Designing In-service Technology Integration Training Program for Vocational Instructors

Designing In-service Technology Integration Training Program for

Vocational Instructors

Hatice Çilsalar & Evrim Baran, Dr.Faculty of Education

Middle East Technical UniversityTurkey

[email protected]

mailto:[email protected]

Designing In-service Technology Integration Training Program for Vocational Instructors

• Life-long learning development of individuals

•catch changes in the world, •reinforce their skills, •be successful in their field, •opening their minds.

Helps teachers to meet the needs of 21st century students They;• Be aware of latest innovations• Adapt them to their teaching environment• Provide necessary surrounding for them to improve themselves

Instructors in higher education;• Updating themselves in accordance with latest innovations for

their profession,• Correcting themselves when their applications is impractical

and ineffective• Providing the environment where teacher can share their

experiences • Adopting a new situation and harmonizing novice and experts • Developing teaching competence, • Increasing student success, • Developing teachers’ content and pedagogical knowledge

(Arechaga, 2001).


• Technology have an impact on teaching effectiveness, strengthens teaching, increase the economic viability of tomorrows’ workers (Bain & Ross, 1999; Bialo, 2000; Hew & Brush, 2007; OECD, 2005; Schacter, 1999;

Sivin-Kachala & Valdez, 2004). • Office of Technology Assessment(1995)=lack

of teacher training is one of the greatest roadblocks to integrating technology into a curriculum


Recent studies(Alexander & Henderson-Rosser, 2010; Summak &

Samancıoğlu, 2011, ) there is a need for the development of teachers’ ability of technology integration into educational settings.


Aim

• The aim of this study is to design a professional development training for instructors working for a vocational college in order to develop their technology integration ability by considering ISTE (2008) NET’S standards.

• With this purpose, field testing was conducted to make decision about the usefulness, applicability, understandability, clarity of the implementation process.


The StudyModel: Morrison, Ross, Kalman & Kemp’s (2011) Model• Flexibility in design process to designer • Focusing on individuals rather than content. Data Collection: Two phases; needs assessment and field-testing.


Needs Assessmen

t

Face & Content Validity of

Interviews and Questionnaires (5

Experts' Views)

Questionnaires for students (n=64) and instructors (n=17)

Interviews with 3 Administrators and

2 Experts

Field Testing (8

instructors)

Group Evaluations

Self Evaluations Reflections

Quantitative Data Analysis

Descriptive Statistics

Paired Sample t-test for current and expected level

Quantitative Data Analysis

Content AnalysisData Analysis

DesignDesigning In-service Technology Integration Training Program for Vocational Instructors

Morrison, Ross, Kalman & Kemp’s (2011) Model Process of Design Development

Design Process• Definition of the problems= data were

collected from all stakeholders


Students expectations: • More visiual and audial

materials• More technology

knowledge to apply in class,

• E-source use, • Internet and online

platform use, • Technology awareness, • More participant

oriented online and offline activities

InstructorsUse of technological tools, Used limited technological

tools

Their current level Moderate level of technology usage

Necessity of technology Necessary at moderate level

Current and expected level for ISTE (2008) Standards

Significant difference between their current level and expected level

Desired instructional activities in the training

Active learning strategies

Their learning types Learning by doingDesired measurement and evaluation techniques for training

Projects for evaluation method

Design Process

• Definition of the problems


Experts Views:Objectives:Computer literacy, Technology integration to the lesson, Integration technology and pedagogy, Increasing technology integration awareness, Reconstruction participants’ teaching knowledge. Suggestions for the Program:Using already existing technology and focusing on what can be done with them, Making connection to instructors’ life,Giving examples that they can use in their classrooms, Using active learning practicesKirkpatrick four level Evaluation model.

Administrators Views:Instructors are not qualified on instructional technologiesWant to use technology in the classes and active users of technological issues

Design ProcessLearner Characteristics:• Orienting Context-

Instructors need Practical knowledge

• Instructional Context- As environment, electricity, technological equips, and internet connection

• Transfer Context-A course page was constructed to share all sources about technology integration


Instructional Objectives:•Instructors current and expected

level in terms of ISTE(2008) standards are different according to instructors and students views.•Training generally aimed to

develop professionals who are reflective, responsive, and resourceful throughout their professional careers, to improve instructors’ technology integration ability, and to make instructors internalize technology integration.

Design ProcessTeaching Process:• by considering sequence

of skills • from most familiar to

less familiar, • less difficult to more

difficult, • creation of learner

interest.


Instructional activities:• Demonstration, • Discovery, • Socrative, • Discussion, • Brainstorming,• Group work, • Station methods

Design Process

Content Sequencing and Designing Message: 6 modules (experts’ suggestion)Modules of Technology Integration Design


Design ProcessDesigning In-service Technology Integration Training Program for Vocational Instructors

Instructional Strategies: To combine adult learning methodologies and job-based applications, • Theory (lecture), • Hands-on application (modeling), • Feedback and coaching (mentoring) • Periodic review with curriculum

adjustments (evaluation).

Design ProcessDesigning In-service Technology Integration Training Program for Vocational Instructors

EvaluationFormative Evaluation:• Portfolios,• Online discussions, • Scales, • Observations, • Group evaluation forms, • Peer evaluation forms and • Their shares in the course page Summative Evaluation:TPACK Project-to develop a lesson plan for a technology integrated lesson and also they were expected to use their technology knowledge which will be evaluated by using a rubric.Program Evaluation: Kirkpatrick's Four-Level Training Evaluation Model was recommended by experts

Field TestingDesigning In-service Technology Integration Training Program for Vocational Instructors

1st module- 4 male 4 female 24th of May, 2013• Meeting and introduction of section, • Prezi presentation on what is technology integration • Course page (www.Digoo.Com) and socrative.Com • Demographic information via socrative.Com by using mobile

devices• For them, platforms were easy to use and enjoyable and could be

used in their classrooms. • In groups, analysis of four technologies considering how to use in a

course • The video of 21st century classroom was diccussed• At the end of discussion part, they explored that technology was

only a tool that enriches instructional environment in classes.

Field TestingDesigning In-service Technology Integration Training Program for Vocational Instructors

Group Evaluation Forms- pleased with members is appropriate for the trainingSelf Evaluation Forms- happy to participate in the module and willing to participate other modulesReflections- module was a bit out of their expectation but they had enough knowledge about what technology and technology integration into education is. Related to this, they stated that they could not easily catch technological tools and applications unless they have knowledge about what technology and technology integration is

Lessons Learned Instructors should; • Check facilities in the learning environment before the modules, • Be given assignments before the module to prepare learners to next module and start

with these assignments. • Be warned before the module to bring their devices again and again.

Final PointsDesigning In-service Technology Integration Training Program for Vocational Instructors

• Designed to help instructors in terms of development of their TPACK by contributing their pedagogical knowledge with applying constructivist approach.

• Designed under the guidance of the curriculum expert by a novice curriculum designer.

• Content = Morrison, Ross and Kemp model suggestions. • Field testing- for making decision about the usefulness, applicability,

understandability, clarity of the implementation process. • Feedbacks from learners = some revisions were done according to

their demands. • Instructional activities from the books on active learning. Suggestions for next applicators;• the content can be changed considering the popular applications in

educational settings as technological tools and needs change rapidly or new developments can occur.

Documents

Designing In-service Technology Integration Training Program for Vocational Instructors