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Giving Preservice Teachers the Vision of Technology Integration Through Modeling

Giving Preservice Teachers the Vision of Technology Integration Through Modeling. PREPARED BY: Rick West Charles Graham Geoff Wright. The Problem: A Lack of Good Models. One student’s story …. A Difficult Cycle To Break. References Barron, Kemker, Harmes, & Kalaydjian (2003)

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Giving Preservice Teachers the Vision of Technology Integration Through Modeling

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  1. Giving Preservice Teachers the Vision of Technology Integration Through Modeling PREPARED BY: Rick West Charles Graham Geoff Wright

  2. The Problem: A Lack of Good Models One student’s story … Using Digital Video – Experiences and Strategies

  3. A Difficult Cycle To Break Using Digital Video – Experiences and Strategies References Barron, Kemker, Harmes, & Kalaydjian (2003) Doering, Hughes, & Huffman (2003) Francis-Pelton, Farragher, & Riecken (2000).

  4. Possible Solutions 2. Watch videos of teachers using technology – “video modeling” 1. Live observation of practicing teachers who use technology well 3. Preservice teachers participate in role-played lesson – “Live modeling” Images from: http://www.asptrial.e2c.wa.edu. http://www.1clipart.com Using Digital Video – Experiences and Strategies

  5. Using Video Models http://ipt.byu.edu/~wiki/28x/Fall04/TechIntVideoAssign Using Digital Video – Experiences and Strategies

  6. What is “Live Modeling?” Using Digital Video – Experiences and Strategies

  7. Modeling History and Language Arts • We involve students in a research project on figures in the Civil Rights movement. • The project is to make a brief documentary highlighting the background of the individual and their contribution to the Civil Rights movement. • They are required to identify and use primary source materials as part of their research: • Quotes • Audio recordings • Images and video clips • Contempory newspaper or magazine articles • Etc. Using Digital Video – Experiences and Strategies

  8. Organizing the research We used concept mapping software to help them visually organize the information and primary source materials found in the research. Click for Inspiration template Using Digital Video – Experiences and Strategies

  9. Concept Map Example Using Digital Video – Experiences and Strategies

  10. Organizing the documentary We used another visual template to help them begin to organize their script with their primary source materials. Click for storyboard template Using Digital Video – Experiences and Strategies

  11. Making the Movie • Students put the mini-documentaries together using iMovie • The whole process took about 1 weeks Using Digital Video – Experiences and Strategies

  12. Evaluating video modeling Video Modeling • Not very active or engaging • Some students doubted they could replicate the video models because they were “best cases” • There are models for more content areas • However, there are still not enough video models for every discipline (e.g. focuses on science/math, etc.) • Easy for students to FF or skip through parts of a video Using Digital Video – Experiences and Strategies

  13. Evaluating live modeling Live Modeling • Very context-specific--some students struggled to apply to their own teaching situations • More kinesthetic and engaging • Allowed students to learn technology while learning integration • Focused on learning integration from student role, but did not give experience teaching with technology • Some students doubted credibility of live models because they were taught in artificial atmosphere Using Digital Video – Experiences and Strategies

  14. Contextual Breakdowns Using Digital Video – Experiences and Strategies

  15. A new approach • New approach to live modeling involving preservice teaching in the role of students AND teachers • Less focus on learning technology skills allow more flexibility in modeling • Create a video model database with enough examples for all contexts • Blend video, live modeling, and opportunities for practicing teaching Using Digital Video – Experiences and Strategies

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