Developing a Technology Rich Teacher Education Program

Developing a Technology Rich Teacher Education Program: Use of Data to

Inform InstructionDr. Donna RedmanNori Barajas-Murphy, M.Ed.University of La Verne

UNIVERSITY OF LA VERNE

Demographics

The University of La Verne is a Carnegie doctoral/Research University in Southern California enrolling over 8,000 students in four colleges over 11 campuses.

The College of Education & Organizational Leadership (CEOL) A leader in preparation of professional educators and administrators.

Community College Grant Partner

Citrus Community College total enrollment of 13,184

Citrus Community College serves five unified school districts

Title V Grant: Preparing Tomorrow’s Teachers Today Through Technology

1. To improve the technology literacy of future educatory by modeling exemplary use of learning technologies in their teacher preparation program

2. Improve program completion and graduation rates of future teachers from community college to 4-year college

DATA USED TO INFORM REDESIGN & FACULTY DEVELOPMENT

• ECAR Study of Students and Technology

• Project Tomorrow: Speak Up Aspiring Educators

• Course Evaluations

• Learning Outcome Surveys

• Liberal Studies Faculty Use of Data Instrument

• Liberal Studies Lead Faculty Focus Group

ECAR data informed the initial redesign process

Initial Conclusions - 2012We believe mobile

devices and tablets will increase in the near future and want to

leverage that medium in course redesign (Horizon

Report 2012)

Our students believe the goals of the grant to be valid – technology helps students achieve course learning outcomes

Our students own the equipment needed to access online resources – and want these resources available in the LMS

ECAR data informed the ongoing redesign process

La Verne ECAR Key Findings - 2013

Online course components perceived as a slightly more effective learning environment but few LV students had options to take blended courses

Increase ownership of variety of devices particularly smart phone

The ownership vs. use data point shows students are interested in leveraging tablet and laptop

Instructors and faculty need more learning technology skills to support instruction and academic success

LMS is still perceived as important

Our students own several internet connected devices that are not leveraged in their courses

Technology is still perceived by many to support academic success yet down from 74% prior year

eBooks & ePortfolios still not rating highly

Lecture capture or screencasting and online collaboration tools are valued

Project Tomorrow: Speak UpThe New Digital Learning Playbook

– June 2014

• 325,279 K 12 students‐• 32,151 parents • 37,756 teachers • 2,230 librarians • 933 district administrators • 3,020 school administrators • 577 technology leaders• 1,346 members of the

community• 9,005 public and private schools

from • 2,710 districts

Project Tomorrow: Speak UpLearning in the 21st Century: Digital Experiences and Expectations of Tomorrow’s Teachers

– February 7, 2013

1,351 college students completed the online Speak Up survey. Key characteristics of this convenience sampling include:

• 75 % were enrolled in undergraduate teacher preparation programs

• 25 % in post undergraduate programs either leading to a graduate level degree or to a teacher certificate or credential

• 41 % were aspiring for a multi-subject teacher credential• 46 % for a single subject teacher credential

Speak Up 2013 Key Findings

Aspiring teachers place a high value on the role of

technology to both impact student academic success

and their own effectiveness as a teacher.

In spite of their comfort with using technology tools, the aspiring teachers say that their field experiences as student teachers and observing their professors are the best way for them to learn about how to integrate technology within instruction.

La Verne Liberal Studies students participated this year in the 2014 Aspiring

Teacher Survey

Principal’s Expectations vs. Aspiring Teacher

Experience

Disparity

University Wide Course EvaluationsQuantitative

10 Questions4 point Likert scale

Qualitative4 Questions

Quantitative Evaluation Questions• The course materials helped me achieve the course objectives• The course assignments helped me achieve the course objectives• The instructor’s teaching techniques helped my learn the subject matter• The instructor was respectful of diversity among students• The class environment was conducive to my learning• The instructor supported and encouraged student questions and

discussion, in class or online• Feedback on my coursework was provided in a timely manner• Feedback on my coursework was helpful• The instructor was accessible, either in person, by telephone or through

online communication channels.• Overall the instructor was effective in the course

Qualitative Data Questions:

1. What were the instructor’s most satisfactory teaching attributes?

2. What could the instructor do to improve his/her teaching effectiveness?

3. What were the most satisfactory aspects of this course?

4. How could this course be improved?

PT5 Course Outcome Surveys

The degree to which I could have competently met this learning outcome BEFORE taking this course.

