ERIC EJ1101719: Dynamic Educational Collaboration between University and High School Faculty Promoting Partnership in Teaching and Learning in the 21st Century

2012·13.3 MB·English

by  ERIC

RESEARCH PAPERS

DYNAMIC EDUCATIONAL COLLABORATION BETWEEN UNIVERSITY
AND HIGH SCHOOL FACULTY PROMOTING PARTNERSHIP IN
TEACHING AND LEARNING IN THE 21ST CENTURY

JAMES EDWARD OSLER II*

PRINCE HYCY BULL **

DEBORAH EATON **#

‘vera purpose o he cotaboratve partnership between NCCU nd Hilde New Tech Highs fo have apostive impact
‘on 9-12 students performance in science, mathematics. engineering. and technology the STEM arbas) by using
current andemerghg technologtesnstucttonatDesign, he TACK hfegratian model. ndacontentfaculy mentoring
"astern. The partnership focuses on an ifensve program of professional develooment and content mentoring of 12
feachers at Hise New Tech. Tis project vided nto two phases based onthe fs calendar This research paper
[provides on oveniew of the project as a bes! practice model of technology Integration and unwersy-schoo!
‘Porinershi, It cusses the components ofthe project and provides a demontration of profesional develooment
‘2otntlesandteacher products as aresut of he rating provdedby NCCU faout/for HllideNNT each

epwords: Emerging Technologies. Instructional Design TPACK.

INTRODUCTION
The ever changing foce of technology education, the
seep leaning cures of some technologies, the
completes of teaching wih technology, engaging
studensin he learning process, ondlechnology standards
requre hat teacher education progiars and educational
sysems prepare teaches to undettand the relatonsip
between technology knowledge (M, content knowecge
(CK, ana pedagogical tnowedge (PK) In the
Jecmnological pedagogical content knowedge (PACK)
‘ode! Hoter& Hors, 2010; Mtea, Koehler & Herein,
2011), Stucet show that teacher education program do
ot adequately prepae preservice teachers win te
knowledge and experiences nesded to effectively
Inlegite technologyin ne clostoors Bul, 2009; Makan
Exchange on Ecucation Technoiogy, 1998). The need for
Irstuctonaltectnology couses s important in repaing
Pre-senice ond in-service teaches rom dverte cut
settings o undessand, pln fo, ond integrate fecnology
In tet feasting Figg & Jcipa, 2009; Koster & Miro,

2008). However teaching fechnogy knowledge, content
knowedge and pedagogical inowedge as separate
fenttiee do not guaraniee adequate preparation of
Jeacher 1o develop fich and h-depth emperences that
would enich heiinowedge of integrating technology in
thetteaching

The Batic near Meda ofnetuctonal Deign alto called
the ADDIEMode!”

Irstuctonal Design (280 Caled Instuctonal Systems
Design (SD) according othe 02 Research Group is he
Proctce of creating hituctonal expences which make
the acqustion of inowledge ond slal mere efficent,
fetfectve, and appecing” (Ment, M.D, Dick, L, Lacy, ML
41, Prat J, & D2 Research Group, 1996), Te ADDE mod
IsegjstemotcInstuctional design model conssing of he
hates: () Anais () Design, (—) Development, (v)
Implementation, ond (¥]Eveuaton. Valous faves ond
vesions of the ADE made ext (leaning Teotes
Koowledgebose, 2012). The acronym ADE" isa ganedc

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fm for the twe-phose Indtuctonal dosgn mode!
Cconsising of the systemic use Analysis, Dosion,
Development, Implementation, and Evaluation (which I
comptad of Formative ana Surmative Evaluation (Ot,
2010). Each step has an outcome that feeds nt the next
stop In the sequence. Ther ore probably over 100+
{ferent voto ofthe gone ADDIE adel (tearing
Treaties Krowedgebose, 2012}. The ofghator of ths
particular ID model is unknown it has been tethed by
educatona researcher ond rstuctonss Dedgnos Water
Dick ond lou Carey (1996) and other models of
Instuctonal Design have developed thet foundation in
‘ond from it [Figure 1]. Deploys an Musaton ofthe Base
LUneor Mode! tuctional Design ftom the book “Vsuols
‘Veioneetng Volumeticay: Te Mathematcs of the
Innovative Problem-Solving Model of nventve nsructonal
Design (ser 2010

