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Supporting Novice Teachers in Inclusive Classrooms Using Social
Media and E-Mentoring
Barbara SerianniSelma PowellNovember 9, 2012
OVERVIEW Rationale
Resident Teacher Professional Preparation Program (RTP3)
Introduce RTP3 technology
Explore use of Edmodo and RTP3
Supervision of Virtual Interns
Lessons we are learning
RATIONALE
These resident teachers require more support than novice teachers who have completed their teacher preparation programs (Smith & Evans, 2008).
University intern coordinator, a supervising teacher, and a district mentor play a significant role in the success of new teachers, with the trained mentor having the most critical role (Denver, Hager, & Klein, 2003).
Effective mentors have the responsibility of communicating, establishing trust, providing emotional as well as pedagogical support for these resident teachers (Jones & Pauley, 2003).
Technology tools are now an integral part of the teacher toolkit (Smith & Israel, 2010).
E mentoring is combined use of any computer-mediated communication, including internet-based applications such as social media and is designed to “support novice teachers through differentiated experiences based on mentees’ needs and immediate concerns” (Smith & Israel, 2010, p. 30).
E mentoring via web 2.0 applications has emerged as a viable alternative and supplement to the more traditional face-to-face communication between mentor and mentee ” (Smith & Israel, 2010).
UCF/Lockheed Martin AcademyTMAST (Since 2003)
(Transition to Mathematics & Science Teaching)
Alternative Teacher Preparation Program 14 month intensive
TMAST Qualifications
• Often Career Changers• 3.0 GPA• 18 Credits in Math or Science• No Teaching Experience
RESIDENT TEACHER PROFESSIONAL PREPARATION PROGRAM (RTP3)
(Race to the Top Grant 2012)
Alternative Teacher Preparation Program 14 month intensive
RTP3 Qualifications• 3.0 GPA last 60 hours• STEM degree from 2008• No Teaching Experience
Resident Teacher Professional Preparation Program (RTP3)
Mentoring Connection
Common Core Standards
Technology and Innovation
Lesson Study
Common Text
10
RTP3 CURRICULUM AT-A-GLANCE
EXPLORE THE RTP3 TECHNOLOGY FOR MENTORING
Edmodo FaceTime Bug In Ear
EDMODO
FACETIME
BUG IN EAR
OVERALL VISITS TO EDMODODuring the Summer Term
MAP OF RTP3 USE OF EDMODO
MAP WITHOUT WHOLE GROUP POSTS
SUPERVISION OF VIRTUAL INTERNS
Elluminate
Microsoft Messenger
Google Voice
Google Hangout
ELLUMINATE
MICROSOFT MESSENGER
GOOGLE VOICE
GOOGLE HANGOUT
PRELIMINARY SURVEY RESULTSHOW ARE TEACHERS ACCESSING EDMODO?
87% - Laptop23% - Tablet26% - SmartphoneConclusion: Teachers are mobile
HOW HAS USEAGE BEEN IMPACTED BY THE START OF SCHOOL?
5% - Several times a week25% - At lease once a week70% - Less than once a weekSuspicion: Teachers are adjusting to the demands of teaching
TEACHER’S SENSE OF EFFICACY SCALE (Pre)
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Reliability: Engagement (α = .87) Instruction (α = .91) Management (α = .90)
SCALE1-Not at all 2-Very Little3-Some Degree 4-Quite a Bit5-A Great Deal
Efficacy in: Mean SD
Student Engagement 3.8 .78
Instruction 4.0 .76
Classroom Management 3.9 .70
Preliminary Data
TECHNOLOGY SELF-EFFICACY (Pre)
SCALE1-Strongly Disagree 2-Disagree3-Neither 4-Agree5-Strongly Agree
Confident in using: Mean SD
Technology in General 4.3 1.02
Social Networking 4.0 1.20
Mobile Devices 4.3 1.06
Preliminary Data
LESSONS WE ARE LEARNING
Resident Teachers need support and want immediate
feedback
Resident Teachers are comfortable with using technology