1. Workshop Design Strategies for a Successful Technology Integration Faculty Development Program J. Michael Blocher, Ph. D. College of Education Northern Arizona University blocher@NAU.EDU Greg Sherman, Ph.D. AZ-K-12 Center/NAU PT3 Northern Arizona University Greg.Sherman@NAU.EDU Paul Alley AZ-K-12 Center/NAU PT3 Northern Arizona University Paul.Alley@NAU.EDU

2. Overview NAU PT3 Goal  …integration of technology-related content and teaching strategies into the College of Education’s undergraduate teaching methods classes. Professional Development Workshop  Workshop curriculum and plans details  Evaluation plan -- Changes in faculty participants’ Attitudes, Skills, and Perceptions of technology integration into their pre- service teacher college of education methods courses.

3. Workshop Design Strategies Stipends were awarded for completed instructional artifacts - not attendance. Workshops were held the same day/time every week (habit forming). Outcomes and goals were stated more clearly, in terms of a restaurant-style menu. Faculty could pick and choose the projects they were interested in, and skip the rest. Workshops were presented as “work sessions” in which faculty spent most of their extended three-hour workshop time. developing technology artifacts with the support of the PT3 staff. Good coffee available at all workshop sessions (ultimate motivator).

4. Tools, Software & Media Development Sessions Basic Web Development Creating and Working with Images Creating and Using Digital Video Power Pointing for Professionals Advanced Web Development

5. Instructional Design and Support Sessions The Different Roles of Technology in the Practice of Professional Educators Technology-Supported Instructional Strategies Technology-Supported Classroom Management Strategies Technology-Supported Continuous Improvement Strategies

6. Participants Focused on the Division of Teaching and Learning Faculty Wide range of technology skills Café Menu of Choices 12 Participants from a variety of methods disciplines, i.e. science, math, literacy, etc.

7. Evaluation Questionnaire The survey asked… What motivated the faculty members to sign up for and participate in the technology workshops. If and how the workshops had an impact on their perception of technology’s role in education. Provide anecdotal comments on workshops’ aspects:  most surprising,  most enjoyable,  most favorite,  most helpful,  least helpful, and  most frustrating.

8. Evaluation Questionnaire The survey also asked… participants to rank the level of self efficacy on specific technology skills prior to and after the workshops. 4-point Likert-type scale (1 = no way, 2 = I have some idea, 3 = somewhat, and 4 = absolutely).

9. Evaluation Questionnaire Self-report of self efficacy at different degrees of complexity prior to and after the workshops

10. Evaluation Questionnaire Self-report of self efficacy at different degrees of complexity prior to and after the workshops

11. Results (n=9/12) Motivated by…  1) learn about web page development  2) learn how to integrate technology into practice  3) learn how to better manage comm. and writing  4) learn how to teach on the web  4) for the $$$

12. Results (n=9/12) 5/9 had perceptions of technology’s role in education positively changed 8/9 had perceptions of their technology skills positively changed 8/9 had perceptions of their technology usage positively changed 9/9 would like to see more workshops offered

13. Results (n=9/12)

15. Greatest reported change in self-efficacy in…  use of a web editor (1.111)  use of a file transfer protocol (.888)  saving word files in different formats, i.e. html, rtf (.778) But more interestingly was the reported change in…  use technology for level 2 instructional purposes, i.e. instructional delivery (.889)  use technology for level 3 instructional purposes, i.e. learner interactivity (.889)  figure out technology problems on my own (.625)  learn new technology skills/applications on my own (.777)

16. Most surprising,  “How easy it is to use Dreamweaver.” Most enjoyable,  “The format and learning with my colleagues. I loved having technology Fridays.” Most helpful,  “Trouble shooting.” Most favorite,  “Having a product.” Most frustrating,  “Not having enough time.” Comments

17. “I feel more confident in using this technology in my classes and personally.” “I feel more efficacious about using Dreamweaver and engaging in technical discussions with my WebCT team.” “I can do it!” “I still have a long way to go, obviously, but I now know that I am capable of creating educational tools through technology.”

18. Comments “I can see more ways to mix live and web- based instruction.” “I want to make my course in the spring more hybrid.” “It gave me better ways to communicate information to my students in class.” I can now see possibilities for the use of technology in education. I suppose I knew those possibilities were there, but I did not have the knowledge to be able to visualize practical applications.”

19. Questions? J. Michael Blocher, Ph. D. College of Education Northern Arizona University blocher@NAU.EDU Greg Sherman, Ph.D. AZ-K-12 Center/NAU PT3 Northern Arizona University Greg.Sherman@NAU.EDU Paul Alley AZ-K-12 Center/NAU PT3 Northern Arizona University Paul.Alley@NAU.EDU Contact Information