Investigating Teachers’ Expectations For Using

Telecollaborative Project Work

Barry S. Kramer

Lehigh University

• Definitions• The Problem• The Need for Research• Methodology• Research Timetable• Case Study Results• Large Group Survey Results• Review of Research Questions• Implications for Practice• Suggestions for Future Research• Questions

Telecollaborative Project WorkObjectives

Telecollaboration is a structured activity in which students use Internet tools such as e-mail, chat, Web pages, blogs, podcasts, etc. to access, process and share data and to communicate, cooperate and collaborate.

Telecollaborative Project WorkWhat Is Telecollaboration?

Telecollaborative project work is a term that has developed to describe online student project work that combines the use of telecollaboration and some form of a project-based activity.

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Telecollaborative Project WorkWhat Is Telecollaborative Project Work?

Student Centered Reasons• Skill Development• Social Growth

Teacher Centered Reasons• Professional• Personal

Telecollaborative Project WorkReasons Teachers Should Use Telecollaborative Projects

Telecollaborative Project WorkMotivating Questions

When teachers sign up their classes to participate in a telecollaborative project…

1. What are teachers expecting to happen?

2. What actually happens?

3. What would teachers do to improve the experience?

4. Did teachers gain anything personally from the experience?

5. Would teachers participate again? Why or Why not?

Telecollaborative Project WorkLiterature Review

Research Context:Foundations of Telecollaboration

• Constructivist Learning Theory• Constructivist Learning Environments• Project-Based Learning• Collaborative Learning

What Should A Telecollaborative Experience Be Like?• Global Learning Communities• Telecollaboration• Current Support• Learning Circles

What Are Teachers’ Expecting?• ICT Use in Education• Function of ICT in Telecollaborative Project Work• Reasons for Teachers to Use This Methodology• Criticisms

Ethnographic Analysis of Telecollaborative Project Work

Telecollaborative Project WorkLearning Circles

• This study centered around the investigation of a group of teachers participating in a telecollaborative project called Learning Circles.

• Learning Circles has a long track record of participation and a structured timeline of 16 weeks.

• Teachers indicate the grade level of their students and their general area of project interest. There are four large topic areas: Computer Chronicles, Mindworks, Places and Perspectives, My Hero. Teachers are then grouped by grade level and area of interest. Generally, not every theme and grade level runs. Teachers often get their second or third choice.

Telecollaborative Project WorkCase Within Case Study

• This Learning Circles project was comprised of a large group of teachers who were divided into smaller project groups called Circles.

• Case within - smaller group of 7 elementary teachers who participated in a specific project called Places and Perspectives.

• Investigation focused on the experience of the small project group to provide individual stories, and utilized the larger group of teachers to confirm and triangulate findings that emerged.

Telecollaborative Project WorkSources of Data

Surveys Message Analysis Interviews Document Analysis

Telecollaborative Project WorkResearch Design: Large Group

Online surveying of Learning Circle participants

Initial Survey: Open-ended questions Identify participants for case studiesEstablish list of initial teacher expectations

Interim Survey 1 : Likert type scale Evaluate initial list of teacher expectationsAdjust expectationsEvaluate progress during project

Interim Survey 2 : Likert type scale Evaluate initial or adjusted teacher expectationsAdjust expectationsEvaluate progress during project

Post Survey : Likert type scale Evaluate initial or adjusted teacher expectationsEvaluate progress during projectEvaluate future participation

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Telecollaborative Project WorkResearch Schedule

September 2008Learning Circle RegistrationLearning Circle Phase: Getting Ready

Initial SurveySelect Participants for Case Studies

October 2008Learning Circle Phase: Opening the

CircleLearning Circle Phase: Planning Student

ProjectsInterim Survey 1

November 2008Learning Circle Phase: Exchanging

Student Work

December 2008Learning Circle Phase: Organizing Circle

PublicationInterim Survey 2

January 2009 Learning Circle Phase: Closing the CirclePost Survey

January - April 2009

Analysis of Data

Completion of Dissertation

Telecollaborative Project WorkSurveys

Survey Questions

• How is Learning Circles meeting your expectations? How is Learning Circles meeting your expectations?

• Have your expectations changed since you began the project?

• How are the outcomes to students you anticipated meeting your expectations?

