Connecting Students to STEM Careers by Camille Cole

Author:Camille Cole [Cole, Camille]
Language: eng
Format: epub
ISBN: 978-1-56484-456-9
Publisher: International Society for Technology in Education (ISTE)
Published: 2011-01-15T00:00:00+00:00

Guide One

After completing a virtual tutorial on how to use WebCT, teachers learned through an online class about the history of distance learning, gaining a perspective on videoconferencing, online learning, and Web 2.0 that set the stage and provided the context in which they would be gaining skills and enhancing classroom instruction. They were introduced to the benefits of using videoconferencing and digital media tools in the classroom.

The class was designed so that teachers could work their way through progressive modules at their own pace, earning eBuck$ rewards as they went, redeemable for virtual field trips. Their enthusiasm over the eBuck$ rewards reinforced the project leadership’s belief in the power of motivators for teacher training in technology adoption.

Examples of tasks that could earn eBuck$ included working with tech-support staff to set up the mobile videoconference cart and host a practice session, conducting a second practice session that included video projector and document camera feedback on the project blog, and participating in a videoconference planning session.

Once introduced to the project, teachers were provided with step-by-step instructions—learning at their own pace—in setting up videoconferencing equipment, scheduling IVC sessions, troubleshooting connectivity and equipment issues, preparing instructional strategies, and developing ideas for innovation using the tools. Copy-me templates were posted for download, including student evaluation forms, equipment setup checklists, lesson plans, videoconference scripts, instructional planning, and network scheduling checklists.

In addition to the project and technology tutorials, participants were given instruction, guidelines, and downloadable templates to support local community outreach and public relations. They had access to templates and step-by-step guidance in writing press releases and newsletter articles, speaking to community groups, and establishing community partnerships. The purpose here was to help schools keep parents and communities informed with an eye to keeping the project going, once the grant money was exhausted, through community support at the local level.

Teachers learned from each other by reading each other’s blogs and discussion board entries. As is often common in these kinds of groups, there were a few who took the lead and were the most vocal. In terms of facilitating a virtual learning community, this author learned the importance of acknowledging the front-runners, but also the need to bring out the lurkers and try to lure them into the groups. Teachers also made use of the project wiki to share lessons learned over time. The online site served as a teachers’ lounge and project bulletin board, as well as a place where everyone could learn and participate at their own pace.

Online content also included a calendar, resource links, and vignettes contributed by other teachers around the country. In addition to the online content, a video stream of the weekly Virtual Office Hours sessions was posted each week on the community page so that no one ever had to miss anything because of time constraints. Many would probably agree that after a long school day, the last thing they want to do is watch an hour-long video about videoconference issues. Nevertheless, the material was always there and always available.

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