1. Teacher professional development models: Inquiry into concurrent versus separate technology and pedagogical knowledge and use M. Brooke Robertshaw (brooke.robertshaw@gmail.com) Jeffery Olsen Andrew Walker

2. Problem Statement High quality, accessible, and free online learning resources available to teachers (Computing Research Association, 2005; Pea et al, 2008) –Data visualizations –Simulations Several barriers to usage exist, including lack of knowledge, inherent complexity of technology integration (Hanson & Carlson, 2005; Kramer et al., 2007) Professional Development (PD) is a proven approach to overcome these barriers (Borko, 2004) Effective PD characteristics are known, but not precise enough to guide practice (Wayne, Yoon, Zhu, Cronen, & Garet, 2008). Need replication and refinement of PD models

3. Technology-concurrent PBLTech-prior PBL Workshop 1 Demonstrate use of the IA Initiate discussion about PBL Review critical elements of PBL Groups begin to design IA project(s) Technical skills (60 minutes) Pedagogical skills (60 minutes) Design time (15 minutes) Demonstrate use of the IA Individuals design IA project(s) Technical skills (60 minutes) Pedagogical skills (0 minutes) Design time (45 minutes) Workshop 2 Review use of the IA Small and large group discussion of experiences Participants revisit instructional problem Technical skills (30 minutes) Pedagogical skills (60 minutes) Design time (45 minutes) Review use of the IA Small and large group discussion of experiences Engage in example PBL activity Review critical elements of PBL Groups begin to design new IA project(s) Technical skills (15 minutes) Pedagogical skills (60 minutes) Design time (30 minutes) Workshop 3 Small and large group discussion of experiences Technical skills (15 minutes) Pedagogical skills (60 minutes) Design time (30 minutes) Context: Workshop Model

4. Context: Technology DLConnect research group workshop series –The Instructional Architect – Online learning resources

5. Research Question What is the impact on the alignment of learning new technology and pedagogical skills concurrently versus learning them separately on espoused versus in-use knowledge?

6. Espoused knowledge Espoused knowledge is teacher knowledge what is expressed when teachers speak about teaching, or their mental model of teaching (Strauss, S., 1993) In-use knowledge Knowledge that is used when actually teaching (Strauss, S., 1993).

7. Methodology Participants –Teachers from 2 adjacent rural school districts in the inter-mountain west –Stratified sample - 1 high, medium and low from each workshop enactment based on quantitative scores on PBL design and technology knowledge

8. Methodology Data -Reflection journal and reflection paper (in-use knowledge) -Answers to two survey questions (espoused knowledge): -List 3-5 things you know about teaching with technology. -What is problem-based learning? Analysis –2 coders –Constant comparative method using emergent themes (Corbin & Strauss, A., 2003) –Consensus building on emerged themes and disagreements

9. Categories Technology Integration Problem-based learning Resource Access: Access to computers and/or online learning resources Problem: Stating that PBL uses a problem Technology Knowledge: Reference to needing to know technology issues Real problem: Referring to the problem in PBL as authentic or “real life” Time: Having time to use technology and/or design with it or PBL Facilitator: Indication that the teacher is not directing the instruction Technology Pedagogy: Issues around using the technology to teach Exploration: Discussion of students using the resources to construct own learning Alternatives: What happens if the technology breaks? Resources: Giving the students a list of resources (online in this case) Dissemination: Giving access to technology based lessons to students Grouping: Mention of how students are in the lesson - whole class, small groups Synthesis: Bringing it together at the end.

10. Findings

11. Examples: Technology Integration CategoryIn-useEspoused Technology Knowledge Developing the modules is quite an easy process and I appreciated learning about all the resources You need to be familiar with a variety of hardware and software Time I was unable to reschedule time in the computer lab before I had time to rewrite the lesson. You need to know how to organize time efficiently. Technology Pedagogy It is evident that you need some background knowledge before using this type of instruction. Appropriate resources and applications for my content area. Alternatives I did find an error in the initial quiz, no mouth was assigned to be drawn, but decided to leave it the way it is. This was a way for students evaluate a drawing without lips or mouth, it gave the student a chance to view their knowledge of the material given You need to have a back-up strategy in case of technical difficulties. Dissemination I felt that the NSDL program would be a great way to get help to the student from the teacher, since we try and keep them current in the class/classes that they may be absent from. being able to share this information

12. Examples: Problem-based learning CategoryIn-useEspoused ProblemIn addition to teaching the importance of teamwork, time management, problem-solving, responsibility and compromise, filmmaking covers a huge portion of Utah’s curriculum for fine arts and other subjects Students are presented with a problem. Real or Authentic problem The problem was presented to the entire class and then they had the opportunity to work in small groups to come up with the solution. Students were excited to discover the solution and to justify that they were right. Problem-based learning is a teaching technique that implements real-life problems. FacilitatorDiscussion of real life problems where the students do the talking and the teacher facilitates the learning.

13. Examples: Problem-based learning CategoryIn-useEspoused ResourcesThe page I put together still has a lot of useful links, including access to royalty-free music and pictures, so I gave my students the web address anyway and had them access the site from home for extra credit. Creating a problem for children to solve using on line resources GroupingI did this project as a class because of constraints of time. They are guided to find a solution on their own. SynthesisI definitely feel that problem- based learning was incorporated due to the fact that even resource students could link learning with concepts not taught previously Students are given a situation and they must use resources in order to make a conclusion

14. Contradictions and alignment examples Tech-Prior In-UseEspoused All in all, I received plus comments about the project and the students did well along with enjoying drawing facial features. I feel very good about the project and how it has turned out! How did it go? Went well after I got all the bugs worked out. A item that helps us all learn to solve problems. How to use a computer well., Using technology, and being able to share this information. Tech-Concurrent In-UseEspoused My project was created to help students understand the volume of a prism and its real life application. This problem was presented to the entire class and then they had the opportunity to work in small groups to come up with the solution. Students were excited to discover the solution and to justify why they were right.” “Because of the nature of my course I was not able to fully implement the PBL strategies. I do not think I will be using this at any time in my Algebra or Geometry course.” Students are given a situation and they must use resources in order to make a conclusion. How to use the equipment in my room. Appropriate resources and applications for my content area. Ready to use lessons and presentations

15. Contradictions and alignment examples Tech-Concurrent In-UseEspoused My project was created to help students understand the volume of a prism and its real life application. This problem was presented to the entire class and then they had the opportunity to work in small groups to come up with the solution. Students were excited to discover the solution and to justify why they were right.” “Because of the nature of my course I was not able to fully implement the PBL strategies. I do not think I will be using this at any time in my Algebra or Geometry course.” Students are given a situation and they must use resources in order to make a conclusion. How to use the equipment in my room. Appropriate resources and applications for my content area. Ready to use lessons and presentations

16. Limitations Different amount of time spent with each group. Low n More data should be collected in order to better understand what actually going on in the classroom.

17. Conclusions The tech-concurrent workshop led to more alignment between espoused and in-use knowledge. The more alignment there is between espoused and in-use knowledge the easier it is to make changes in knowledge at a later time.

18. Future work Observations in the classroom Interviews with participants. Comparison with quantitative findings.