Presenter: E. John Shinsky, Ph.D. Grand Valley State University

Slides:



Advertisements
Similar presentations
Building the Foundation of an Information Literacy Program
Advertisements

Designing School Level Professional Development. Overview Assessing prior knowledge of professional development Defining professional development Designing.
10 Implementing an Effective Technology Training Program in Higher Education Presenter: E. John Shinsky, Ph.D. Associate Professor Grand Valley State University.
PD Plan Agenda August 26, 2008 PBTE Indicators Track
Pre-engineering Education Collaborative: Providing for the Education of American Indian Engineers A Collaboration between: College of Menominee Nation.
Training Practitioner Adjuncts: A Model for Increasing Educator Effectiveness Paul C. Jackson DM, PE Peg Jackson, DPA, CPCU.
CRICOS Provider No 00025B Strategies for enhancing teaching and learning: Reflections from Australia Merrilyn Goos Director Teaching and Educational Development.
UWM CIO Office A Collaborative Process for IT Training and Development Copyright UW-Milwaukee, This work is the intellectual property of the author.
Best Practices. Overview of Best Practices Literacy Best Practice Documents: Were developed by curriculum staff and area specialists, with coaches’ and.
 The Middle States Commission on Higher Education is a voluntary, non-governmental, membership association that is dedicated to quality assurance and.
Assessment of the Effectiveness of the CAD eLearning certificate Daniela Giannini-Gachago, Ann Munene, Marilyn Lee, Spoon Mafote Centre for Academic Development,
C Kabonesa, April Emergent Women Leaders in Institutions of Higher Learning: Reflections on Integrating Information Communication Technologies (ICTs)
Project P.O.S.T. Preparing Outstanding Science Teachers A Partnership of GCS & UNCG A Partnership of GCS & UNCG.
The Integration of Embedded Librarians at Tuskegee University Juanita M. Roberts Director Library Services Ford Motor Company Library/Learning Resources.
1 Curriculum and Instruction Report Pocantico Hills School February 28, 2005.
Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning.
School’s Cool in Kindergarten for the Kindergarten Teacher School’s Cool Makes a Difference!
Differentiating Instruction Professional Development.
Andragogy and Online Learning Assignment #3 for Glen Gatin EL5006-8
Teacher Coaching: The Missing Link in Teacher Professional Development Randy Keyworth The Wing Institute.
Campus Plan East & Winter Park Mission Statement East Campus values innovation, creativity and achievement. This Campus Plan provides the initial.
SPED 618: Lifelong Integration Empowering the Team.
Learning Sciences International Develops and provides the 21 st Century Teaching & Learning Series for the CFF initiative. Provides the e MBEDDED L EARNING.
MDC Strategic Plan Strategic Plan Coordinating Committee October/November 2010.
Building a Culture of Leadership at Belmont High School Michael M. Harvey, Ed.D. Principal, Belmont High School.
Science Department Draft of Goals, Objectives and Concerns 2010.
Conducting Professional Development Programme LEADING TO LEARN, LEARNING TO LEAD.
Chapter 12 Technology, Teaching, and You Teaching and Learning With Technology, 3e.
Strategies for blended learning in an undergraduate curriculum Benjamin Kehrwald, Massey University College of Education.
1 Update on Teacher Effectiveness July 25, 2011 Dr. Rebecca Garland Chief Academic Officer.
Student Learning Outcomes Assessment Montgomery College Fall 2011 Orientation.
Cal Poly Pomona University Strategic Plan 2011 ‐ 2015 Partial Assessment of Progress Presented to the University Strategic Planning Committee (USPC) 12/4/2014.
College Success Program John Cowles, Ph.D. Dean of Student Success and Retention Grand Rapids Community College Grand Rapids, Michigan.
TAP Math: Teachers and Administrators Partnering for Mathematics Learning Mathematics and Science Partnership Grant Department of Education funded through.
CAEP Standard 4 Program Impact Case Study
School Building Leader and School District Leader exam
Greenbush Teacher/ School Specialist Mentoring Model
What Is This Intentional Learning Thing?
Essential Attributes of Faculty Professional Development: The Excellence in Online Education Initiative Carol McQuiggan, D.Ed. Senior Instructional Designer,
Promotion & Tenure Workshop
Course Director’s Strategy Day
Creating Faculty Evaluation and Mentoring Programs Using Brightspace
MAKING THE MOST OF OUR NEW ONLINE and INSTRUCTIONAL TECHNOLOGY SUPPORT
Ghazala Hashmi, PhD Coordinator Center for Faculty Engagement
Research from the NCCSD: What’s new and exciting?
Bringing Active Learning to Scale at Bronx Community College (BCC) of the City University of New York (CUNY) Dr. Nancy Ritze August 3, 2016.
“An online program to enhance the quality of clinical education”.
“An online programme to enhance the quality of clinical education”.
Working SMART 45 Teaching Strategies in 60 Minutes
Converging Instructional Technology to Encourage Faculty Adoption
IMPLEMENTATION - JANUARY 2013
Coaching.
Online Teaching Conference
Strategic Planning Committee 2017 Year End Update
Curriculum and Accreditation
Designing and Implementing Local Faculty Development Programs
Issues Resulting from Reliance on Non-Tenure Faculty at GVSU
Making All Teachers Better Teachers for Students with Disabilities
Peer Consultation Program
Centers for Sustainability Across the Curriculum
Adjunct, newbies, and non-tenure track faculty – oh my!
NEW -Teaching & Learning Faculty Track
Unit 3: Lesson 3.
A Community of Education Technology Professionals
Professional Development
February 21-22, 2018.
Minnesota State University, Mankato
MAKING THE MOST OF OUR NEW ONLINE and INSTRUCTIONAL TECHNOLOGY SUPPORT
Dr S J Lockey Diversity and Drugs Dr S J Lockey
Student Learning Outcomes Assessment
Presentation transcript:

