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Teaching Under the Microscope
Rachel Roberts
Integrating new technologies to empower learning and transform leadership
With the walls of the classrooms
disappearing, teachers find that their
practice is put under the microscope. Any
issues can be magnified beyond the
traditional classroom setting because of
the far reaching nature of distance
education. Nothing is behind closed doors
anymore
Industrial to Informational“In the industrial age we went to school…
in the information age school comes to us”
All New Zealand secondary schools
offering distance learning courses have
now become dual-mode institutions with
online teachers recruited from the rank
and file of classroom teachers.
A developing trend in NZ
Expansion of curriculum
Shortage of specialist teachers
Small rolls
Introduction of new assessment regimes
Teacher workload issues
www.virtuallearning.school.nz
ConvergenceWenmoth, D. “LCO Handbook 2010)
“What is evolving is a new form of
‘blended education’. In the future,
teachers may or may not be in the same
physical location as their students, and
ICT will be an integral part of virtually
every lesson” (Browning 2005, p3).
VLN Secondary Schools 2002 – 12 schools sharing classes
VLN Statistics February 2010 Current Total Schools:268 Current Total Teachers:170 Current Total Courses:234 Current Total Classes:258 Current Total Enrolments:1526
Growth
Flexible Learning
Technological Advancement
The rapid development of technology is
enabling new ways to communicate and
share information.
A need for teachers to up-skill and be
technically competent to teach confidently
in an online environment.
Connecting Learners through Video Conferencing
Student-Teacher face-to-face contact enables the
distance to dissolve
Adobe Connect
Matapu Students in German Class
Online Learning Environments
Spaces catering for different interests
Tools for managingparticipation
http://moodle.minedu.govt.nz/taranet/
M Learning
Gartner forecasts that phones will become the most common web browsing device by 2013
“It will no longer be a question of should we use these devices to support learning, but how and when to use them”Michael Levine
Web 2.0 – Social Networking
Pedagogy
“Although teachers in virtual classrooms
are immersed in ICT, many simply use it
for uploading or downloading information
and teaching in the traditional way.”
(Bolstad & Lin (2010). Virtual Classrooms: Lessons for teaching and learning in the 21st Century. SET 1, 2010, p 2 - 9. Wellington: NZCER.)
It could be argued that teacher
pedagogies need to change equally in
face to face environments as they do in
online learning. There is a drive to change
from a transmission model of teaching
delivery to a constructivist model of
learning as an active process.
Student Expectations
Role of the Teacher
Manager
Planner
Facilitator
Participant
Model
Guide
www.i-learnt.com
Teacher Concerns
Outside their comfort zoneIncreased workloadOnline classes threat to f2f classesTechnical supportCopyright issuesSupport & professional developmentUnderlying belief in the value of online
learning.
Teacher Workload
Recognised by PPTA◦ “Three hours non-contact for each hour of on-
line delivery (in addition to the mandatory non-contact time)…” PPTA (2005). PPTA Submission On The Draft (E) Learning Framework For The Schools Sector.
TIME for:◦Developing course work◦Preparation for classes (more intense)◦Individual attention to students◦Professional Development
Professional Development
Based on the discourse of teaching and
learning for all teachers and those teachers
who have developed through this process will
have skills and understandings which will
enable them to better adapt to the changing
natures of flexible learning and new
technology environments.
teachers should learn a range of strategies that will:
develop partnerships between teacher, students and parents
embrace new technologiesmaintain a work/life balancefoster a positive classroom environmentgive and receive feedback with students
that is open, honest and timely(Pasco-Walsh, L. (2005). From teletubbies to teleteacher – Effective practices in video conference teaching.)
OER – Open Education Resources
OER are learning materials that are freely available for use, remixing and redistribution.
Created, co-created, shared, adapted, reused.
Creative Commons licencing
www.wikieducator.org
Virtual Professional Development
“Becoming an online teacher is like being a beginning
teacher all over again. Teachers need time for
professional development, to learn alongside their
students, to be prepared to try different teaching
strategies, to develop their curricula content for online
interaction and become more proficient technically.
Teachers need to feel capable and supported to
become the self-efficacious and effective eteachers
that are currently such a scarce commodity but which
are in growing demand in our schools.”
