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Integrating Latin American Studies and Technology through blended learning

Integrating Latin American Studies and Technology through blended learning. Mary Risner University of Florida SITE 2010-San Diego, CA. Caribbean wordle. Discovering Caribbean diversity workshop. Project Partners. University of Florida (CLAS) Florida International University (CLAS)

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Integrating Latin American Studies and Technology through blended learning

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  1. Integrating Latin American Studies and Technology through blended learning Mary Risner University of Florida SITE 2010-San Diego, CA

  2. Caribbean wordle

  3. Discovering Caribbean diversity workshop

  4. Project Partners • University of Florida (CLAS) • Florida International University (CLAS) • Digital Library of the Caribbean (dLOC) • Duval, St. Johns, Clay County Schools

  5. need for instruction

  6. Regional context

  7. goals for participants

  8. strategies

  9. Theoretical foundations

  10. The literature Hiebert, Gallimore & Stigler (2002), professional development has the most impact on student learning when its design is long term, tied to the curriculum of the teachers involved, and collaborative.

  11. The literature The design component of experiential learning for teachers in professional development serves as a model for them to implement in their own classrooms after they have felt how it has enhanced their own personal learning experience (Loucks-Horsley, Love, Stiles, Mundry & Hewson, 2003).

  12. The literature The formation of teams of teachers that gather to create standards based lessons while integrating technology allows for the emergence of professionals with a higher comfort and skill level for the application of new tools and is an example of “a best way” to learn to use technology (MacKenzie, 2001).

  13. Project questions

  14. Data collection Pre-workshop Technology Use survey • Open-ended • True/false • Anonymous

  15. Data collection Post-workshop Participant Feedback survey • Likert scale • Anonymous

  16. Data collection Post-workshop Lesson Implementation survey (to do in May) • Open-ended questions on lesson use/student reactions to lessons

  17. Workshop format

  18. Workshop Breakdown

  19. Pre-Workshop Activities

  20. Between-workshopActivities

  21. Post-workshop activities

  22. Face-to-Face Mornings

  23. Face-to-Face afternoons

  24. About the participants • Number of Teachers: 23 • French: 4 • Spanish: 15 • Social Studies: 4

  25. Participants (cont.) • Middle school: 3 • High school: 20 • Age Range: 24-64 (primarily over 40) • Years teaching: 1-36 years

  26. Participant technology experience • Technology experience: Weak- 2 Average- 13 Very Good- 3 • Technology currently used: Power point, smartboard, youtube, photoshop, webquests, computer lab.

  27. Participation and retention • F2F participation: 23 • Submitted lessons: 15 *Some teachers did not have time to do lessons or did not need the in-service points.*

  28. Participation and retention • Online participation: 18 Forum Interaction • Getting to Know You: 17 • Standards : 18 • Theme/Texts: 18 • Lesson Plan ideas: 13 • Lesson feedback: 2

  29. Participant reactions to workshop • All enjoyed faculty lectures with multimedia powerpoint presentations • All enjoyed the hands-on technology tied to content • All responded agree/strongly on attending future blended style workshops • *18 feedback responses

  30. Sample lesson plans

  31. Lessons learned

  32. Project questions

  33. resources • Workshop materials are under construction at : www.caribbeandiversity.ning.com • Resources on Latin America at: www.latam.ufl.edu/outreach

  34. Contact • For more information, contact: Mary at mrisner@latam.ufl.edu

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