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Virtual Bug-in-ear technology: pioneering the future of professional development

Marcia L. Rock, Ph.D. Pamela W. Howard, Ph.D. Sharron Maughn, Ed.S ., & Donna Ploessl, Ed.S . University of Alabama http://projectteeach.ua.edu. Virtual Bug-in-ear technology: pioneering the future of professional development.

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Virtual Bug-in-ear technology: pioneering the future of professional development

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  1. Marcia L. Rock, Ph.D. Pamela W. Howard, Ph.D. Sharron Maughn, Ed.S., & Donna Ploessl, Ed.S. University of Alabama http://projectteeach.ua.edu Virtual Bug-in-ear technology: pioneering the future of professional development

  2. “Technological change is not additive; it’s ecological. A new technology does not merely add something new; it changes everything.” --Neil Postman

  3. Advance Organizer

  4. Past Bug-In-Ear Education Related Research

  5. Pioneering VBIE technology related research To increase practicing teachers’ use of research-based special and general education teaching practices, Dr. Marcia Rock (Project TEEACH) at the University of Alabama, incorporated online coaching and immediatefeedback—Virtual Bug-In-Ear Technology (VBIE/ BIE).

  6. Statistically significant increases in participants’ use of high-access instructional practices (i.e., choral/nonverbal choral response, partner strategies, and cloze reading) and teacher praise. Statistically significant decreases in trainees’ use of low-access instructional practices, such as hand raising, round robin/teacher read alouds, and blurt outs. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, 2009) TEACHER EFFECTS:

  7. Statistically significant increase in the teachers’ use of praise statements and redirects No statistically significant findings with regard to participants’ use of reprimands (Rock, Gregg, Thead, Acker, Gable, & Zigmond, 2009) TEACHER EFFECTS:

  8. TEACHER concerns: • The Stages of Concern Questionnaire (SoCQ) (George, Hall, & Stiegelbauer, 2006) was developed to help understand the complexities of innovation implementation (George, Hall, & Stiegelbauer; Hall, George, & Rutherford, 1979; Hall & Loucks, 1981; Hall & Hord, 2006). • The SoCQ measures concerns related to developmental levels (i.e., Self, Task, and Impact). Within the levels there are several stages: • Unconcerned stage (i.e., Stage 0) = little involvement or concern with the innovation. • Informationalstage (i.e., Stage 1) = interested in learning more about the innovation, but is basically unworried about the innovation in relation to themselves • Personal stage (i.e., Stage 2) =focused on the personal demands of the innovation • Managementstage (i.e., Stage 3) = focused on tasks (e.g., efficiency, organization management, schedule, time) involved with the innovation • Consequence stage (i.e., Stage 4), = focused on the relevance or student performance • Collaboration stage (i.e., Stage 5) = focused on the coordination and cooperation of others • Refocusing(i.e., Stage 6) = focused on exploration and adaptation and the individual has specific notions about possible alternatives to the innovation

  9. Results of the SoCQ:

  10. INTERVIEWS WITH THE VIRTUAL PIONEERS…

  11. Statistically significant improvement in the percent of students engagedin classroom instruction. Improved from 73.8% to 92.7%. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, 2009) K-12 STUDENT EFFECTS:

  12. Encouraging and instructive feedback offered more often than corrective or questioning. Feedback delivered while the teacher was speaking or before/after the lesson. No evidence of disruption. (Rock, Gregg, Thead, Acker, Gable, & Zigmond, 2009) Coach Data:

  13. What is Bug-in-Ear (BIE) Technology? • Traditional BIE • Inexpensive portable radio communication system (earpiece and microphone components) used to deliver immediate feedback to teachers delivering classroom instruction –typically based on portable FM radio technology. (Herold, Ramirez, & Newkirk, 1971; Scheeler, McAfee, Ruhl, & Lee, 2006).