• How are the areas of personal growth you anticipated meeting your expectations?

• Please rate your overall experience with Learning Circles.• Describe how your Learning Circle experience is going so far? What is

working well for you? What is not working?• Please use this space to share or express any information that you believe

would be of interest or use to this research or the researchers.

Telecollaborative Project WorkResults: Question 1

1. What are the expectations teachers have for their students and themselves that motivate them to use telecollaborative project work in a K-12 school setting?

• Expectations included: providing a global education experience, improving language skills, adding telecollaboration as a new teaching methodology, improving students’ use of technology, and providing enrichment to the curriculum.

• Teachers believed Learning Circles would promote student global awareness and expose their students to other cultures.

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Telecollaboration is a structured activity in which students use Internet tools such as e-mail, chat, Web pages, blogs, podcasts, etc. to access, process and share data and to communicate, cooperate and collaborate.

Telecollaborative Project WorkResults: Question 1A

1A. How do these expectations change over time as teachers and students participate in a telecollaborative project?

• Teachers in the small research group did believe overall that the Learning Circles process was meeting their expectations. They were also able to reflect more on how their expectations had changed.

• Some of the larger group members were frustrated by the lack of responses by their Circle members, and they were not able to fully realize the expectations they initially had for the project.

• In the end, both groups seemed satisfied with their experience and it is possible that had individual stories been collected from the large group they would have displayed a more positive outlook on their experience.

Telecollaborative Project WorkResults: Question 1B

1B. What do teachers believe they and their students have gained by participating in a telecollaborative project?

Student Expectations:• 43.9% - promote student global

awareness and exposure to other cultures, 22.0% - provide students with opportunities to improve their language and communication skills.

• Student interest, motivation, collaboration, and focus on telecollaborative project work were chosen by two-thirds of the teachers

Most Important Outcome Achieved in the Classroom As a Result of LearningCircles: Interim Survey I, Interim Survey II, and Post Survey

Response Categories

Students experienced…….

Number ofResponsesInterim SurveyI

(N=40)

Number ofResponsesInterim SurveyII

(N=27)

Number ofResponsesPostSurvey

(N=31)

Increased global awareness 13 5 6

Interest and motivation fortelecollaboration has increased

10 9 7

Greater focus on project work 4 5 4

Improvement in language skills 4 2 4

More dialogue with new students 2 0 0

Greater interest in collaboration 2 1 4

Engagement in authentic work 1 0 2

Greater interest in the use oftechnology

1 2 1

Decrease in enthusiasm for projectwork

1 0 1

Local technical difficulties 0 2 0

Stronger cooperative relationshipbetween student and teacher

0 0 1

*Uncategorized 2 1 1

Telecollaborative Project WorkResults: Question 1B

1B. What do teachers believe they and their students have gained by participating in a telecollaborative project?

Teacher Expectations:

• The case study teachers were more definite that their major area of growth was in developing skills to successfully implement a telecollaborative project.

• The large group of teachers was mixed among their areas of growth and was not definitive about what they had gained.

Most Important Area of Personal Growth That a Teacher Experienced: InterimSurvey I, Interim Survey II, and Post Survey

Response Categories

Personally teachers………

Number ofResponsesInterim Survey1

(N=39)

Number ofResponsesInterim SurveyII

(N=30)

Number ofResponsesPostSurvey

(N=29)

Developed project managementskills

14 7 2

Improved technology skills forteaching

6 3 2

Experienced a greater understandingof telecollaboration

6 6 4

Found global awareness of teachingin other countries

5 2 5

Improved teaching skills 3 1 9

Experienced a greater understandingof students

2 0 2

Improved English skills 1 1 1

Found personal character growth 0 6 1

*Uncategorized 5 4 3

Telecollaborative Project WorkResults: Question 1C

1C. What are the suggestions of teachers on changes that could be made to a telecollaborative project experience to improve their future participation?

• Case study group. The small case study group of teachers did not view their experience in a negative way and only one teacher offered a major suggestion for improving the process.

• Large group. The large group of teachers offered more suggestions on how to improve the process so that they could be more successful in their future participation.

