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Thursday, April 10, 2008

Innovate-Live webcasts

Innovate (www.innovateonline.info) is published bimonthly as a public service by the Fischler School of Education and Human Services at Nova Southeastern University and is sponsored, in part, by Microsoft. Innovate-Live webcasts, produced as a public service by ULiveandLearn allow readers to synchronously interact with authors on the topics of their articles.

You may register for the April/May webcasts at http://www.uliveandlearn.com/PortalInnovate/. Webcasts will be archived and available in the webcast section of the article and in the Innovate-Live portal archive shortly after the webcast. All times are Eastern Standard Time (New York). You may use the world clock at http://www.timeanddate.com/worldclock/ to coordinate with your time zone.

Schedule

April 24, 208
11:00 AM EST
Preparing e-Learning Designers Using Kolb's Model of Experiential Learning
Authors: Joni Dunlap, Jackie Dobrovolny & Dave Young
See http://innovateonline.info/index.php?view=article&id=490&action=article

May 12, 2008

1:00 PM EST
Moving from Theory to Real-World Experiences in an e-Learning Community
Author: Ana-Paula Correia
See http://innovateonline.info/index.php?view=article&id=495&action=article

May 14, 2008

11:00 AM EST
Game-Based Learning: A Different Perspective
Author: Karl Royle
See http://innovateonline.info/index.php?view=article&id=433&action=article

Sunday, April 6, 2008

Technology Integration Standards K-12

"Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions -- as accessible as all other classroom tools." -- National Educational Technology Standards for Students, International Society for Technology in Education (ISTE)

*NETS Standards for Teachers (2000) include the following benchmarks related to technology integration. Performance indicators for each standard provide specific outcomes to be measured when developing a set of assessment tools. The Standards focus on teacher education programs and provide a framework for implementing technologies in teaching and learning across the U.S.


T-I Teachers demonstrate a sound understanding of technology operations and concepts.

T-II Teachers plan and design effective learning environments and experiences supported by technology.

T-III Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

T-IV Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

T-V Teachers use technology to enhance their productivity and professional practice.

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*Note: ISTE will release the new teacher standards in June at NECC 2008 in San Antonio. The revised student standards were release in 2007. The revised standards for administrators will be released in 2009.

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In addition to standards for teachers and students, ISTE also established Technology Facilitation Standards for teacher education or professional development programs that prepare candidates to serve as building/campus-level technology facilitators. ISTE and the National Council for Accreditation of Teacher Education (NCATE) worked together to develop a set of performance assessment standards for initial and advanced endorsements in the areas of Technology Facilitation and Technology Leadership.

The focus of the Technology Facilitation program is on developing professionals able to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers.

TF-I Technology Operations and Concepts

TF-II Planning and Designing Learning Environments and Experiences

TF-III Teaching, Learning, and the Curriculum

TF-IV Assessment and Evaluation

TF-V Productivity and Professional Practice

TF-VI Social, Ethical, Legal, and Human Issues

TF-VII Procedures, Policies, Planning, and Budgeting for Technology Environments

TF-VIII Leadership and Vision

The Technology Leadership program standards are aligned with the six NETS for Teachers 2000 but extend the performance expectations of each standard. These increased expectations reflect preparation for serving as a director, coordinator, or technology integration specialist at the district, regional, and/or state levels, assisting teachers as well as technology facilitators in their efforts to support student learning and educator professional growth with technology.

TL-I Technology Operations and Concepts

TL-II Planning and Designing Learning Environments and Experiences

TL-III Teaching, Learning, and the Curriculum

TL-IV Assessment and Evaluation

TL-V Productivity and Professional Practice

Saturday, April 5, 2008

Online Statistics Resources

Since I am not a "math person," I am having trouble getting statistics just be reading the textbook. So, I decided to see what resources are available online. Below is a short list of what I found. I really like the Hyperstat text and WISE resources.

