Will Barratt, Ph.D. Dept of Educational Leadership Indiana State University Will Barratt ICET 2011.

Will Barratt ICET 2011

First Internaitonal Conference on Education and Technology Research

2011RERU

Will Barratt, Ph.D.Dept of Educational Leadership

Indiana State University


What can technology do to make our work more effective?

What can technology do that we could never do before?

Two questions


BA in History and Philosophy from Beloit College

MS in Student Affairs from Miami University Ph.D. in Student Affairs from The University

of Iowa◦ Adult Development◦ Assessment, Evaluation, and Research

From history and philosophy to data

Academic Background


Professor of Educational Leadership Associate Dean in the College of Graduate

and Professional Studies for one year.

Academics


Learned BASIC in High School from the John Kemeny and Tom Kurtz, who wrote it

Learned FORTRAN and taught SPSS and SAS as a Doctoral student at The University of Iowa – using punch cards

Began with DOS 2.0 in 1983 on an IBM PC

Technology


Chaired or served on every Indiana State University and every Bayh College of Education committee on technology

Technology leadership


Early adopter, test pilot, try it and see◦ Motorola Android Xoom, ◦ Netbook (ASUS, Windows 7) ◦ desktop Windows XP (2 23 inch wide screen

monitors) ◦ linux mini netbook (ASUS EEEPC)◦ Two Windows computers 7 at home, plus son’s

laptop, and wifi

Current hardware


Office (Word and Excel) Blog (socialclassoncampus) Web space

◦ wbarratt.indstate.edu◦ uniloa.com

Twitter (142 followers) Facebook Picasa (for class use) LimeSurvey for research

Current software


Developed the Student Affairs and Higher Education Distance Education MS in 1997◦ Self created web and discussion site◦ WebCT◦ Blackboard◦ Yahoo Chat◦ Elluminate

Continuing to evaluate the effectiveness of our DE program

Distance Education


Classroom teaching◦ MS in Student Affairs and Higher Education

Blackboard and Elluminate teaching on line◦ MS in Student Affairs and Higher Education

TV studio Elluminate and Blackboard teaching◦ Ph.D. in Higher Education Leadership

Education Modes


College student learning outcomes◦ Co-Author of the University Learning Outcomes

Assessment Data on over 100,000 students Data from over 300 campuses We use both paper forms and two methods of on-line

data collection.

Current Research


Using information technology on campus◦ Models for evaluating student affairs web sites

http://www.studentaffairs.com/ejournal/spring_2001/will1.html

Older research and writing

http://www.studentaffairs.com/ejournal/spring_2001/will1.html


Social class on campus (2011)

Current writing


I believe in data◦ It must be supported with stories

Are you doing a good job? ◦ Show me the data!

Research


Research tells us about two good teaching strategies to help student learning◦ Teachers interacting with students◦ Students engaging the assigned readings

Research on learning


Learning is the acquisition of knowledge or skill as the result of experience.

Knowledge has an expiration date Some skills have an expiration date Experiences are what I create in the

classroom, in the on-line environment

Learning


Educational leadership is the hardest of all types of leadership◦ We lead in a very diverse setting◦ We have changing goals, changing priorities,

changing economics, changing curriculum

We cannot afford to lead for stability

Educational Leadership


I am my school’s Futures Department

As a leader


We conserve all that is historical and true

We create that which is new, changing, radical, different, challenging

Leadership paradox 1


Prepare students for today Prepare students for tomorrow

Easy if tomorrow will be the same as today

Difficult if tomorrow will be different

Leadership paradox 2


Scribe (Mainframe) WordStar NewWord WordPerfect Word

◦ For Windows 3.0◦ Etc.◦ Word 2007◦ I have not upgraded to 2010 yet

Changing knowledge and skill


Knowledge has an expiration date.

We just don’t know which knowledge will expire.

How many planets are there? 8 or 9?