ADescipon of he Five Phates ofthe Basic near Model
‘ofinsructonal Design

“Analysts Phase: Dung onatys, he designer isentifies the
learning problem, the ois and jective, the audience's
needs, exsing Inowledge, and ary other relevant
Cchatoctotstes. Anais ato considers the leaning
‘envionment, any constraints, he delvary options, andthe
maine forthe project,

Dexign Phase: A systematic process of spectYinglearing
‘objectives. Detaled storyboards and protohpesare often
made, and the look ond feel, graphic detign,
setifertace and contentisdetemnedhore.
DDevelaoment Phase: Te actual creation (production) of
‘he content and learing raters based on the Design
phase,
Implementation Phase: Ding mnplementaton the pian
Putin octon and aprocedure for toring leaner and
feacherls developed. Motes oe delveredo dittbutod
tothe student group. After devon th etloctveness ofthe
‘rang motels evcttod,

ate 1. he Bae near Model ot renvotona
‘Dagn (he ADE Mose

Evaluation Phase wo Types Formative and Summative}:
TMs phase consis of) Formative and () Summative
Evatt, Formative Evaluation spresontin each stage of
the ADDE process. Summative evaluation cons of fst.
osgned for cilxton-elted referenced tems ond
roving opportunites for feedback trom the usar.
Revsions ate made as necessay. Raplt prootyning
(continua feedback has somatimes been cod as 0 woy
to improve the genede ADDIE mode (leaning Thectes
Koowtedge base, 2012).

Technological Pedagogical Content krowledge (TPACK)
The inteplay of content knowedge, pedagogical
nomedge, ond technology knowedgoinatectnoiogy or
‘methods couse oF sft! development raring minimizes
the stuggle of n-tevice teachers (Hechter and Phe,
2010). According to Hechter ond Pryfe (2010), Ii
Important or feachors to understand and be aware of he
TPACK model fr etfectve technology integration inthe
Closstooms. Hofer and Honis (2010) stato that when
“conton-teyed leaning actives pated wih supgestod
Yechnotogicattoo ond esources he approach alors
fcafld the process In ways that wil help teacher:
become more dsceming about and contident wth their
technologically integrated planning.*(p. 301).
Technological Pedagoyical Content Knowdgo PACK)
(05 a model hos focused on helping teacher: dofne
Technology Hlegeaton model aigned wih content
leaming octets, (Hofer ond Harts, 2010; Albion,
Jomison-Procox Finger, 2010; Ho and Albion 2010) Fgu@
1) Technological Pedagogical Content Knowledge

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(ACI, For effective integration the TPACK model shoud
be clgned win the inemattondl Society fr Technology in
Educatton Notlonal Educational Technology Standords fot
fachoes (STE:NETS-, 2008)

|As wo propare teachers to undestond how fo integrate
twontyist cents technologies In thelr clastooms,
fecmnology shoud not bo tought In Kolaton, but bo
flgned wih cortent ond pedagogcal knowedge.
Teacher education pogramshave the onus to ensue that
TPACK infogrtion fakes place in a methods couse orn
ectnology-bosed courses. he TACK modells supported
byseve1atheotes. womal heatesalgned wih PACKA
{his partnestip ae the rultbleIligences theory os
‘espoused by Gardner (1983) ond the constuctvt
feacting approach, The tad iemay of mule
Intetigences, conshuctht Yeaching and TPACK in thi
atnenhp wil scatoid on the loaning and Yesching
Process, odes ferent leaning ses of studonts uteo
or expotionces of teachers and students, and foster
ighor love thinking sls of portcfpants fo create ich
Yectnology-bosed octhies.Figue 2) on lusation of
the Technologies! Pedagogical Content Knowedge
(PACK) Mode

