Workshop Design Strategies for a Successful Technology Integration Faculty Development Program

1. Workshop Design Strategies for a Successful Technology Integration Faculty Development Program

2. Overview • NAU PT3 Goal • …integration of technology-related content and teaching strategies into the College of Education’s undergraduate teaching methods classes. • Professional Development Workshop • Workshop curriculum and plans details • Evaluation plan -- Changes in faculty participants’ • Attitudes, • Skills, and • Perceptions of technology integration into their pre-service teacher college of education methods courses.

3. Workshop Design Strategies • Stipends were awarded for completed instructional artifacts - not attendance. • Workshops were held the same day/time every week (habit forming). • Outcomes and goals were stated more clearly, in terms of a restaurant-style menu. • Faculty could pick and choose the projects they were interested in, and skip the rest. • Workshops were presented as “work sessions” in which faculty spent most of their extended three-hour workshop time. developing technology artifacts with the support of the PT3 staff. • Good coffee available at all workshop sessions (ultimate motivator).

4. Tools, Software & Media Development Sessions • Basic Web Development • Creating and Working with Images • Creating and Using Digital Video • Power Pointing for Professionals • Advanced Web Development

5. Instructional Design and Support Sessions • The Different Roles of Technology in the Practice of Professional Educators • Technology-Supported Instructional Strategies • Technology-Supported Classroom Management Strategies • Technology-Supported Continuous Improvement Strategies

6. Participants • Focused on the Division of Teaching and Learning Faculty • Wide range of technology skills • Café Menu of Choices • 12 Participants from a variety of methods disciplines, i.e. science, math, literacy, etc.

7. Evaluation Questionnaire The survey asked… • What motivated the faculty members to sign up for and participate in the technology workshops. • If and how the workshops had an impact on their perception of technology’s role in education. • Provide anecdotal comments on workshops’ aspects: • most surprising, • most enjoyable, • most favorite, • most helpful, • least helpful, and • most frustrating.

8. Evaluation Questionnaire The survey also asked… • participants to rank the level of self efficacy on specific technology skills prior to and after the workshops. • 4-point Likert-type scale (1 = no way, 2 = I have some idea, 3 = somewhat, and 4 = absolutely).

9. Evaluation Questionnaire Self-report of self efficacy at different degrees of complexity prior to and after the workshops

10. Evaluation Questionnaire Self-report of self efficacy at different degrees of complexity prior to and after the workshops

11. Results (n=9/12) • Motivated by… • 1) learn about web page development • 2) learn how to integrate technology into practice • 3) learn how to better manage comm. and writing • 4) learn how to teach on the web • 4) for the $$$

12. Results (n=9/12) • 5/9 had perceptions of technology’s role in education positively changed • 8/9 had perceptions of their technology skills positively changed • 8/9 had perceptions of their technology usage positively changed • 9/9 would like to see more workshops offered

13. Results (n=9/12)

14. Results (n=9/12)

15. Results (n=9/12) • Greatest reported change in self-efficacy in… • use of a web editor (1.111) • use of a file transfer protocol (.888) • saving word files in different formats, i.e. html, rtf (.778) • But more interestingly was the reported change in… • use technology for level 2 instructional purposes, i.e. instructional delivery (.889) • use technology for level 3 instructional purposes, i.e. learner interactivity (.889) • figure out technology problems on my own (.625) • learn new technology skills/applications on my own (.777)

16. Comments • Most surprising, • “How easy it is to use Dreamweaver.” • Most enjoyable, • “The format and learning with my colleagues. I loved having technology Fridays.” • Most helpful, • “Trouble shooting.” • Most favorite, • “Having a product.” • Most frustrating, • “Not having enough time.”

17. Comments • “I feel more confident in using this technology in my classes and personally.” • “I feel more efficacious about using Dreamweaver and engaging in technical discussions with my WebCT team.” • “I can do it!” • “I still have a long way to go, obviously, but I now know that I am capable of creating educational tools through technology.”

18. Comments • “I can see more ways to mix live and web-based instruction.” • “I want to make my course in the spring more hybrid.” • “It gave me better ways to communicate information to my students in class.” I can now see possibilities for the use of technology in education. I suppose I knew those possibilities were there, but I did not have the knowledge to be able to visualize practical applications.”

19. Questions? Contact Information