2. Using Technology to Enhance Co-Teaching Sara Elburn, M.S. Ron Siers, ABD Stacie Siers, M.Ed. Salisbury University

3. Turning Point: I have … 1.Used it. 2.This is my first time. 1234567891011121314151617181920 2122232425262728293031323334353637383940

4. Wikis: I have … 1.Used them. 2.Seen them. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

6. Who, where, why… A Bit about Us Workshops for PDS Mentors Research on Collaborative Internships

7. Our Shared Vision Your Challenge: Turning possibility thinking into an inspired vision that is shared with your intern or mentor. Be forward-looking and look across the “horizon of time” and imagine the great opportunities to come with technology (Kouzes & Posner, 2007). The image may be vague from a distance, but IMAGINE that the extraordinary is possible and the ordinary can be transformed into something wonderful & noble (Kouzes & Posner, 2007). Imagine the possibilities Find a common purpose

8. Millennial Expectations & Technology (Carter, 2008) Millennial Generation – 1982 – 2002 (76 million) (Interns) Generation X - 1961 – 1981 (Small Cohort) (Mentors) Boom Generation - 1943 – 1960 (80 million) (Mentors) Traditionalist Generation – 1925 – 1942

9. Millennial Interaction with Multiple Technological Resources 1.Unfamiliar with life before networking technologies. Consider themselves to be technologically savvy (Carter, 2005) 2.No experience with life before cell phones, instant messaging, Internet applications, Blackberries, Palm technologies, IPods, & handheld technologies (Howe & Strauss 2000; Raines, 2003, Carter, 2005) 3.Learning occurs through social collaboration 4.Social networking & Social negotiation are the norm (Howe & Strauss, 2000)

10. In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students. Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience THERE + CARE =

11. "The strength of co-teaching comes from the many opportunities to use innovative practices that would be far less practical in a classroom with one teacher." - Marilyn Friend, 2007 "Teachers (81%) in co-taught classrooms were more likely to provide instruction that involved students in higher dimensions of learning." - James M. Walsh & Barbara Jones, 2004 "Coming up with differentiated and motivating lessons is much easier with two people. Two teachers means that two people can figure out how to "shake up" the lesson and ensure maximum student engagement." - Wendy W. Murawski & Lisa Dicker, 2008 Collaborative Voices

12. Keep in mind… Meaningful use Mentors are models Intern anxiety

13. In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students. Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience

14. Google Calendar: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

16. Twitter: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

18. Delicious: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

20. In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co- teaching relationship where both members view each other as teammates for the benefit of their students. Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience

21. Internet Treasure Hunts: I have … 1.Used them. 2.Seen them. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

23. Digital Stories: I have … 1.Created them. 2.Seen them. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

24. Wordle: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

26. Webspiration: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

28. StudyStack: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

30. Imagination Cubed: I have… 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

32. Voki: I have… 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

34. Blabberize: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

36. Glogster: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

38. VoiceThread: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

40. In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co- teaching relationship where both members view each other as teammates for the benefit of their students. Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience

41. Google Docs: I have … 1.Used it. 2.Seen it. 3.Huh? 1234567891011121314151617181920 2122232425262728293031323334353637383940

44. In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co- teaching relationship where both members view each other as teammates for the benefit of their students. Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience

45. In a supportive collaborative internship experience, the mentor’s existential presence is perceived by the intern as more than just a physical presence. There is the aspect of the mentor giving of oneself to the intern. This giving of oneself may be in response to the intern’s request, but it is more often a voluntary effort and is unsolicited by the intern. The mentor’s willingness to give of oneself is primarily perceived by the intern as an attitude and behavior of consultation and really listening and responding to the unique concerns of the individual intern as a person of value. The mentor’s ability to model enthusiasm and passion for teaching and learning along with collaboratively planning lessons foster the intern’s teaching efficacy. The mentor provides the intern with enough personal space to understand their teaching self. The direct result of the mentor’s existential presence and caring disposition is a co-teaching relationship where both members view each other as teammates for the benefit of their students. Exhaustive Description of a Supportive Mentor: Collaborative Internship Experience

46. TTP: Teammate Technological Pedagogy Tech goal Early tech check Management Reassure Plan B

47. Contact Information Ron Siers –rrsiers@salisbury.edu Sara Elburn –sjelburn@salisbury.edu Visit our Wiki: http://rrsiers.wikispaces.com/MdPDS