TPACKUte In Notonal Organizations

[At national, state and local levels, stondards for
[pedogogica, technology and content inowedge 0
"ow commonplace, especialy for content creas, rode
levels, and fr Iria ond renewal Kconsure of teachers.
Noth Caroina, lke most states in the union ond
ppofessonal organtations such os ISTE (2008), NCATE
(2000), the National Science Teacher sociation (NSTA,
2012) NSTA, 2003), he Notional Counc! for Sct tacos
Teachers (2012) the Natonal Councl of Teachers of
“Motheretics (2012), ond he National Counctof Teachers
‘of Engl (NCTE) (2012) has eetablebed basc competency
‘uidelnes for teacher education programs 10 support
TPACK ftomewodk. In tis porhentip, the STE NETS for
Yoaches (2008) wil be used os the student tearing
‘outcomes fool shuctonal Yechnology cours. Blow
{x0 excopts of PACK sonata te fornt contont
Poestonal organtatons that are adcressod In this
artnetip:

Mathematics: The National Councii of Teachers of
‘Mathematics NCTM, 2012)

Tecnology Krowedge: “Pincinle 6: “Technology is
‘estonia in feacting ond learning mathematics, it
Intuences he mathernatic hats taught nd enhances
student fearing”

‘Pectogogicat knowledge: Pincple 8: Teaching. Etech
‘mathematics feacting requtes understanding what
students know and need fe lea ond then challenging
londsupporing them toleamn wel”

Content kowtedge: “ince 4: Leaning. Siders must
eam matnerates wth undertanding, actively bung
ew imowledgettom expadence and porknowiedge”
_Englshitanguoge At: The Nationa! Councl of Teachers
‘ofEnglah (NOTE, 2012)

Tecnology Knowledge: “Stondard 8: Students uso a
Vatlty of technological ond inforation resources (2...
lprates, databases, computer natwors, ideo} gather
fond synthesize information ond 10 create ond
communicatenowiedge”
‘Pedogogica'Khowledge:“Slandars 3: Students app a
wide range of stategies to comprehend, nterret,
‘evduate, and apprecite fxs. ay crow on thot xr
‘@potence therintractons wih other readers and wr,
thal knowedge of word meaning and of ofr txt, thir
wor identication stategies, ond ther undessncing of
Yextual features (0.9. sound-etior corespondence,
sentence stucture, context grophics.

Content owedge: “Standard 1: Students read a wide
range opin and non-text fo buon undetancing
offs, of thomsoWes, and ofthe cures ofthe United
Soles ond the wodd; 10 acqule new information; 10
respond to the needs and dermancs of society and the
wotiplace; and for persona fufment. Among these tex
‘ro felon andnonfcten, cess andconternpotary WoHs
Science: The National Sclance Teacher Association
(sta, 2003)

Tecnology Knowledge: "Standard 6: General Sil of
Teaching. Teachers of science successtuly use
Yectnotogca took inclucng but not ited to computer
echoing, to access resources, colect and process

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, ondtocitotetheloamingot science.”
edagogica knowledge: "Stancord 3: Ingut. Teachers of
sclonce engage students both in studles of vious
‘methods of sloniic nquy andin actve leaming tough
scenic nquly. They encourage students Induaty ond
Coloboratel, o observe, ok questions, design inauies,
fond colect ond intepret data in order 10 develop
concepts and rlatlonttips fiom empitcal experiences”
selence

Content Knowledge: Standord 4: Content. Yoachers of
selonce undestand ond con arioukte the knowedge
‘ond practices of contemporary science. They con
Infotel and Interpret Important concepts Kdeas, ond
opplcations thei felds of conse; ond conduct
sclentic nvestgatons.”
Implementation ofthe TPACK Modlin the LI Parner
Tho student Jeoming outcomes for the Insructonal
fectnology stat development or cousos wi be atgned
wih the Interctional Soca for Technology n Education
National Educational Technology Standard for teaches,
(STENETS, 2008),

How the LU Parineship addressed TPACKTechnological
Krowedge. The fechnology inowedge In this parinrsip
wasodcressoatne olowng aches:

Pariipation in technology stot! development actos
(summer 2011) aligned with needs assessments
‘ceinteredinfot 2010.