• Real-time communication and Web 2.0 tools

• Teacher collaboration and support

• More time• Specific concerns

Telecollaborative Project WorkResults: Question 2 - Technology Integration

2. To what degree do teachers’ level of technology integration, use of project-based learning methods,and collaboration, as well as the obstacles and enablers they work with affect their expectations and participation in a telecollaborative project?

• The roles case study participants fulfilled in the Circle matched their level of experience. The two experienced teachers clearly took the lead and provided direction and structure to the group. The other participants appeared to follow their lead and did not explore other ways to publish projects.

• The participants as a group were new to telecollaboration and this showed in their responses on what they were expecting from their participation for their students and themselves. The finished projects and general flow of the project did not show many standout participants and this

was not a session that featured innovation.

Telecollaborative Project WorkResults: Question 2 - PrBL

2. To what degree do teachers’ level of technology integration, use of project-based learning methods, and collaboration, as well as the obstacles and enablers they work with affect their expectations and participation in a telecollaborative project?

• The ratings and testimonies of the case study group indicated that they had some knowledge of how to organize students for project work, but they did not indicate a well thought out plan that would indicate the use of project-based learning or problem-based learning.

• The large group members also completed the PrBL Profile. Their Profile ratings and their years of experience indicated that this group had knowledge of PrBL methodologies and some experience, but they were not strong proponents or regular users. There was not strong evidence that the participants had given much thought to applying a learning methodology such as PrBL to their participation in Learning Circles..

Telecollaborative Project WorkResults: Question 2 - Collaboration

2. To what degree do teachers’ level of technology integration, use of project-based learning methods, and collaboration, as well as the obstacles and enablers they work with affect their expectations and participation in a telecollaborative project?

• The case study group struggled with how toincorporate collaboration.

• For the large group in general this session of Learning Circles was characterized by a major lack of collaboration or collaborative structures among the members.

• The opportunity to work together with students from other parts of the world was a major expectation expressed by the majority of teachers. Yet, when it came time to develop Project Ideas teachers struggled with how to incorporate collaboration.

Telecollaborative Project WorkResults: Question 2 - Obstacles

2. To what degree do teachers’ level of technology integration, use of project-based learning methods, and collaboration, as well as the obstacles and enablers they work with affect their expectations and participation in a telecollaborative project?

• The obstacles did have an effect on the participation level and completeness of the projects, but they did not prevent the group from completing their primary goals and participating in the Circle process.

• Teachers in the large group who definitely experienced obstacles to their participation such a technical problems and an uneven level of participation.

• The biggest obstacle teachers faced was lack of time.

Telecollaborative Project WorkResults: Question 2 - Enablers

2. To what degree do teachers’ level of technology integration, use of project-based learning methods, and collaboration, as well as the obstacles and enablers they work with affect their expectations and participation in a telecollaborative project?

• Teachers had high expectations that there would be enablers to guide them through the project and they seemed pleased that they were there.

• Teachers in the large group found many enablers during the process that helped them to achieve a level of success such as the structure of the project.

• Teachers requested more enabling structures to create more student conversation and dialogue.

Telecollaborative Project Work Results: Question 3

3. What are the experiences of teachers as they use telecollaborative project work in a K-12 school setting that influence their future participation?

• Both the small case study group of teachers and the larger group of teachers were unanimous in their decision that they would participate again in Learning Circles in the future.

• The case study group seemed less deterred by their obstacles and lack of completeness.

• The group continued to move forward even when a few members were quiet for an extended period of time or had stopped their participation.

• By the end of the project everyone had met some of their expectations and this was enough to view Learning Circles as a project they would choose again in the future.

Telecollaborative Project WorkImplications For Practice

Criticisms:

• Are there unique attributes of telecollaboration”

• Why is their low usage?

• What is the cause of the apparent silence in the literature regarding its practice?

Telecollaborative Project WorkImplications For Practice

Implications:

• In order for telecollaborative project work tocontinue and flourish there will have to be support organizations that support the practice at an affordable cost for teachers and schools.

• It is still a new practice to many teachers and usually appears to be something only a few technology-oriented teachers practice.

• Even though there is an increase in the use of technology in schools it still has not fully impacted curriculum or how teachers provide instruction.

• Telecollaboration for most teachers continues to be an add-on activity. Teachers continue to find it difficult to fit into the curriculum.