The degree to which the course materials and activities in (course) helped me meet the following learning outcome

Strongly Disagree

Somewhat Disagree

Somewhat Agree

Strongly Agree

1 2 3 4

Impact of Course Redesign

Writing for Educators Foundation Course

Art for Elementary Educators

Liberal Studies Lesson Plan Resource

Liberal Studies ePortfolio Resource

Physical Education for Elementary Educators

Early Childhood Development

Liberal Studies Faculty Use of Data

• To what degree did the course learning outcome data influence your teaching practices?

• To what degree did the ECAR data influence your teaching practices?

• To what degree did the faculty development events influence your teaching practices?

ECAR Data + Course LO DataTo what degree did the course learning outcome data influence your teaching practices?

3.60

I have modified my instructional approach(es) based on the 2012 data set.

3.14

I have modified my instructional approach(es) based on the 2013 data set.

3.05

Lead Instructor Role

Specialists for each Liberal Studies course: oversee content, delivery and training for all other instructors

Grant related meetings: Annual each Spring• 2012 to review and revise all course

outcomes• 2013 to review and revise and align all

course assessments• 2014 to reflect on data and faculty

development

Liberal Studies Lead Focus Group

1. In what ways do you use data to inform course content and instructional design

2. In what ways do you use faculty development to inform course content and instructional design

COURSE DESIGN

Year One Redesign

• Redesigned all presentations• Lecture captured all course topics

and located on a streaming server• Created SoftChalk SCORM compliant

lessons w/ embedded lecture• Created and embedded self

checking quizzes during each topic• Assessments aligned more closely

with course learning outcomes• Instructor feedback models online

“Office Hour” using screencast grading

Writing for Educators Foundation Course

Screencasting is used widely by instructors and students in all courses

LMS is the central location for all coursework in program

Device use is encouraged and course content is increasingly mobile friendly

Liberal Studies courses are all offered in the blended format; 7 of the 11 required courses are offered 100% online

eBooks & ePortfolios are being consistently and intentionally infused program wide

Year One Redesign Writing for Educators Foundation Course

Year Two Redesign

1. Course iBook 2. Class activities aligned

and balanced for continuity

3. Course materials (slide shows, web modules, LMS) designed with consistent look and navigation

Art for Elementary Educators

Year Two Redesign Art for Elementary Educators



Liberal Studies courses are all offered in the blended format; 7 of the 11 required courses are offered 100% online

Year Three Redesign

1. Program alignment + Capstone Rubric

2. Course level artifacts, achievements, and reflections

3. How-To manual

Liberal Studies ePortfolio Resource

Amazon AppstoreGoogle Play StoreApple App StorePDFHTML

Year Three Redesign Liberal Studies Lesson Plan Resource

1. Program alignment2. Examples of key

indicators3. Guided practice using

assessment rubric 4. How-To manual

La Verne Redesign


Ongoing, sustained support of consistent learning technology skills is offered to all Liberal Studies faculty and instructors


Year Three Redesign

1. Learning Outcomes revised and aligned with course assessments

2. Diagnostic App integration into introductory unit

3. Lesson Plan resource customized for PE education and for program continuity

4. Project based capstone assessment

Physical Education for Elementary Educators

La Verne Redesign

Problem based learning is the course arc ~ students will create a PE unit to solve a K-8 teaching scenario

Diagnostic app integration and modeling throughout course

Technology is still perceived by many to support academic

Screencasting is used widely by instructors and students in all courses



Ongoing, sustained support of consistent learning technology skills is offered to all Liberal Studies faculty and instructors


Integration and modeling of device in PE education and teaching

Year Three Redesign

1. Practicum resource for observation unit

Early Childhood Development

FACULTY DEVELOPMENT

Annual Liberal Studies Meeting

Blend of updates, data, and faculty development

Liberal Studies Annual Meetings

Goals:• ECAR Data + Course learning

outcomes data + Aspiring data• Screencasting• ePortfolio

To what degree have your incorporated screencasting as an instructor?

3.6868% Significantly

Faculty Development

To what degree have you assigned and assessed an item for the Liberal Studies ePortfolio?

To what degree have you integrated screencasting into student assignments?

2.72

3.00

LEARNING TECHNOLOGY COURSE SUPPORT OF STUDENT PROFICIENCY

EDUC407 Requirements

• Screencasting – Teaching concepts, rich media development, reflection

• Video Channel – Student produced playlists and streaming content

• Site development – digital presence, ePortfolio, lesson planning content



• University of La Verne Course Evaluations

• Liberal Studies Learning Outcome Surveys



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Questions?

Developing a Technology Rich Teacher Education Program: Use of Data to

Inform Instruction

[email protected]@laverne.edu

Developing a Technology Rich Teacher Education Program

Education

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