The technology inowledge cbjectves In this patnrsip
focuredon he folowng

+ inlegatng tofwae for teaching and leaning:
Microsoft Word, Micoxot! cal, Microsoft Access, Microsoft
PowerPont, Hypextudo, Camtasia, snag H Adobe C34
Sut, Audocty Move, ond Windows Move Mek

+ Kdontving giode level technology competencios
‘lgned with paricloanty’ selected content areas for tho
‘courte oF stat development ftom the states standard
courte of study [0.g, Noth Corina Standard Couse of
study,

+ Accessing social, legal ond ethical concepts of
ecology inlogration In education: Copyight and fait
ue, acceptable use policy, cgfal equity, ond sso

Yechnotgies
‘+ Understanding the pros ond cors of emeging
Yechnotoges in education: wi, blogs titers fick, You
Tbe, ond socio netvosing tos.

+ Domonstating how o conduct functional itenet
searches algned wth confentinowedge.

+ Domonstating how io evauate sofware ond webstos
ferettectieiniogaton.

How the L Porienhip addressed TPACK—Pedagogical
Keowedge

The pedagogical inowedge in this panerhip was
‘oderessedthihe following acs:

+ Paricpationintechnology stat development actues
(summer 2011} aligned with needs assessments
‘ocminteredto!2010,

+ Paticipation in technology courses of staff
dovelopment actos,

The pedagogical knowledge objectives of his pani
focused on how technology I nlegatedin each content
‘creaby addressing ne folowing:

+ Undostancng theoretical tomewotscxsocitod wth
Ccogntve, socio, and developmental theotes of leaning
fond how Mey relate to technology integration ond
Impicatons for teaching ond learring aligned win
<orent conten! oreos: Project based learing. dtected
‘ond.constuctvst models, concept ofinsructlonat design,
learning hentes, PACK tarnewox, mull intligences,
‘ond forentintograion modes

+ Understanding how to create functional
Content-based technology lesson pian and inuctonal
‘matedas olgned win he basic pinciples of insructlonal
esgn modes.

How the LUI Partnerhip addressed TPACK-Content
Keowedge

Content inowedge objecthes in this parinorhip wore
‘oderessectnthe following acs:

+ Mentotng telctionship wh content focuty at NCCU
londieachorsalHisiso NewTek

+ Paricipationintechnology stat development actives
(Yonuary-June 2012} algned wth coon! cbjectves.

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The content Inowedge focused on how patcpnts
‘toate ch technology-based content leaning actos
‘aligned wih pedagogical inowledge. The folowing axe
some ospects thatwilbe addhostod:

+ dontving ond aligning a actos wih @ content
‘rea curtcuum {soci studies education, mathematics,
language as, ond science education) for @ defies
‘00love, ond the technology curicuum forthe same
‘gF0do level as detined Inthe state's tandord couse of
study curiculm, Portpants wil align al fechnology
Cossgrments, projects, presontoions, and reflections wih
‘hol contont ond pedagogicalinowledge.

The TPACK integration model In this parinaship Is aso
suppoted by Garchers(1983) mute intligances ory
condthne conetucive teaching oneroach,

DDescrbing Ll! ParnerhipProtesionalDevelopment
Reiman and Peace (2002) have developed «
research-based model or profesional development for
‘rorstorring teachers In laring Inovatve methods ond
changing thelr behavior 10 mest the needs of
Implementation, According to the researchers,
‘rorstormaton in feaches occus over trne within on
Integtoted Teaching-Learing Framewort. This amework
(oF model Is @ blending of two impotant componerts:
Instuctonal Repertote {Joyoe ond Shower, 1996) ond
Conon for Gowh and Development, Spinal ond
TWes-Sotrthal, 1983). he entre mod! tthe center of
the coacting and suppor prodded, of wel asthefocus of
the odninators inst. infact the Frameworks on
Intogel part of the projects professional development
model. Teacher poricfponts wil receive. rentotng,
‘coaching, ond classoom suppor, including feedback
(ond guided reflection. Accottng fo Joyce and Showers,
learning new models of istucton requ: ntoducing
‘he theortatonaie | dernonstatinglmodeling the now
tearing. i) proving opportunites for practice wih
feedback, ond M adapting and generating the new
learning trough coaching wit feedback. Joyce ond
showers (1996) found 0 sgeiicant effect model wth
respect fo student gs in knowedge and sil when ald
components were employed in stat development
‘ronng. However, even more gniicant was het facing

