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This presentation contains an analysis of the current situation in teacher preparation. The vast majority of today’s teachers were never taught using computers. They have no firsthand experience using computers for teaching and learning and they may even believe computers are a threat to their jobs. Helping these teachers to become effective online teachers requires a systematic multi-layered approach to professional development.
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PREPARING TEACHERS
TO TEACH ONLINE
Gregory C. Sales, Ph.D.
2nd e-Learning Excellence in the Middle East Forum
January 2009
Overview
Define Online Teaching
Present the Advantages
Review the History of Teacher Technology Training
Describe the Roles of Online Teachers
Present a Model for Preparing Teachers to Teach
Online:
• Accepting Change
• Being Comfortable
• Core Competencies Development
Summarize
Definition
What is online teaching?
Synchronous and/or asynchronous
delivery of instruction using ICT,
also know as:
• e-Learning
• Online learning
• Distributed learning
• Online distance education
Advantages
Why teach online?
The primary reasons is to reach
a new level of efficiency:
• Teaching more students
over a wider area
• Teaching topics not usually
available to students
• Reaching students when
they are available
• Providing consistent quality
• Generating more revenue
Historically
What help does the evolution of teacher ICT training
offer?
The evolution of training provides insights into what
teachers need to know to be effective online educators.
• 1970s and 1980s – competent computer users;
keeping the equipment running and using
productivity tools
• 1980s and 1990s – users of instruction strategies
• 1990s and early 2000s – using the Web as a
learning environment; students become
researchers and problem-solvers
• Today – creating learning opportunities; facilitation
and integrating Web 2.0/social media capabilities
into learning
Teacher Roles
What do teachers need to do to teach online?
In addition to strong institutional support, teacher need
to have competencies related to courses:
1. Development – working with the standards for
course design, development, and delivery
2. Teaching/Learning – facilitating learning by
creating a “close apparent distance”
3. Structure – communicating requirements to
learners (both technology and performance)
4. Collaboration – working with support services to
create, deliver, and maintain quality online
courses
A Model for Preparing Teachers
How can a model help?
A model and be used in the
development of training that:
•Assesses and adjusts to
teachers’ concerns
•Builds teachers’ appreciation
for online instruction
•Develops teacher
competencies in critical areas
Change
How do teachers’ concerns relate to their readiness
for online teaching?
Teachers move through stages of concern. As concerns
lessen, teachers are able to redirect their efforts toward
more productive teaching.
Typical Expressions of Concern about an Innovation
Stages of Concern Expression of Concern
6. Refocusing I have some ideas about something that would work even better.
5. Collaboration How can I relate what I am doing to what others are doing?
4. Consequence How is my use affecting learners? How can I refine it to have more
impact?
3. Management I seem to be spending all my time getting materials ready.
2. Personal How will using it affect me?
1. Informational I would like to know more about it.
0. Awareness I am not concerned about it.
[from Loucks-Horsley (1996)]
Comfort
What helps teachers become comfortable with
teaching online?
Wilson and his colleague have modified the STORC
approach to adopting innovation in answer to this
question.
Category Characteristic
S Simplicity Is the innovation easy to understand, maintain, and use? Can it be
easily explained to others?
T Trialability Can the innovation be tried out on a limited basis? Can the decision to
adopt be revised?
O Observability Are the results of the innovation visible to others, so that they can see
how it works and observe the consequences?
R Relative
Advantage
Is the innovation seen as better than that which it replaces? Is the
innovation more economical, more socially prestigious, more
convenient, [and/or] more satisfying?
C Compatibility Is the innovation consistent with the values, past experience, and
needs of the potential adopters?
S Support Is there enough support to do this? Is there enough time, energy,
money, and resources to ensure the project’s success? Is there also
administrative and political support for the project?
An Adaptation of the Extended STORC Approach
[as presented by Wilson, et. al.(2001)]
Competencies
What competencies do online teachers need?
The four core competencies for online teaching are
presented in the model, however, specific skills are
uniquely associated with the environment in which the
teacher will be working.
Competencies of Skilled Online Teachers
Competency Descriptions
Design Instructional design is the process of planning for the development and
delivery of effective education and training materials. (This assumes
subject matter expertise is available.)
Development The actual production of the software version or elements of an online
course and the supporting instructional materials. (The instructional
environment can drastically influence the skills needed.)
Facilitation Course management that promotes online communication with students
and the creation of online learning environments that require or encourage
communications between students
Legal and Ethical A range of issues including copyright, acceptable use, plagiarism, piracy,
and ownership of the newly created course materials.
Summary
Teacher Preparation
Legal and Ethical Issues – laws, rules,
regulations, policies, procedures, and associated
consequences
Facilitation – instructor skills and behaviors,
and strategies and techniques for course delivery
Development – creation of the media to
support the content, production of the software, and
more
Design – analysis, instructional design, creative
design, and more
Comfort with Online Technologies –teachers’ beliefs about their own ability to use it
Readiness for Change – the types of
questions or concerns they express
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