Focus Areas
Please describe the primary focus areas and activities of the Host project as you learned about it through this site visit.
·Faculty professional development
·Mentoring or coaching in the application of technology for pre-service teachers in field placements
·Developmental sequence for the construction of electronic portfolios
·Community-building among college faculty and K-12 teachers to support student learning
Outcomes
During implementation, grantees commonly revisit and modify initial objectives. These mid-course adjustments offer valuable insight into innovative strategies as well as the impact of contextual factors on project implementation. In this section, please describe briefly both the intended and actual outcomes of the Host project objectives.
·From Spring 2001 to Fall 2001, 40% increase in the number of courses requiring students to communicate using technology, from approximately 25% of all courses to 40% of all courses.
·Faculty expectation that students communicate with experts using technology increased from 0 to 15% of all courses.
·46% of faculty assign multimedia projects to students
·65% increase in the explicit use of technology for research
·28% increase in explicit instruction about or fieldwork involving the use of technology for teaching
·Tripling of explicit instruction in the use of technology as a professional resource.
·62% of faculty report that they regularly include education technologies where appropriate when designing their own lessons
·43% report that they refer to and base their selections of educational technologies based on current research on their effectiveness.
·50% report being comfortable planning for class sessions that involve student use of technology during instruction
·32% report having strategies for assessing student learning in technology-rich environments
·94% report using technology for professional productivity
·90% regularly use technology to communicate with peers and administrators
·Substantial Progress on electronic portfolios
·Continued growth and positive response to mentoring program
·Strong one-to-one faculty support
Spotlights
Please describe up to three spotlights or unique practices that have emerged from the Host project that can be shared with the larger PT3 community.
We observed a basic cultural shift in the College of Education: Faculty interest is increasing
–Friendly “competition” & collaboration among colleagues
–Mentor Celebration - faculty sharing projects/applications faculty web pages
–Personal technology plans & requests for model lessons
–Requests for PT3 team support
–Interest in CESS CyberPress articles
–Technology integration in grant applications
–Technology is a factor in new faculty recruitment
–Professional development workshops well attended Communication between UVM faculty/students has been enhanced
– Mentors have a direct/authentic connection with faculty
– Mentors become “peer reviewers” of courses
– Visibility of courses online is building stronger connections among faculty Collaboration among UVM and K-12
–K-12 teachers more apt to participate in professional development offerings. Helps to build capacity off campus for our students.
–Mentor project enables connection between pre-service teachers and the K-12 community of teachers (mentors, interns).
–Workshops did not increase collaboration between UVM faculty and the K-12 community as hoped.
Trends
Based on the Host project and your site visit experience, please identify emerging trends in the field that warrant further discussion.
Lessons learned or emerging trends that can facilitate continuous learning among grantees
·Faculty need sustained, dedicated time to share best practices
·Faculty need to identify the most appropriate technologies/distribution channels for our products (being mindful of download times)
·The need for a medley of strategies to assist faculty
·Rely on the coaching model
·Training and resources for advanced skills; interfacing the existing university resources with project personnel.
·Establish a collaborative network of extended technology integration support. Lessons learned related to Electronic Portfolios
·Makes what others teach more visible to faculty and K-12 teachers
·Serves as a resource for others
·Demonstrates technology competence
·Adds depth and richness to portfolios
·Takes 10% longer to complete than traditional portfolios.
·Seen by students as valuable for employment purposes
·Offers flexibility in seeking employment
·Presents problems for some faculty to navigate
Suggestions
Please share your suggestions with the Host project about possibilities for project improvement, dissemination, and potential partners.
·Do a careful analysis with Vermont State Department of Education to identify the project professional development models that could be “purchased” by K-12 districts using No Child Left Behind funding.
·Access the PT3 National Video Clearing House catalyst grant to utilize the leadership videos for strategies and colleagues around the country. (contact Moira Rankin at moira@soundprint.org)
·Assist the Arts and Sciences faculty with technology integration by conducting needs assessments, surveys; holding workshops, informational meetings; disseminating some products; providing mentors; outreach will have to be pro-active and intensive. PE faculty are an in-road (model) for reaching other Arts and Sciences faculty.
·Use the National Video catalyst grant as a model for how to use video in web-based environments. (Contact Moira Rankin at moira@soundprint.org)
·Work with the communication arts faculty and students to produce higher quality video; student mentors outside education could be valuable assets.
·Collect evidence in the e-portfolio of pre-service/novice teacher field-based technology use.
·The Bay Tech PT3 grant at San Jose State (CA) has developed a rubric for field observations for technology integration in the field. (contact Mary Fran Breiling breiling@email.sjsu.edu)
·UVM’s choice of free software across their entire project places them in an advantaged position for sustainability.
·UVM should conduct research on the uses of WebCT for web-based interaction among students and faculty. It would be useful to explore using rubrics to assist students with quality online interaction. (the Hawaii Challenge Grant, E-School, has developed a course template using WebCT that guides teachers in designing their courses incorporating research-based indicators of quality. Contact Vicki Kajioka vicki_kajioka@notes.k12.hi.us)
·UVM might consider a policy audit concerning either the need for new policy or modifications to existing policy to align its programs with NCATE technology standards.
*NOTE
If you need to make changes to this report, please contact Peter Lynch (plynch@dtihq.com - (703) 299-1639.)
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