Web-based Training in Technology:

1. Web-based Training in Technology: Professional Development for the Digital Age A Review of Literature bySusan Dupre University of Louisiana at Lafayette su.dupre@gmail.com http://ullresearch.pbwiki.com

2. Introduction: Topic Overview

3. Introduction: Topic Overview

4. Introduction:Purpose • What evidence, if any, exists that technology-mediated training programs can be effective in changing or enhancing a teacher’s classroom practice? • What factors might influence a teacher’s technology acquisition and/or beliefs about his or her ability to use technology in the classroom?

5. Introduction “Without a doubt, . . . E-learning has become an essential component of the educational scene.” Holmes & Gardner, 2006

6. Review of Literature:Overview of Technology-Delivered Instruction The E-learning Aisle E-Learning is “the use of electronic means to deliver content, manage students through their learning, and test students on their comprehension.” Clarke, 2002 Online Learning is synchronous in nature and communicated in real time. Offline Learning is asynchronous in nature and communicated in flexible time. Romiszowski, 2004

7. Review of Literature:Overview of Technology-Delivered Instruction WBT: An old product with new packaging • Web-based Training (WBT) is a combination of online and offline learning. • Completed online = anytime, anywhere learning • Utilizes the original tutorial-style modules of CBT • Usually asynchronous and self-paced • Interactive lessons offer pre-testing options • Does not require an instructor time, place, content, and duration of learning are controlled by the learners. across

8. Review of Literature:Overview of Technology-Delivered Instruction Evaluating non-traditional delivery systems • Pollard and Pollard’s (2004) Delphi study revealed that the following factors affect learning in an online environment: • Learner skills • Prior knowledge • Beliefs and attitudes • Course and lesson design These are the same factors that affect learning in a traditional classroom.

9. Review of Literature:Overview of Technology-Delivered Instruction Evaluating non-traditional delivery systems • Sandholtz (2001) identified three common criteria that might be used to measure the effectiveness of professional development: • Participants’ evaluations of their own learning. • The gain in skills as the result of program participation. • Plans of participants to use technology in their classrooms. These criteria can also be applied to participants who have utilized an online delivery system.

10. Review of Literature:Changing American Classrooms Cart-pushers: The national scene “The success of any educational reform approach depends not only on teachers’ belief in and will to implement the proposed changes, but the development of teachers’ professional skills necessary to implement such changes.” Donnelly, Dove, & Tiffany-Morales, 2002

11. Review of Literature:Changing American Classrooms Cart-pushers: National Original NETS*T (ISTE, 2000) Refreshed NETS*T (ISTE, 2008) The National Educational Technology Standards for Teachers (NETS*T) Technology Operations/Concepts Facilitating/Inspiring Student Learning and Creativity Designing Digital Age Learning and Planning and Designing Learning Experiences Teaching, Learning, and Curriculum Modeling Digital Age Work/Learning Assessment /Evaluation Promoting/Modeling Digital Citizenship Productivity/Professional Practice Engagement in Professional Growth and Leadership Social, Ethical, Legal, Human Issues . Assessments

12. Review of Literature:Changing American Classrooms Cart-pushers: State/District • Advantages to Districts offered by TMPD: • Reduced travel time and travel costs. • Reduced printing costs. • Reduced time away from job. • Reduced turn-around time for new initiatives. • Justification for investments in computers, networks and servers. • Driscoll, 1999

13. Review of Literature:Changing American Classrooms Cart-pushers: Classroom Teachers “When [The Internet] exploded into public consciousness in 1994, . . . it took only four years to engage 50 million users It took radio 38 years and television 13 years to reach the same audience.” National Governor’s Association/Milken, 1999 Digital Natives vs. Digital adopters As a result, education has lagged behind and is now feeling the effects.

14. Review of Literature:Defining Technology Integration Measuring technology integration • Northwest Educational Technology Consortium (2005) developed a framework called OPTIC to guide assessment of technology integration: • Teachers are trained in a full range of technology uses and in determining appropriate roles and applications. • Teachers and students routinely turn to technology when needed. • Teachers and students are empowered and supported in carrying out their choices.

15. Review of Literature:Defining Technology Integration Measuring technology integration TPACK Mishra and Koehler (2006) propose that the blending of technology, instructional pedagogy, and subject-specific content represents a new expertise. Overall teacher knowledge is directly tied to knowledge of technology.

16. Review of Literature:Defining Technology Integration Supporting technology integration 1994: 3% of all instructional rooms had Internet access. 2003: 93% of classrooms and 100% of public school buildings had Internet access. Wells & Lewis, 2006 • However, effective use of these resources has been slow: • The difficulty of quantifying educational benefits of classroom technology use • The inadequacy of staff development when compared to employee training in the private sector. • Donnelly, Dove, and Tiffany-Morales, 2002

17. Review of Literature:Defining Technology Integration Supporting technology integration • Barriers to technology integration: • Attitudes and beliefs of stakeholders • Skills of stakeholders • Accessibility and availability of technology • Level of technical support • Level of funding • Time to learn and practice technology skills. • Rogers, 2000

18. Review of Literature:Defining Technology Integration Technology integration as change

19. Review of Literature:Professional Development in the Digital Age Standards for TMPD • NCSD (2001) Standards for E-Learning provided guidelines for quality professional development that districts should consider before choosing TMPD: • Quality Learning Experiences • Content Quality • Content and Time Flexibility • Learner Readiness • Interactivity • Cost

20. Review of Literature:Professional Development in the Digital Age Factors that influence online learning Fishman, Best, Foster, & Marx, 201; Valle & Duffy, 2004; Sitzmann, Kraiger, Stewart, & Wisher, 2006

21. Review of Literature:Professional Development in the Digital Age Computer Self-Efficacy Low computer self-efficacy continues to predict usage and should be a factor in choices about what and how technologies are adopted, introduced, and supported. Compeau, Higgins, & Huff, 1999

22. Discussion:Summary and Interpretations “There are really no models of E-learning per se—only e-enhancements of models of learning.” Mayes & deFreitas, 2004 If the primary advantage to WBT is the ability to customize time, place, content, and duration of learning, this may be true. However, what if E-learning alters the role, the perceptions, or even the learning style of participants?

23. Discussion:Summary and Interpretations Conditions appear to be in place for successful integration of technology into America classrooms, yet there is still surprisingly little high-level use despite teachers’ ready access to technology. Ertmer, 2005 What part do teacher pedagogical beliefs and computer self-efficacy play in integrating technology? Can WBT serve to mitigate these factors and be used as a viable, effective option for supplementing teacher professional development?

24. Discussion:Summary and Interpretations The growing popularity of technology-mediated instruction, including Web-based training, should not overshadow the need to understand if the delivery medium is effective and if certain methodological factors moderate its effectiveness. Sitzmann, Kraiger, Stewart, & Wisher, 2006

25. Web-based Training in Technology: Professional Development for the Digital Age A Review of Literature bySusan Dupre University of Louisiana at Lafayette su.dupre@gmail.com http://ullresearch.pbwiki.com