Presenter: E. John Shinsky, Ph.D. Grand Valley State University The 4th Annual Emerging Technologies for Online Learning Symposium - Empowering Next Generation Teaching - 10 Implementing an Effective Technology Training Program in Higher Education Do’s Don’ts Presenter: E. John Shinsky, Ph.D. Associate Professor Grand Valley State University College of Education

Grand Valley State University A Liberal Arts University in Grand Rapids Michigan College of Education Information Students 24, 500 Total 3, 405 Students in the COE 719 Undergraduate Students 2,686 Graduate Students Faculty & Staff 191 Faculty and Staff 51 (26.7%) Tenured/Tenure Track Faculty 71 (37.2 %) Non-Tenured/Tenure Track Faculty (Affil &Visit) 69 (36.1 %) Adjuncts

Professional Development Considerations Urgency Multi-generations Attitude Time of Training Return on Investment Incentives Community Flexibility Experimentation & Risk-Taking Ongoing Training – Lifelong Learning

Professional Development Philosophy Priority Full Support for Faculty and Staff Responsiveness Use of Effective Training Model - Process Oriented Perspective (Sprague, Kopfman, & Dorsey, 1998). - Awareness of what the technology can offer - Opportunity to explore technology integration - Time to learn technology - Application of technology to teaching - Reflection on teaching A Rich Learning Community Experimentation and Risk-Taking Ongoing Training – Lifelong Learning Sensitivity and Patience

Do’s 1 2 3 4 5 Make technology training a priority, while intentionally designing and developing a technology infrastructure that is part of the strategic plan, and complements university goals. 1 2 Establish a Technology Committee that represents all faculty and staff, and provides ongoing leadership for the infusion of technology with a focus on students, faculty and staff performance. 3 Clearly define expected technology outcomes of training based on assessment data. 4 Provide technology training with staff who are recognized for their expertise, are credible, respectful, and patient. 5 Identify and address the barriers to the successful integration of technology that faculty members will likely face.

Do’s 6 7 8 9 10 Prepare faculty members to integrate technology tools into their instruction, with a focus on solving authentic School problems, while facilitating collaboration between students. 6 7 Provide professional development that allows educators to exert control over the type of training provided, the content shared, practice and follow-up support needed. 8 Provide training opportunities that best fit with faculty preferences. Provide face-to-face instruction as the predominant training mode so faculty can get immediate feedback, establish personal contacts, obtain peer assistance and ongoing support. 9 Arrange opportunities for faculty members to model authentic use of technology and discuss the successes and challenges faced with learning and applying the technology. 10

Don’ts 1 Establish a technology training program without working closely with instructional technology. 2 Provide technology training without an array of supports that can be easily accessed. 3 Assume that everyone has the appropriate technology equipment. 4 Provide technology training without building a sustainable learning community. 5 Integrate technology for technology’s sake as opposed to facilitating the use of technology in meeting curriculum goals.

Don’ts 6 7 8 9 10 Assume that faculty will ask all of their technology questions when participating in training sessions. 7 Provide technology training without the opportunity for faculty members to observe the effective use of technology in instruction. 8 Provide technology training without establishing a routine equipment upgrade program. 9 Provide technology training without having a balance between learning the technology and effectively integrating it into teaching. 10 Provide technology training without incentives.

Professional Development Options Individual Consultation with a Staff Member from IT Individual Consultation with Peer Hands-on Workshops with Food University-wide Training Technology Mentors Training Newsletters Online Training/Tutorial Conferences Peer Mentoring Focused Training Teams

References Finley, L. & Hartman, D. (2004). Institutional Change and Resistance: Teacher Preparatory Faculty and Technology Integration. Journal of Technology and Teacher Education, 12(3), 319-337. Norfolk, VA: AACE. Retrieved from http://www.editlib.org/p/11460. Howland, J., & Wedman, J., (2004). A Process Model for Faculty Development: Individualizing Technology Learning. Journal of Technology and Teacher Education, v12 n2 p239-262 2004. Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). New York: Longman. Sprague, D., Kopfman, K., & Dorsey, S. (1998). Faculty development in the integration of technology in teacher education courses. Journal of Computing in Teacher Education, 2(14), 24-28. Vannatta, R.A. (1999). Evaluating NCATE Technology Standards Implementation in a School of Education. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 1483-1488). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/8200.

References Vannatta, R.A. (2000). Evaluation to Planning: Technology Integration in a School of Education. Journal of Technology and Teacher Education, v8 n3 p231-46 2000. Wilson, S., & Berne, J. (1998). Teacher learning and acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-206. Weaver, D., Robbie, D. & Borland, R. (2008). The Practitioner’s Model: Designing a Professional Development Program for Online Teaching. International Journal on E-Learning, 7(4), 759-774. Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/24411.