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Integrating K-12 Hybrid Online Learning Activities in Teacher Education Programs: Reflections from the School of Rock Expedition
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Author(s): Matthew Niemitz (Adobe Systems Inc., USA), Scott Slough (Texas A&M University, USA), Kristen St. John (James Madison University, USA), R. Mark Leckie (University of Massachusetts - Amherst, USA), Leslie Peart (Consortium for Ocean Leadership, USA)and Ann Klaus (Texas A&M University, USA)
Copyright: 2010
Pages: 19
Source title:
Technology Implementation and Teacher Education: Reflective Models
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joseph C. Kush (Duquesne University, USA), Ron Lombard (Chatham University, USA)and C. Jay Hertzog (Slippery Rock University, USA)
DOI: 10.4018/978-1-61520-897-5.ch002
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Abstract
The School of Rock (SOR) expedition was a unique at-sea teacher education workshop that sought to introduce inservice teachers to scientific ocean drilling and collaborate in developing ways to extend this science content to K-12 classrooms. During the workshop teachers used an expedition website to communicate their learning and the “results” of the expedition to an onshore audience of students. While adventure learning/hybrid online learning is common in K-12 classrooms, the SOR expedition was unique in that teachers were the explorers and the workshop sought to use technology to enhance both the learning of students onshore and the learning of the participants of the workshop (Niemitz et al., 2008). Here, the authors examine how the SOR expedition website enhanced the teacher education goals of the workshop and compare and contrast their reflections with the literature on integrating technology into teacher education programs. The SOR experience identifies two new elements to consider as teacher educators design ways to integrate technology into education programs: 1) situations where pre- or in-service teachers can use technology to communicate narratives of inquiry can lead to engaging and formative learning experiences for both teachers and students; and 2) using technology to communicate new content knowledge to students in real or near real-time can reinforce a mindset for applying this knowledge to student learning needs as the teacher learning is in progress. The authors identify two examples of how to scale this model for integrating technology into teacher education and provide recommendations on appropriate technologies for doing so.
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