that coaching and feedback wor cical Yo a ronforin
traning he ctssioom practices of he teacher. Reiman
‘ond Peace [2002] have ato substanitated thee thdingsin
‘mot rosoaren

The Conations for Gowh and Development, mentioned
Prevouty 0s 0 pat of he ilogioted Teaching-Learring
Framework (pinihal ond Thies-Spnal, 1983) nud i)
faking on 0 complax now role, I) guided reflection, fi)
bbolance between the new fle ond tection, I uppod
‘ond challenge, and v cont, Therefore, he Pcjct
21s MM protessonal growihpan, bosedon iis Framework,
Incorporates these elements into its threo chief
‘components: 9 inlensve professional development, #)
‘ongoing professional development; and ii) clossoom
suppor (modeing, co-planning, observation, ond
feecboct), The hal nine hing and the ongoing
professional development through coursework,
‘mentofngicoacting, ond other components of thi
ect provide parcpans wth he oppor o fate on
complex new roles in loaringileaching new woys ond
wotng In colegial feoms, ond engage in guided
ratlecton

‘Adationaly, In this project paricipants wil examine
‘hocrytattonae, cbseve and experience derronsratons,
‘ond proctice newlearing wih feedback. Backinthel own
‘lostooms,parcnts wi hove the opportunity fo apply
fond generale the new learring. Accoring to Dewey
(0910), when foachoss ore fuly engaged in refactvo
Proctce hey wil impove thek perfornance. As teachers
retlect on perrmance, they wil develop on essential
Lndesstonding that wil help them increase ture
prfornances{Schon,1987). hey wil be supported and
challenged by monty reviews of vidoos and scheduled
Vit tom a cirical supervisor as hey implement the ideas
they re leaning, adaping, and generating othe ovn
‘lstooms. Then, hey withave oppartnitiesto engage in
Planning and focus group decussonsin which hey futher
reflect and explore thel: own growth and that of their
students rough ongoing att development

The integrated Teaching-Leoring Framework provides 0
ound bats for this projects modet of profesional
ovelopment, though wich It i hypothedzed that

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foachos wil gain sense of hk oan competence ond
‘efficacy andfee cored fori he support of het rstctor:
‘ond coleagves, Teachers need to feel competent and
cared fot in oreo craate clossooms and clastoomn
cules In vhich students In tun feet cated fr os wel os
competent. The commitment 1o proving profesional
dovelopment, couse wor croc, the belets thot theso
foachos wil succeed gen the appropriate level of
suppot ond challenge, and that they do have « large
.doqrae of contol over hor student bilo exporence
succes wth mathematics demonshotes aux conidence
In them as competent professionals, desening of
Inletectua, social, and ernaional suppor fom Us (08
pastes as Wels tom thot poos.

Regards: of content tis ansomation in teachers
requres, inal i months nc tpicaly 1-2 year th
‘ongolng suppor (penal pxthal, and Of, 1998), And
the ranstornaton almost cays Involves a change Ih
Jeaches inkng about Met own copobities and power
omoko hingshappen. heyrustboteve that her actions
con and wil hove an Impact on the ecodemic
performance of thelr students. Furthermore, since
Ngh-etfoacy teachers re found fo work wll wh tho
students in @ cooperate, ther han in an cuihotxion
way. onde vole the students decison maldng about
{hol ownoorring Ashton, 1984) Ifolowsthatcnncreoso
In got-ettcocy of he teachers nti project wl lead to.a
change in het student locus of conte perceptions,
‘nincreaie nintamatyeeings of more contolover what
happens to them) The note of his projects akgned wih
‘he tanslornation adcrostadIissacton
Detning Multiple nletigences