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Telecollaborative Project WorkImplications For Practice

Implications:

• Teachers may be misunderstanding the goals of telecollaborative work and may be valuing the social and cultural value more than the value of the collaborative project work.

• There is clearly a mismatch between levels of technology use and development throughout the world.

• Participants in telecollaborative work also have different definitions of commitment.

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Telecollaborative Project WorkSuggestions for Future Research

• Improved teacher training in telecollaboration, teacher social networking, or teacher instruction on the use of project-based learning and problem-based learning methodologies

• Further testing of the Project-based Learning Profile

• Investigation into enabling structures that support these phases of project work

• New Web 2.0 tools such as Wikis, blogs, Skype, and online collaboration Websites such as Elluminate

• What strategies can be developed to promote the use telecollaborative project work among teachers and students around the world?

Telecollaborative Project WorkQuestions

Telecollaborative Project WorkCase Study

Test Survey Instruments1. Initial Survey2. Interim Surveys3. Post Survey4. PrBL Indicators5. Interview process6. Follow-up interviews

Changes• Adjust the language on some survey questions• Addition of more questions investigating project

approach and use of PrBL models

Telecollaborative Project WorkCase Study

Patterns of Behavior1. Teachers definitely developed or

changed their expectations based on the how the project was going

2. Teachers wanted more communication, but they wanted someone else to initiate it.

3. Teachers were quick to follow someone else’s lead - the first person often was the pace setter

Telecollaborative Project WorkCase Study

Information Gained1.Teachers do have definite expectations for students

1. Global Education - exposure to other cultures

2. Use of ICT

3. Improve use of English as second language by interacting with native speakers

4. Real audience for project work

2.Teachers have expectations for themselves1. Add use of ICT to class - add some excitement

2. Improve their own skills in use of ICT

3. Make global connections with other teachers

Telecollaborative Project WorkCase Study

Emerging Areas of Interest• The impact of the use of PrBL or project-

based teaching approaches - Do teachers find more success when they use project based approaches?

• Is their a relationship between teachers’ discovering how to integrate PrBL methodologies and their decision to continue participation?

• Are teachers who use PrBL approaches less dependent on other participants for success?

Telecollaborative Project WorkResearch Design: Small Group

Data Collection Cycle1. Administer the initial information teachers survey

2. Identify participants for case study through online survey information

3. Conduct initial interviews

4. Validity checks after each interview session

5. Follow up interviews as needed

6. Interim update interviews by email and phone every two weeks

7. Larger group survey and open-ended questions at weeks 5 and 10

8. Record observations of group interactions and patterns of behavior

9. Collect examples of online postings, discussions, and email exchanges

10. Collect examples of posted student work and finished projects

11. Conduct post interviews and surveys

Telecollaborative Project WorkData Analysis

Analysis Cycle1. Assemble raw case data

2. Organize, classify, and edit raw case data

3. Analyze and code data for concepts, typologies, and themes

4. Identify patterns, categories, and themes

5. Identify consistencies and changes of expectations

6. Draw conclusions and interpret findings according to emerging issues

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Telecollaborative Project WorkParticipants

• Large group: 57 teachers who were members of the International Education and Resource Network and chose to participate in the Learning Circles project from September 2008 through January 2009.

• Small Group: From the large group, a Circle of

seven teachers who chose the Places and Perspectives geography theme.

Description of the case study group:• Elementary level• Five classrooms from North America, one from Morocco, and

one from Slovenia• Five participants new to telecollaborative project work and two

experienced participants.

Telecollaborative Project WorkResearch Questions

This study investigated the following research questions:

1. What are the expectations teachers have for their students and themselves that motivate them to use telecollaborative project work in a K-12 school setting?

A. How do these expectations change over time as teachers and students participate in a telecollaborative project?

B. What do teachers believe they and their students have gained by participating in a telecollaborative project?

C. What are the suggestions of teachers on changes that could be made to telecollaborative project experience to improve their future participation?

Telecollaborative Project WorkResearch Questions

This study investigated the following research questions:

2. To what degree do teachers’ level of technology integration, use of project-based learning methods, and collaboration, as well as the obstacles and enablers they work with affect their expectations and participation in a telecollaborative project?

3. What are the experiences of teachers, as they use telecollaborative project work in a K-12 school setting, that influence their future participation?