Inspiring Adjunct Faculty to Integrate Technology into Instruction Merryellen Towey Schulz, PhD. College of Saint Mary Lindsey Schulz, MSE University of Northern Colorado

The Problem 1 75% of faculty New faculty majority 2 Not engaged in integrating technology into instruction Hired shortly before classes beg in 3 Do not have adequate time to prepare for their classes, let alone obtain training for the newest learning technologies

1 Present theory and pedagogy in ways that are relevant to future teaching practice 2 Model using technology in their instruction and include it in student assignments

Adjunct student teaching supervisors expressed concern that they did not know the technologies students were supposed to exhibit while student teaching. Did not feel capable of assessing these skills CSM had provided adjunct instructors with online and one-on-one instruction in using ANGEL, the online course platform and Self Service, the campus data portal. No training had been provided in the specific teacher education software and web 2.0 applications heavily used in teacher preparation

Conducted a series of workshops Invited to attend Lunch provided

No Funding Instructor time Materials Facilities Heavy use of computer labs during the week and on Saturdays Time Times that would be convenient for about a dozen very busy people with varied schedules Sunday afternoon best time to conduct the sessions

 Encouraged participants to learn from the students they supervised or taught  Adjunct instructors took advantage of this and expressed appreciation for the students' assistance  This was a big shift away from the traditional paradigm of the professor knowing more than everyone else in the room

Student Web Sites AlyxAlex Liz CarmonKelsey

To understand the constantly changing nature of technology in the classroom.changing nature Kinds of training programs offered in the past not most generative method of reaching teacher. The key term is "generative" - meaning that behaviors and daily practice will be changed for the better as a consequence of the professional development experience. McKenzie

“In times of change, the learners will inherit the world, while the knowers remain well– prepared for a world that no longer exists. – Eric Hoffer

Efficacy Felt anxious and "dumb" Pace slow enough to allow each participant to explore and practice Encouraged collaboration Worked one-on-one with participants Participants responded very well to learning in this way without the fear of judgment

Generative Instruction Encouraged students to create their projects on topics of personal and/or professional interests TravelNutritionFamilyLessons

Schedule Too ambitious Reduced the number of applicationsReduced Projects Presented to "wow" participants Caused them to explore more on their own Pedagogy Recent session on the flipped classroom was met with enthusiasm Increased integration of technology in classes

Realistic Agenda

 Was deemed valuable and worthwhile by participants and facilitators. ◦ “I wasn’t very good, but I learned a lot.” ◦ “I really appreciate the technology sessions.” ◦ “I know what the girls should be able to do.” ◦ “I would like to make a web site too.”