‘Accoring to Gasca 1983}, eligonce should not be
recsued of 0 singular entry, but by mutple ents
‘ndkessng intellgences postesied by af humans
Garena (1988) ieitied eight bac mutiplo enties or
‘mustole iteligences which allhumors posteshiterant
dogtoos. hese eight base: ents ore conta Yo ory how
students lean wih technology, (Bul, 2009), Mule
Intligonces concepts wil be algned wih technological
ond contentinowedge inthetoloving manner:

‘+ _Unguisios:Porctpants wl design nowt, crcles,

leon pions ondioaring cts,
+ Logicat-mathematical reasoning: Facts il
create Excel spreadinests wih for foros ond a
‘grodabook whe What function,

+ Spatial: Patiefponis wil use digo! cameras ond
camcorder Yo create Froges ond videos, ond uted
spatalreptexeniaronsinthatmutmedo prsantatons

‘+ Interpersonat: Poricipants wil shore technology
bated content moteds ond aches wth paricipon's
ftom the some discipine and the general focuty os a
whole

+ InrapersanatPacipants wil be encouraged to uso
vdeo croudio barodratectons.Faricioontwilengagein
four dscusson vo Boctboars

+ Body Knesthatc: Parcfponis wil uso rio ploy,
Perfomance and oer delivery options to support this
Intetigence. Porctpans wi archive inormaton for zo
presentations.

‘+ Musical: Patcipants wil bo trained on how to op
musica! infoligence 10 suppat instucton. Natl
Paricipants wil be trained on global perpectves in
doaing wiconcopts

TPACK and the LL! Ptinetship Foundations: The
Constuctivs! heocoioal Framework

The construc! teaching approach ako supports TPACK
Integration at all loves The constucivst feacting
fopproach Is widaly used to tegrate technology in
‘educatonatsotings. Al alevlsot education, eepecialyin
Yeacher education progam, there is @ paradigm shit in
the loaning for the Hadttonal sve of ashuction and
learning to students consnuctng Inowedge through
Project bazed leaning. The goat in usng the constuctvst
Yeacting approach fo integrating technciogy i oft ho
leamer deterrine how fo ntegiote technology rather than
Yechnotogy deterring the ute the leamer teks. Tho
‘conducts teaching approach mates etfectve uso of
student por inowledge and cognive stuctyes bated
‘ontmose expadences ond pedagogicalinowedge. These
Preconcelved stuctues [por nowedge]re vale wok
fF Incomplete ond students refornuicto thot axising
stuchues only new Formation of expences a8

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‘connected to nowedge ateadyn memory. integrate
ow kdeas in leaning, students must claw inferences,
‘eloboratons and relationships between cid perceptions
‘ond new ideas Technology Integration & a mojor
‘component of he corstuctvst teaching approach In
teacting and leaning in 21st Century education. For
technology ntegraton fo be meaningtlinsructrs shoud
have thot students const content fen actos lated
to thek felts of study oF expert, rather than creating
‘generc acts.

‘he foout fom the consiUcivst teaching pempective
sng the TPACK model fore LU Panenhip adcrestet the
folowing:

‘+ Related nstucton tothe technological pedagogical
‘mowledge, andcontertinowedge creat each teaches.
+ Confextuatzed Instruction in authentic acthvios
‘otgned wih content ores ond grade vel.

‘+ Proved teachers win opportunities fo colaborcte
‘win cher orn he same dscipne aswell oswinteachers
ftomotherdscipines.