  14. examples of traditional Bug-In-Ear (BIE) Technology: • Traditional BIE Technology • Scheeler et al., 2006 Study • Williams Sound Personal FM System 350E • $677 per unit http://www.williamssound.com Goodman et al., 2008 Study • Motorola Two-Way Radios Model T4500 ($25) + Single Earbud Microphone System ($50) • $85 per unit http://www.buytwowayradios.com/products/motorola/motorola-t4500-2.aspx

  15. Bluetooth Headset ($41.36) Bluetooth Wireless Adapter ($34.00) WebCam (wide angle) ($61.00) Access to (Free) Virtual Bug-In-Ear (VBIE) Patent Pending US 61/072,210 $136.36 per unit * (*without recording capabilities) STATE OF THE ART VBIE TECHNOLOGY COMPONENTS:

  16. What are The optional added components? • Call Recorder • Pamela Systems for PC http://www.pamela.biz • Ecamm Network for Mac http://www.ecamm.com • External Hard Drive • Maxtor http://www.maxtor.com

  17. Demonstration of VBIE TECHNOLOGY: • Insert Marcie and Sarah video file here!

  18. Detailed SOPS • The advanced online VBIE technology is patent protected. • When allowed, specific written standard operating procedures and policies will be published in manual form. • At this time, we have been advised by folks in UA’s Technology Transfer Office not to offer detailed written procedures. • For more information about when this innovation will be available, please contact Dr. Marcie Rock through the Project TEEACH web site: http://projectteeach.ua.edu

  19. General sops: Making Contact • Assemble the tech tools needed to conduct interactive video conferencing and to set up the VBIE. • Allot approximately 1 to 3 hours to install the software and equipment on a desktop computer. • Carry out a few (i.e., 1-3) field tests before initiating the first VBIE coaching session. • Create a mutually convenient schedule for conducting online coaching in real time.

  20. General SOPs: Providing Feedback • Acknowledge and alleviate feelings of anxiety through empathy and encouragement. • Begin slow and gradually immerse teachers in more intensive online VBIE coaching experiences. • Focus on establishing a trusting and respectful partnership.

  21. General sops: Providing Feedback

  22. GENERAL SOPs: four types of feedback

  23. GENERAL SOPs: DEALING WITH TECH ISSUES The Bad News: • Problems with firewalls • Bandwidth limitations • Audio difficulties • Dropped calls • Video and audio recording issues • Lack of on-site technical support The Good News: • Basic on-the-spot troubleshooting • “Can-do” attitude • Flexibility with scheduling

  24. General sops: technology Troubleshooting • Use Skype’s instant messaging (IM) feature for on the spot troubleshooting. • Reschedule the online coaching if the problem cannot be resolved in a few minutes. • Reconnect when calls drop.

  25. General sops: Troubleshooting • Troubleshooting steps for correcting audio issues. • Check audio settings in Skype. • Check audio settings in the computer’s control panel. • Be certain the Bluetooth earpiece is fully charged. • Ensure the path between the Bluetooth earpiece and the computer is as unobstructed as possible. • Turn the Bluetooth earpiece on and off three or four times. • Hang up and place the call again. • Shut down and restart the computer.

  26. VBIE Technology Reliability:

  27. discussion Activity: • Think about the moral, ethical, legal, and practical concerns that may be raised by teachers, administrators, parents, and/or students regarding the use of internet-based technology, such as the virtual bug-in-ear (VBIE), to provide feedback to teachers during classroom instruction, and how they can be addressed/alleviated? • Pair with someone sitting near you. • Share your thoughts.

  28. Selected References Archambault, Westburg, Brown, Hallmark, Zhang, & Evans (1993)…. Baker, J. M., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 51, 515-526. Bowles, E. P., & Nelson. R. O. (1976). Training teachers as mediators: Efficacy of a workshop versus the bug-in-ear technique. Journal of School Psychology, 14(1), 15-25. Collins, E. (2009). Difficult Times: Will they make you or break you? It’s your choice. In CASE, 50(1), 1. Franklin, T., Sextion, C., Lu, Y., Ma., H. A. (2007). PDAs in teacher education: A case study examing mobile technology integration. Journal of Technology in Teacher Education, 15(1), 39-57. Feldman, K., & Denti, L. (2004). High-access instruction: Practical strategies to increase active learning in diverse classrooms. Focus on Exceptional Children, 36(7), 1.

  29. Selected References Fuchs, L. S., & Fuchs, D. (1998). General educators’ adaptations for students with learning disabilities. Learning Disabilities Quarterly, 21, 23-33. George, A. A., Hall., G. E., & Stiegelbauer, S M. (2006). Measuring implementationin schools: The stages of concern questionnaire. Austin, TX: Southwest EducationalDevelopment Laboratory. Giebelhaus, C. R., & Cruz, J. (1992). The third ear mechanical device: A supervision alternative. Journal of Early Childhood Teacher Education, 42(13), 8-12. Giebelhaus, C. R., & Cruz, J. (1994). The mechanical third ear device: An alternative to traditional student teaching supervision strategies. Journal of Early Childhood Teacher Education, 45, 365-373. Giebelhaus, C.R., & Cruz, J. (1995). Implementing the BIE intervention strategy with early field experience student teachers, Final report. ED393808.

