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A Case Example

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					Technology Integration through
Collaboration & Innovation: PT3


                 Joshua Cox
                 Aaron Grill
             Joe O’Brien, Ph.D.
            Sean J. Smith, Ph.D.
           Steven B. Smith, Ph.D.

            University of Kansas

        http://www.learngen.org/aacte
       A Case Example
Online Legislative Track between
Teacher Education & High School
             Students
              A Case Study
• Technology Integrated across a
  Teaching Kansas Government Course
  – Participants
    •   Non-cohort teacher education students
    •   Cohort faculty member in teacher education
    •   Cohort K-12 Teacher
    •   Non-cohort secondary students
          A Case Study
• The teacher education students
  surveyed high school government
  students' interest in issues before the
  2000 session of the Kansas legislative
  and used the survey results to select
  the issues and to design a directed
  web-based search of the issues for use
  by the seniors.
     A Case Study - Product
• The web-based search was created using the
  Track Star program.
• Track Star is a simple to use program that
  allows the educator to select sites on a given
  topic and create a “one stop shop” for their
  students.
• The program is sponsored by the High Plains
  Regional Technology in Education Consortium
  whose web site is http://trackstar.hprtec.org.
A Case Study - TrackStar
   A Case Study - Lessons Learned

• Despite the purpose of the assignment to explore the
  feasibility of electronic collaboration between teacher
  education and high school students, the teacher education
  students still felt a need to put a face on the students. The
  use of technology in such a collaborative effort needed to
  make the interaction more real, spontaneous, meaningful, and
  timely.
   A Case Study - Lessons Learned

• Our use of instructional technology came across at times as
  confusing and frustrating. This was due to our limited
  experience with certain types of technology, a limited
  support system, the newness of such an assignment, and the
  teacher education students' lack of familiarity and
  experience with instructional technology.
   A Case Study - Lessons Learned

• The teacher education students' perception of the
  effectiveness of our attempt at electronic collaboration was
  directly related to the amount and quality of response from
  the high school students' to a group's work, even though
  each teacher education student received all of the
  responses by the high school students. In turn, the teacher
  education concluded that their review of the responses
  resulted in a greater insight into the high school students.
   A Case Study - Lessons Learned

• Requiring teacher education students to design and post on-
  line an issues-centered assignment for high school students
  necessitates the need not only to provide more instruction
  on how to conceive of issues and to design instruction around
  them, but also the implications of interacting with on-line
  instructional material.
   A Case Study - Lessons Learned

• Time to reflect upon the key elements, i.e. instructional
  technology, collaboration with a high school government
  classes, and issues-centered instruction, was a critical,
  missing element. We expected students to acquire
  understandings in each of these areas without really
  offering them the opportunities to do so.
Challenges and Conclusions
Integration through Collaboration

 – Cohorts
 – School Partnerships
      Collaboration - Cohorts
•   Faculty - School of Education
•   Teacher education students
•   Faculty - University
•   K-12 Schools
Collaboration - School Partnerships

• University of Kansas Professional
  Development School Alliance
• Representatives from each of the six
  districts serve on an advisory board. The
  advisory board serves several purposes.
    Collaboration - K-12 Schools
•   First, the board offers project personnel a means to keep the
    districts informed about the status of the project.
•   Second, the board is to provide input to the project about each
    district's technology needs, as well as how each district uses
    technology at the classroom and school levels.
•   Third, the school district members are able to advise project
    personnel of teachers that are capable of serving on an Innovation
    Cohort.
•   Finally, the board offers a means to ensure those teacher
    education students that serve on the Innovation Cohorts with a
    placement that enables them to apply the use of technology in a
    classroom setting.

				
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