‘+ Promoted personal autonomy ond contol of eaming
bycreatinginowedgettom pforexpeences,

‘+ Promoted penton grown of teaches through
detgning ond creating technology-based ctv
‘gned wih hot conton exons one grado eves

‘+ Evaluated technology-based products ftom a
perpecive and understanding of the etfectvenes of
fe0ch products It felates 10 content and grade level
objectives

‘An Active Model of PACK implementation and Integration:
The earring Labora ntatve Patent
Designing neructon fr Blended Learning, Onine Delvory
‘ond a Focutly Mentoship Modelo Promote 21st Certry
Teaching ond Learring. insstonal Poricponis in the
Leaning Laboratory Intlatve Grant: he Facuty of Noth
‘Carotna Cental Univesty and the Focuty of Hsia New
Tech High Schoo}. The goats ofthe Learring Laboratory
Itotve Grant were nay implemented In 2011 and ore
Ccurenty maintcined ttrough on ongoing and active
‘patnerthip. The goatofthe panerhip ae astotows:

‘+ Develop menfor-teacher teams to promote y

Yechnotogy (blended Jeaming ond onthe instuction)
Intused curlcuum and instucton in the folowng content
‘100s: Bloiogy, Chemistry, Mathematics, Engl, Bunoss
londeducaton-rlatadconcepts

+ Design an cnine feshman somina as a shatogy for
Incteasng orine technology ss for bot teaches ond
students using content hot wil suppor student ranstions to
high schooland te onine rtucton.

+ Tron tooches: ot Hilide NT Yo onatye, design,
dovelop, mploment and evaluate counos designed for
blandedieaing andonine detveryrodes.

The Grant implementation Stategy

‘Phase One: Incded a week long summer inonsvo
femasion In colaboatve meniotng and technology
traning that nctuded al gon paricants. The mentotng
‘ond technology raing took place form 8:00am. 10 6:00,
pm. each day during the week of June 13th June 17%,
201

‘Phase Two: Inchides an ongolg mentoahip between
[NCCU focuty and Halide NT faculty to meet he needs of
the Hikide NT focuty In thelr various discipines ond
respective cissooms

The Two NCCU Mentoring & Technology Trang Teams
The Mentoring Tilning Team corsied of Dx. Sharon
Spencer NCCU Schoo of Educoton, Assistant Dean, and
Decter of the Teacher Education Progam), and Ms
Exciee Patker (NCCU School of Education, Induction
Coorcnaton,

The Technology rang eam consstedof NCCU School ot
Educotton focuty that Included! Or. Pince Bu Asocicto
Professor (Educational Technology inofn Chat ond LL
Gront PincipalInesigatoy - Educational Technology: x
domes Ose, (Associate rotetsor Educational Technology
fond Lead Professor of nine lnstuctional Design); Me
DDaboroh Eaton (Soo! of Education Technology Director
‘ond Assessment Coorcnatoy} and Ray Dragon (Schoo of
Educofon Technology Sonics ond Web Designer

North Carolina Centrl Universty Participants: Universy
fecuty fom the School of Educaton - Educational
Technology and selected STEM Areas in the Cologe of
Science ond Technology - Biology, Chemisty, ond

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RESEARCH PAPERS

Momematics
Hide New Tech High Portobants: Dx. Wilam Logan,
Hiide New Tech High Pincipat Hikide New Toch
(Curieuuen Coordinator and 23 Hise New Tech Facully
Member.

