick four level Evaluation model. Administrators Views: Instructors are not qualified on instructional technologies Want to use technology in the classes and active users of technological issues

  11. Design Process Designing In-service Technology Integration Training Program for Vocational Instructors Learner Characteristics: • Orienting Context-Instructors need Practical knowledge • Instructional Context- As environment, electricity, technological equips, and internet connection • Transfer Context-A course page was constructed to share all sources about technology integration Instructional Objectives: • Instructors current and expected level in terms of ISTE(2008) standards are different according to instructors and students views. • Training generally aimed to develop professionals who are reflective, responsive, and resourceful throughout their professional careers, to improve instructors’ technology integration ability, and to make instructors internalize technology integration.

  12. Design Process Designing In-service Technology Integration Training Program for Vocational Instructors • Instructional activities: • Demonstration, • Discovery, • Socrative, • Discussion, • Brainstorming, • Group work, • Station methods Teaching Process: • by considering sequence of skills • from most familiar to less familiar, • less difficult to more difficult, • creation of learner interest.

  13. Design Process Designing In-service Technology Integration Training Program for Vocational Instructors Content Sequencing and Designing Message: 6 modules (experts’ suggestion) Modules of Technology Integration Design

  14. Design Process Designing In-service Technology Integration Training Program for Vocational Instructors • Instructional Strategies: • To combine adult learning methodologies and job-based applications, • Theory (lecture), • Hands-on application (modeling), • Feedback and coaching (mentoring) • Periodic review with curriculum adjustments (evaluation).

  15. Design Process Designing In-service Technology Integration Training Program for Vocational Instructors • Evaluation • Formative Evaluation: • Portfolios, • Online discussions, • Scales, • Observations, • Group evaluation forms, • Peer evaluation forms and • Their shares in the course page • Summative Evaluation: • TPACK Project-to develop a lesson plan for a technology integrated lesson and also they were expected to use their technology knowledge which will be evaluated by using a rubric. • Program Evaluation: Kirkpatrick's Four-Level Training Evaluation Model was recommended by experts

  16. Field Testing Designing In-service Technology Integration Training Program for Vocational Instructors • 1st module- 4 male 4 female 24th of May, 2013 • Meeting and introduction of section, • Prezi presentation on what is technology integration • Course page (www.Digoo.Com) and socrative.Com • Demographic information via socrative.Com by using mobile devices • For them, platforms were easy to use and enjoyable and could be used in their classrooms. • In groups, analysis of four technologies considering how to use in a course • The video of 21st century classroom was diccussed • At the end of discussion part, they explored that technology was only a tool that enrichesinstructional environment in classes.

  17. Field Testing Designing In-service Technology Integration Training Program for Vocational Instructors Group Evaluation Forms- pleased with members is appropriate for the training Self Evaluation Forms- happy to participate in the module and willing to participate other modules Reflections- module was a bit out of their expectation but they had enough knowledge about what technology and technology integration into education is. Related to this, they stated that they could not easily catch technological tools and applications unless they have knowledge about what technology and technology integration is • Lessons Learned • Instructors should; • Check facilities in the learning environment before the modules, • Be given assignments before the module to prepare learners to next module and start with these assignments. • Be warned before the module to bring their devices again and again.

  18. Final Points Designing In-service Technology Integration Training Program for Vocational Instructors • Designed to help instructors in terms of development of their TPACK by contributing their pedagogical knowledge with applying constructivist approach. • Designed under the guidance of the curriculum expert by a novice curriculum designer. • Content = Morrison, Ross and Kemp model suggestions. • Field testing- for making decision about the usefulness, applicability, understandability, clarity of the implementation process. • Feedbacks from learners = some revisions were done according to their demands. • Instructional activities from the books on active learning. • Suggestions for next applicators; • the content can be changed considering the popular applications in educational settings as technological tools and needs change rapidly or new developments can occur.

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