Knowledge


Some technical knowledge and skill has a half life of 4 years

Half of what we teach a first year student will be ‘old knowledge’ when they graduate

Knowledge expires


In 1980 I worked in the College of Medicine◦ “Half of what we teach you will be out of date in

10 years.” In 1995 I did a workshop for Family Practice

Residents◦ “Half of what we teach you will be out of date in 5

years.”

What is the expiration date for medical knowledge today?

Medical Education


Some skill doesn’t expire

Application Analysis Synthesis Evaluation

Critical thinking skills

Critical thinking skills


What other types of skills don’t expire?◦ Software menu analysis skills?◦ Managing change skills?◦ Interpersonal skills?◦ Developing learning experiences skills?

Question


How do we lead in a changing world? What is the role of technology on education

in a changing world?◦ In the curriculum◦ At work◦ For distance education ◦ For continuing education

How


Who provides educational technology?◦ User created◦ Corporate created◦ Open source created

In Brazil the Rio Grande do Sul state government employed Linux programmers to create educational enterprise software because it was cheaper than Windows.

From MECC to Microsoft


The cost is people or product Using Linux or Open Source creates high

tech jobs, learning opportunities, and helps the balance of trade.

Does the US like Windows because it is a US company and helps our balance of trade?

Costs


Honest Forward-Looking Competent Inspiring Intelligent

Research from Kouzes and Posner in a large international sample

Leaders


Data driven

You don’t get your own data, but you get your own interpretation

Honest


In 1995 I said to my administration◦ “Technology will become a new ongoing expense

like the Library”◦ “The cost of technology is as much the space and

support as the machines and software”

Forward Looking


In 2001 I said◦ “Technology on in education is an accidental

success” A few good people are doing great work and are

unrecognized and unrewarded

Forward Looking


In 2002 I said◦ “Technology is just a tool, learning should drive

technology”

Forward Looking


How can technology help do what we do now better?

What can we do with technology that we could never do before?◦ Is social networking new, or does technology

make it more efficient?

2011


What is teaching◦ Sage on the stage – telling students what they

need to know◦ Guide on the side – helping students learn by

creating experiences that help them engage

Merging technology and teaching


If teaching were only the transmission of knowledge, then we would only need books and DVDs

Teachers would only write and produce better books and DVDs

In this model the role of technology is to record knowledge and play it back for students

Sage on the stage


Hyperlinked sage on the stage

Develop lectures as html documents◦ Links to resources◦ Links to discussion questions◦ Links to side topics◦ Links to videos

Working better


PowerPoint or Prezi

Nice overhead projector Often poorly done Works for lecture or discussion

Working better


Creating experiences that lead to learning is a challenge

Learning is the acquisition of knowledge and skill as the result of experience

Guide on the side


Read◦ Read assigned readings and take notes

Reflect◦ Write comprehension questions ◦ Write discussion questions◦ Choose from among posted questions

In class go over comprehension questions Small group sharing discussion questions Large group sharing discussion questions

Example – either in class or DE


Questions reveal clear analysis, synthesis and evaluation of problem presented.

Elaboration of perspectives with possible inclusion of extension and refinement of perspectives dependent upon topic .

Prior knowledge is actively referenced and clearly relates to presentation of problem.

Good discussion questions


Asynchronous discussions◦ Allow slow dialog with reflection and references to

literature.

What is unique to technology


Recognition of other’s opinions with demonstrated examples of analysis/evaluation of those opinions.

Clear-cut evidence of analysis, synthesis and evaluation of research/literature reviewed with supported/refuted statements presented and correctly referenced.

Good asynchronous discussion questions


Before class read Chapter 4 in the Schuh and Upcraft book and post at least three discussion questions based on the reading to the Blackboard site.

Select discussion questions from the posted list for class discussion time.

Good discussion questions are those that reflect what you have read and that lead to other questions.

Assignment


What does the author mean when he writes that assessment in higher education is in a “generally wretched state”? What are some examples.

What does the author mean that assessment practices are a reflection of institutional values? What are some examples.

