
Professional Development: A Rural School District's Experience with Videoconferencing
PROCEEDINGS
Karen Fiege, Kim Peacock, David Geelan, University of Alberta, Canada
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Abstract: The Rural Advanced Community of Learners (RACOL) project undertook an initiative to develop broadband synchronous and asynchronous technologies to a rural school district in northern Alberta, Canada. Relying on the recently installed Alberta SuperNet (a high-speed broadband network), the Virtual Presence Learning Environment (VPLE) classrooms were built using various digital and videoconferencing technologies. As of September 2003, four full-time teachers were required to teach varying subjects within these VPLE classrooms. Therefore, a professional development team was formed and nine professional development sessions were conceptualized and delivered. A history and unique qualities of the RACOL project, a review of literature pertaining to professional development for educational technologies, an in-depth analysis of the nine sessions that were delivered, as well as the results of some research conducted during the nine sessions will be described within this paper.
Citation
Fiege, K., Peacock, K. & Geelan, D. (2004). Professional Development: A Rural School District's Experience with Videoconferencing. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2150-2157). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2021 from https://www.learntechlib.org/primary/p/14758/.
Keywords
References
View References & Citations Map- Bitner, N. & Bitner, J. (2002). Integrating technology into the classroom: eight keys to success. Journal of Technology and Teacher Education, 10(1), 95-100.
- Brown, A.L. & Campione, J.C. (1994). Guided discovery in a community of learners. In Kate McGilly (Ed.), Classroom Lessons: Integrating Cognitive Theory and Classroom Practice. Cambridge, Massachusetts: MIT Press.
- Craft, A. (2000). Continuing Professional Development: A Practical Guide for Teachers and Schools (2nd Ed.). London: Routledge/Falmer.
- Fiege, K. & Schienbein, R. (2003). Alberta’s SuperNet: Video delivery and WAN bandwidth. World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (1), 38-41. [Online]. Available: http://80dl.aace.org.login.ezproxy.library.ualberta.ca/12701
- Flick, L., & Bell, R. (2000). Preparing tomorrow's science teachers to use technology: Guidelines for science educators. Contemporary Issues in Technology and Teacher Education, 1 (1), 39-60.
- Fort Vermilion School Division. (2003). Welcome to the Fort Vermilion area. Retrieved October 10, 2003, from http://www.fvsd.ab.ca/welcome.html
- Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., & Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education, 1 (1), 66-88.
- Geelan, D.R. (1997). Epistemological anarchy and the many forms of constructivism. Science& Education, 6(1-2): 15-28.
- Larkin, J.C. (1999). Developing effective in-service for technology education. In A.F. Gilberti & D.L. Rouch (Eds.), Advancing professionalism in technology education (Vol. 48). New York: Glencoe McGraw-Hill.
- Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, 1 (1), 107-116.
- Montgomerie, T.C., King, C., & Dropko, K. (2003, June). A needs assessment and a design for a distance education system: the rural advanced community of learners (RACOL). In D. Lassner& C. McNaught (Eds.), Proceedings: ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia& Telecommunications (pp. 199-206). Norfolk, VA: Association for the Advancement of Computing in Education.
- Nisan-Nelson, P.D. (2001). Technology integration: a case of professional development. Journal of Technology and Teacher Education, 9 (1), 83-103.
- Peterman, F.P. (1993). Staff development and the process of changing: a teacher's emerging constructivist beliefs about learning and teaching. In K. Tobin (Ed.). The practice of constructivism in science education (pp. 227245).
- Rosen, L.D., Sears, D.C. & Weil, M.M. (1987) Computerphobia, behavior research methods, instruments and computers, 19:167-179
- Rural Advanced Community of Learners. (2003). Professional Development. Retrieved October 10, 2003, from http://www.racol.ualberta.ca/PDET/index.html
- Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences. Vol.3, No.3, pp.265-283.
- Stallings, L., & Koellner-Clark, K. (2003). Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors. Journal of Technology and Teacher Education 11(4), 501-514. Retrieved December 19, 2003 from: http://80-dl.aace.org.login.ezproxy.library.ualberta.ca/13581TechnoStressWebsite(N.D.).“TechnophobiaMeasurementInstrumentsInformation”.RetrievedOctober11,2003from:http://www.technostress.com/WRexam.htm
- Yamagata-Lynch, L.C. (2003). How a technology professional development program fits into teachers' work life. Teaching and Teacher Education, 19, 591-607.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References