  30. Selected References Hall, G. E., George, A. A., & Rutherford, W. L. (1979). Measuring stages of concernabout the innovation: A manual for use of the SoC Questionnaire (Report No. 3032). Austin, TX: The University of Texas at Austin, Research and Development Center for Teacher Education. (ERIC Document Reproduction Service No. ED 147 342). Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, andpotholes. Boston, MA: Allyn and BaconHall, G. E., & Loucks, S. F. (1977). A developmental model for determining whether the treatment is actually implemented. American Educational Research Journal, 14, 264-276. Herold, P., Ramirez, M., & Newkirk, J. (1971). A portable radio communication system for teacher education. Educational Technology, 11, 30-32. Khan, D. (2002). The effects of a bug-in-the-ear device on intra-lesson communication between a student teacher and a cooperating teacher. Journal of Teaching in Physical Education, 22(1), 86-104.

  31. Selected References McIntosh, R., Vaughn, S., Schumm, J. S., Haager, D. S., & Lee, (1993). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60, 249. National Staff Development Council (2001a). E-learning for educators: Implementing the standards for staff development. Retrieved on March 5, 2008 from http://www.nsdc.org/library/authors/e-learning.pdf Rock, M. L., Gregg, M., Thead, B. K., & Acker, S. E., Gable, R.A., & Zigmond, N.P, (2009). Can you hear me now? Evaluation of an online wireless technology to provide real-time feedback to special education teachers-in-training. Teacher Education and SpecialEducation, 32 (1), 64-82. Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D., Maughn, S., Gable, R. A., Zigmond, N. P. (in press). Virtual Bug in Ear Technology: A 21st Century Tool to Enhance Professional Development . Journal of Staff Development.

  32. Selected References Scheeler, M. C., McAfee, J. K., Ruhl, K. L., & Lee, D. L. (2006). Effects of corrective feedback delivered via wireless technology on preservice teacher performance and student behavior. Teacher and Special Education, 29, 12-25. Scheeler, M.C., & Lee, D.L. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11 (4), 231-241. Scheeler, M. C., McAfee, J. K., & Ruhl, K. L. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27, 396-407. Thomson , C. L., Holmberg, M. C., Baer, D. M., Hodges, W. L., & Moore, S. G. (1978). An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers. Monographs of the Society for Research in Child Development, 43(4), 1-86.

  33. Selected References Tomlinson, Callahan, Moon, Tomchin, Landrum, Imbeau, Hunsaker, & Eiss (1995)…. Van de Mars, H. (1988). The effects of audio-cueing on selected teaching behaviors of an experienced elementary physical education specialist. Journal of Teaching in Physical Education, 8(1), 64-72. Vaughn, S., & Schumm, J. S. (1994). Middle school planning for students with learning disabilities. Remedial and Special Education, 15, 152-161.

  34. “…we are faced with enormous budget deficits, declining tax revenues, and frequent budget reduction meetings. We are in a time of adversity. Of this, there is no doubt. We have no choice in facing this situation” (Collins, 2009, p.1). .

  35. “There are examples throughout history of how adversity has prompted some to look at how they do their work in a completely different way, and as a result of this type of thinking, to achieve better results from their work” (Collins, 2009, p.1). .

  36. “Adversity can be life’s way of making us examine ourselves and the things we are doing and the way we do them…” (Collins, 2009, p.1).

  37. Fast fact: • Researchers have confirmed, repeatedly, that few classroom teachers use research-based practices or differentiate instruction to meet their students’ broad learning needs (Archambault, Westburg, Brown, Hallmark, Zhang, Evans, 1993; Baker & Zigmond, 1990; Fuchs & Fuchs, 1998; McIntosh, Vaughn, Schrumm, Haager, & Lee, 1993; Tomlinson, Callahan, Moon, Tomchin, Landrum, Imbeau, Hunsaker & Eiss, 1995; Vaughn & Schrumm, 1994).

  38. What are some Reflective Questions? • Are there any teachers and other practitioners in your school system that are in need of coaching or support by an expert, mentor, or coach in real-time? • Do the experts, mentors, and coaches in your school system need more time in the day to serve more teachers? • Is your school system looking for ways to provide significant resources while decreasing the amount of travel reimbursement?

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