Phase One: A Weok Long SurnmerIterive Eaton and
Titring wth Technology Schedle Conducted os a Face
oFace and Oninehetuctonal Delivery Tang Module
Comprehensive Mentotng and Technology Talning took
‘Place on ne 13-17, 2017 frohing was conductedonste
‘tke New Tech High Schoo), Thein-cepih tring had
both Untverly and High School focuty os parcfpants.
Toning opened wih on intense MentoyMentotng
‘Process that vived the Unters focut, NT Hgh Schoo!
facut, and the Technology Trahing foctttos. The
Process alowed fora sociess Integration of colegily
‘ht pomectod the remainder of he wook Tis excolent
toad of was alowed by four days of technology emerson.
Technology toning stated wit theoretical tlrmewors
ich included Vital Ting, the TPACK Model, and the
Bosc neat Modelo Insructtoncl Design Tis ritocuction
Proved particpants win methods that adctestod how
they coud Infuse technology Info cuniculi. Tho
Inocuction to technology in tls manner was greaty
‘pprecicted ond fueled the remainder of the week of
fecmnology traning. The paticlants eamed « total of 35
hous wrich were equitent to 8.6 Contung Education
Unis in Onn Teaching. Comments by parcoants (as
Phase One Outcomes) folow the ahing checkie thats
Proved. The n-dpth week ong schedule ofthe tring
Constodot tne folowng schedule depioyedin gue 8
|An Onine Blackboard Patol was created doveioped,
‘maintained, by NCCU (Odor soning os moderator. This
‘onlin foot was fonds curt proved by he Uniorty
CCousse Managornent Sto to upload partcports work,
cornmunicote, ond hat Irfornaton. The purpote of he
NCCU & Hisido NT High LU Pane Cri Fort 10
rove a compxehonsve online reEource 10 Suppo the
‘gant parr, diseminate relevant fechnologyHolated
outcomes (and related ete) ond share outcornas
‘ond pojecs A sreenthot of he one potas played
iniFique 4,

sPornership Resuls
Th folowing oe comments by Hilide NT Partcponts hat
Yok ploce in the week of ILI Pamnentip Technology
Training. The comments ore ftom administrators,
resontes, ond paricparts is lsployedin Figure
UsParioship Reach Questions (orovded to ge ckatly
regarding the over goals ond objectives of the LL!
Parmasto}
Thopatnectip was guided he folowing questons:

+ nats impact of designing he Frostman Seminar
‘court for onine detver or blended leaning on stucons
portonance?

+ How etfoctve was the content tacutyneacher mento
‘elaiontio on teachers productiy in developing
blendinglearring ondonineinstucton?

+ Vnat ar the porcopions of teachers owas blended
learning, ondonineinsucton?

+ Wat cx the impacis of focuty mento on closstoomn
Instuctonand stents pertorance?

Results

‘Pornershp Evaluation nd Feedback

vation othe patorthip wos mul-foceted. includes
the offectienest of the professona! development
Cctilos/cousos, Instuctow/rainer, the Impact on
Ccominsrotos, mentovmentee relatonship ond. mest
signiicany, the impact on participant Yeachers feacher
‘mentees ond students, For each taning component,
Pricipants wil evaluate the proteséonal development
‘ctivtestnctucing wotshops, couses, coaching sessions,
(ond feedback sessions for perceived benef, oaks mt,
Cond insructovanereffeclveness, Evaluation wilbogh at
tho ond of sping 2011, summer 2017, fll 2011, sping
2012, ond end in summer 2012, The fable that fotos
‘gs tho goat wth evauaton took for deterring tho
Impact ofthe School of Education parorhip wth Hikido
[Now Tech High on teachers students and acminsratos ot
Hide New Tech High Schoo! Figue 7, Provides atabe of
‘ho Parnertip Goat:

\Usng both face-to-face and feleconerence options,
regdor mesings were scheckied 10 ensue that oll
stckeholdes ain agreement tha actos ao planned

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‘according tothe cclendor ofthe schoo! stern ond wth
‘consideration of other state, regional, and toca! acts.
Twoughout the project reguar corweriaors wll be
necessary o assure okgrment of coures and professional
development octhties win curleuum pacing guides ond
‘he needsot he teachers Ino planning meetings wood
‘trough the inlegrated design of the ente progam
(nctucng content pedagogy and technology modes of
{dover ond fo confim logistics ond ens contr for
the courses, summer intivle, ond suppor though

clostoom coaching, os woos he acronis
Tis co-planing focused on the contnuout colection of
usttatve dota that is now used Inthe supplemental
funcing ofthe net round of the grant The L Princip
‘between the NCCU School of Education an Hise New
Tech provises onew model fer tecrnclogy lnegration hat
bing: out he bestin facuy of each respective intuston,
Tis is the type of namic colaboration that is the
framework that wil guide 21st Century teaching ond
learning. he adational uncingis evidence that he mode!

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