Wiki This Way: Harnessing the Potential of Wiki Technology in Elementary and Secondary Education...

Wiki This Way:

Harnessing the Potential of Wiki Technology in Elementary and Secondary Education

Penelope PereboomUniversity of Hawaii at Mānoa

March 31, 2009

Introduction • Increased demands on

teachers include:– Meeting state standards– Differentiating instruction– Effectively managing the

classroom – Equipping students with

21st century skills– Embracing digital literacy in

the classroom.

Statement of Purpose

The purpose of this project was to evaluate the effectiveness of a Web-based instructional module with the instructional goal of encouraging Preschool through 12th grade (PreK-12) teachers to consider using Wiki technology to further their PD and to integrate Wikis into their curriculum.

Background

Background

“Our students have changed radically. Today’s students are no longer the people our

educational system was designed to teach.” ~ Marc Prensky

Knowledgeable, skilled teachers can potentially help students to

master communication, collaboration, innovation, and critical thinking skills vital to

economic success in the global economy.

Unfortunately, the current top-down, lecture based, isolated workshop

model of professional development has failed to

adequately prepare teachers to meet the challenge of preparing

students for the 21st century.

Additional barriers to effective PD include lack of time,

insufficient resources, and information overload.

Mandating high standards and tough tests is useless unless teachers have the tools, support, and training to help them change their practice and yet, the typical school district allocates less than 1 percent of the budget for PD. (Sparks, 2000).

Mandating high standards and tough tests is useless unless teachers have the tools, support, and training to help them change their practice and yet, the typical school district allocates less than 1 percent of the budget for PD. (Sparks, 2000).

Furthermore, No Child Left Behind(NCLB) legislation has put such an emphasis on content learning that schools have spent funds on instructional software that emphasizes drill and rote learning or computerized assessment tools instead of spending money developing more innovative instructional strategies (Stover, 2007).

Furthermore, No Child Left Behind(NCLB) legislation has put such an emphasis on content learning that schools have spent funds on instructional software that emphasizes drill and rote learning or computerized assessment tools instead of spending money developing more innovative instructional strategies (Stover, 2007).

Studies have shown that quality PD can yield dramatic improvements in student achievement and can influence student behavior more than any other factor (Sparks, 2000).

Studies have shown that quality PD can yield dramatic improvements in student achievement and can influence student behavior more than any other factor (Sparks, 2000).

What is quality PD?

• Teacher-centered• Self-directed• Collaborative• Allows for reflection

and feedback• Sustainable• Addresses real

concerns

Emerging technologies

Emergent Web 2.0 technologies such as blogs, Wikis, podcasts, and RSS feeds support a constructivist approach to learning (Jonassen, Peck, & Wilson, 1999).

• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative,

• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative, – allow for reflection,

• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative, – allow for reflection, – address authentic problems,

• Emerging technologies such as Wikis can be used to support PD programs which are– collaborative, – allow for reflection, – address authentic problems, – and encourage peer observation and

feedback.

What is a Wiki?

• A Wiki is a web page or collection of Web pages designed to enable anyone with access to contribute or modify content without any special technical knowledge or tools aside from a computer with an Internet connection.

Module ObjectivesKrathwohl’s affective domain taxonomy

Being aware

Being committed

valuing certain ideas

relate the value to own

act in accordance with the values

Instructional Strategy

• John W. Keller’s ARCS Model of Motivational Design:– Attention– Relevance– Confidence– Satisfaction

• Principles of adult learning theory.

Formative Evaluation

• Three one-on-one evaluations – questionnaire and interview

• Two small groups solicited from– School teachers at a local private school – Post-baccalaureate students enrolled in

teacher certification program • Results from 15 participants were

evaluated

Response to Module Objective Questions

Response to Module Objective Questions

67%-90% responded agree or strongly agree to questions regarding the module’s objectives.

Response to Module Objective Questions

27% responded they disagreed that they were motivated to willingly completed the module.

Response to module design and content questions

Response to module design and content questions

13 out of 14 questions had an 86% or better favorable response (agree or strongly

agree)

Unfavorable responses (disagree or strongly disagree):

Unfavorable responses (disagree or strongly disagree):

I would you participate in similar PD.

Unfavorable responses (disagree or strongly disagree):

I would participate in similar PD.

Navigation was easy.

Conclusions

• Low increase, 10%, in number of participants considering using Wikis to collaborate outside their school– Demographics show 30% never collaborate– Nevertheless, 100% said they would

collaborate with colleagues within their school

Future study: include more information on building collaborative communities

Conclusions

• 27% of participants not motivated to complete the module willingly– Module was presented in class

• 20% disagreed they would participate in similar PD– Comfort level with technology, access to technology,

module design?

Future study: Follow up questions

Further Study

• Action research – involve all stakeholders• Administrator support – give priority to 21st

century learning opportunities for teachers• Include a hands on face-to-face segment

Questions? Comments?

Thank You!

ETEC Ohana…

Advisor: Dr. Fulord

Ari EichelbergerETEC Master’s students