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A Distance Learning Approach to Enhancing Technology Use in Rural Schools

A Distance Learning Approach to Enhancing Technology Use in Rural Schools. Jim Barber Wallace Hannum University of North Carolina at Chapel Hill. Situation. Large state with considerable rural population Challenges of NCLB Concerns about AYP in rural areas

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A Distance Learning Approach to Enhancing Technology Use in Rural Schools

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  1. A Distance Learning Approach to Enhancing Technology Use in Rural Schools Jim Barber Wallace Hannum University of North Carolina at Chapel Hill

  2. Situation • Large state with considerable rural population • Challenges of NCLB • Concerns about AYP in rural areas • Difficult for rural teachers to get professional development • Want to improve instruction in rural areas through technology use

  3. Guiding Questions • How do we build their capacity to use technology to support learning? • How can we use distance learning to offer courses rural students would not otherwise have?

  4. Our solution • Graduate class via interactive video • Certification program to teach online • Distributed support for professional development

  5. 1. Graduate class • Taught via interactive video • Professor teaching in a studio • Students at various sites across state

  6. Two-way interactive video • Program originates in studio • Four sites connected via fiber optics • Video & audio in all directions • Lecture/discussion • Project-based

  7. Outcomes • Teachers became more capable of using technology for teaching & learning • Teachers & administrators in rural areas completed a graduate class they otherwise would not have completed • Teachers got to see what others were doing & learn from each other

  8. 2. Certification program • Need • improve quality of online instruction • enable regular classroom teachers to teach online • create several high-quality online courses • Solution • create inservice program for teachers who want to teach online • accept only teachers with basic technology skills

  9. Practicum Pedagogy for Online Learning Tools for Online Learning Models for Online Learning Overview of Online Learning Organization • Sequence of 5 courses • 18 months to complete

  10. Teaching methods • Program completely online • Model what we preach • Summer workshop/collaboration • Stress interaction and collaboration • Emphasis on developing skills, not just acquisition of knowledge

  11. Technology used • Course management • Content • Discussion forums • Document sharing • Email • One-to-one contact • Individual feedback • Coaching • Telephone

  12. Outcomes • Better knowledge of online teaching & learning • Enhanced skill in teaching online • More online courses developed • More opportunities for high school students to take online courses

  13. Outcomes • Stronger pedagogy built into courses • Cadre of online teachers able to offer more courses & help other teachers • Peer-to-peer support network for teaching online

  14. 3. Distributed support for teaching Statewide network of educators using the power of the Internet to improve K-12 education. LEARN NC

  15. Teachers helping teachers • The Teachers’ Network: a LEARN NC trained coordinator in each of the 115 school systems and many individual schools • Local system coordinators conduct professional development workshops; provide ongoing feedback on resources

  16. Teachers helping teachers • Contributing editors offer best practices and proven resources. • Last year, the LEARN NC website experienced nearly 10,000 visitors a day! www.learnnc.org

  17. Teacher feedback guided organization of educational resources Ongoing collaboration with educational partners generates content and opportunities

  18. A guided search makes It easier to locate what you need based on your role as teacher, student, or parent.

  19. Search results offer a variety of resources aligned to the NC Standard Course of Study

  20. Access to the entire curriculum and associated lesson plans is only a few clicks away

  21. Display of curriculum goals clearly displays curriculum and associated resources.

  22. Access resources at the objective level

  23. LEARN’s Curriculum Consultants review lessons from NC teachers and from around the world and align them to the SCoS

  24. Lessons are aligned to the Standard Course of Study and reviewed as curricula are revised.

  25. Access other lessons addressing the same objective from within each lesson

  26. Educators statewide contribute best practices articles on a range of topics

  27. Quality websites are reviewed and annotated to create a “safe-surfing” environment for online research

  28. Grade-level interfaces create age-level appropriate research centers for K-12 students Take a look at Grade 2

  29. NC teachers provided guidance in developing age-level appropriate media centers

  30. Quality sites are chosen to support the SCoS which are written at a reading level appropriate for each grade level

  31. Students search within the LEARN NC database, avoiding inappropriate websites

  32. Each Media Center features a custom-written research guide for learning how to use the web as a resource for research.

  33. High School students access tools and resources appropriate for their needs

  34. A collection of professional resources supports the challenges of beginning teachers. Resources are designed to support teaching in N.C.

  35. Teachers engage in professional development at a time most convenient for their schedules with LEARN’s Online Courses LEARN also prepares educators to teach online and to develop online courses.

  36. Featured resources include interactive tools like writing exemplars for preparing teachers to improve writing skills.

  37. Educational jargon is defined with examples with the Education Reference section

  38. Each entry goes beyond a simple definition to offer examples and related terms

  39. Presentation summary • Attempting to support teachers & administrators in underserved rural areas make better use of technology. • Three programs • Graduate course via distance learning • Certification program for teaching online • Ongoing support for professional development

  40. Emphasis • Building capacity of teachers to use technology for teaching & learning • Better instructional use of technology • Appropriate pedagogy • Improved student achievement

  41. How • Improve capacity to use technology for teaching and learning • Use technology in support of capacity building • Use distance learning to provide anytime, anyplace learning • Model effective teaching & learning practices

  42. Why?

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