Student written discussion questions


Identify a recorder for your group, who has a laptop. Your notes will be posted to the class web site.

Discuss the question for 15 minutes.◦ Create a PowerPoint of your points to be viewed

by the class◦ or◦ Summarize your points orally for the class

In small groups


What did your group discover◦ This removes responsibility from any single

person permitting a broader discussion.

I ensure that each point I think is important in the chapter gets covered and analyzed.◦ I bring my own list of key points to class.

In large groups


Collecting discussion questions Presenting discussion questions Recording small group answers, to be

posted to the class web site

Works in class Works in a distance education setting

The role of technology


There are many claims about student learning, for example: ◦ Athletics builds character◦ Student leadership programs help students

mature◦ Residence halls improve retention◦ College strengthens critical thinking

Good case studies


In a small group design a program evaluation to provide data about the claim that college improves student critical thinking.◦ Use either a pre-post model, which is easy but

takes forever or a cross section model.◦ How would you collect data◦ How do you analyze your data

Case study example


Before class reflection Before class question posting and small

group discussion Capturing in class discussion

Technology and case studies


How can technology enhance interaction in classes?

How can technology enhance interaction in distance education / continuing education environments?

How can you lead into the future of education and technology

How


Successful uses of technology in education have come from a few dedicated people trying new ways of teaching that involve technology

Success comes from teachers using technology.

How can we help that success?

Accidental success


What evidence do you have that your students are learning◦ In a regular class◦ In a technology enhanced class

Research on student learning


Leading us into the future of technology in education

Leadership


You make a difference Credibility is the foundation of leadership Values driven commitment Focusing on the future set leaders apart You can’t do it alone

Kouzes and Posner

Research on leadership


Trust Rules Challenge is the crucible for greatness You either lead by example or you don’t

lead at all The best leaders are the best learners Leadership is an affair of the heart

Kouzes and Posner

Research on leadership (2)


Research tells us that interaction is key to learning skills like application, analysis, synthesis, and evaluation.

How can we use technology to build stronger skills in our students and in each other?

How can I get my colleagues to use Word appropriately?

Interaction


Technology makes learning basic statistical concepts easier

Statistics can still be done by hand, but not easily

Technology accelerates learning Excel and SPSS do not enable anything new

Technology and learning


I write specific learning goals◦ Students will know how to create an average,

standard deviation, max, and min◦ Students will know the relationship between SD

and range◦ Students will know how to graph a distribution◦ Etc.

Example – the scaffold


Using Excel in class I demonstrate ◦ Column data summaries (Average, SD, max, min)◦ Pivot table analysis (count, average)◦ Graphics (count)◦ Copy and paste graphics and tables into Word



I give my students an Excel data file (one sheet has data, one sheet has a pivot table) and ask students in pairs to create descriptive statistics◦ I give them one example for Average by column◦ I give them one example pivot table for averages◦ I list what descriptive stats, by group, I want◦ I list what graphics I want◦ I ask them to copy the tables and graphics into

Word



I give students an SPSS data set of real data from my research (names have been omitted) and ask them to work in pairs to:◦ Create descriptive statistics

For the whole group By specific sub groups

◦ Compare means between groups◦ Correlate means between variables◦ Create graphics / plots of the data

Example


I do NOT tell them how to do the analysis I rely on them learning the SPSS user

interface I show them once in class the SPSS user

interface and how to do basic descriptive statistics


In teaching Gopher (an FTP based document retrieval system) one faculty member wanted to know exactly which keystrokes to use

I wanted the faculty to learn the process of using a document retrieval system

Keystrokes and menus change

Learning keystroke skills Learning menu reading skills

Conflicting learning goals


What can we do better than before with technology in education?◦ PowerPoint?

What can we do with technology in education that we could never do before?◦ Social networking?◦ Teacher written software?

So what

Will Barratt, Ph.D. Dept of Educational Leadership Indiana State University Will Barratt ICET 2011.

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