*Hyperstat online textbook— by David M. Lane (Rice University). A very readable online statistics textbook, with good discussions of ANOVA and probability. Written by a social scientist. What makes this online text unique is that each chapter also contains an extensive list of links to other resources (articles, online calculators, books, etc.). So even if you don't prefer Lane's style, you will find links to other sources you'll find useful. http://davidmlane.com/hyperstat/index.html

Web Interface for Statistics Education [WISE] (Claremont Graduate University) A special feature of WISE is the sequence of interactive tutorials on key statistical concepts (sampling distributions, the central limit theorem, hypothesis testing, and statistical power). The tutorials use dynamic applets that allow the user to explore relationships on their own. Guided exercises are designed to help the learner to take full advantage of the applets to gain a deeper understanding of the concepts and logic that underlie much of inferential statistics. http://wise.cgu.edu/

Online Statistics: An Interactive Multimedia Course of Study is an introductory-level statistics book. The material is presented both as a standard textbook and as a multimedia presentation. The book features interactive demonstrations and simulations, case studies, and an analysis lab. http://onlinestatbook.com/

Electronic Statistics Textbook begins with an overview of the relevant elementary (pivotal) concepts and continues with a more in depth exploration of specific areas of statistics, organized by "modules," accessible by buttons, representing classes of analytic techniques. A glossary of statistical terms and a list of references for further study are included. http://www.statsoft.com/textbook/stathome.html

*Statnotes: Topics in Multivariate Analys is really more of a small encyclopedia than a text. There is no attempt at organization or flow. Rather there are a bunch of articles on various topics, some quite good. A good place to look up statistical topics -- not a good place to get started with the basics. http://www2.chass.ncsu.edu/garson/PA765/statnote.htm

*Introductory Statistics: Concepts, Models, and Applications by David W. Stockburger (Southwest Missouri State University). Comprehensive, conventional, well-written statistics text with a behavioral science slant. While it gives a very good explanation of the basics, it doesn't cover ANOVA beyond one-way)or regression beyond simple linear. http://www.psychstat.missouristate.edu/sbk00.htm

*Mutivariate Statistics. Concepts, Models and Applications. by David Stockburger. The place to go to learn about multiple regression, factor analysis, cluster analysis, discriminant analysis and much more.

UCLA Statistics e-book—http://wiki.stat.ucla.edu/socr/index.php/EBook

SticiGui Online Text (from Berkley)—http://www.stat.berkeley.edu/~stark/SticiGui/Text/index.htm

Java Demos for Probability and Statistics: http://www.math.csusb.edu/faculty/stanton/m262/index.html

Normal Probability Calculation Demonstrations from Seeing Statistics: http://psych.colorado.edu/~mcclella/java/zcalc.html

Rice Virtual Lab in Statistics http://onlinestatbook.com/rvls.html

  • HyperStat Online: An online statistics book with links to other statistics resources on the web.
  • Simulations/Demonstrations: Java applets that demonstrate various statistical concepts (downloadable)
  • Case Studies: Examples of real data with analyses and interpretation
  • Analysis Lab: Some basic statistical analysis tools.

SPSS On-Line Training Workshop (free tutorials and clips) http://calcnet.mth.cmich.edu/org/spss/toc.htm

SPSS Tools (has free tips, tutorials, FAQs, macros, and scripts) http://pages.infinit.net/rlevesqu/

*Annotations from the Graphpad Library.

Faculty Development and Technology Integration--research proposal

I am currently taking my final course for my Ph.D.--before I begin working on my dissertation (that is if I finish my two independent study modules--which I plan to do by May). I put off taking Quantitative Research because I am not really a math oriented person and I knew it would be a killer class. Well, I was right. At first I had a little problem with the course project since we can't propose a descriptive research project--it has to be experimental or correlational. Everything I want to research seems geared toward descriptive research. So, I had to modify my idea for an experimental design.

Purpose of Study: To determine whether participation in an 8-week faculty development course will influence instructors’ attitude toward and integration of technology in their teaching practices.

The following research questions will be used to guide this study:
1. What relationship exists between instructors’ participation in the faculty development course (Facilitating Learning Online) and their integration of technology in teaching?
Ha: There is a statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their integration of technology in teaching.
Ho: There is no statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their integration of technology in teaching.

2. Does instructors' use of technology in their teaching change as a result of their participation in the faculty development course (facilitating learning online)?
Ha: There is a statistically significant increase in instructors’ integration of technology in their teaching following participation in the faculty development course.
Ho: There is no statistically significant difference in instructors’ integration of technology in their teaching following participation in the faculty development course.

3. What relationship exists between participation in the faculty development course (facilitating learning online) and their teaching perspectives?
Ha: There is a statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their teaching perspectives.
Ho: There is no statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their teaching perspectives

4. Do instructors’ teaching perspectives change as a result of their participation in the faculty development course (Facilitating Learning Online)?
Ha: There is a significant change in teaching perspectives as a result of instructors’ participation in the faculty development course (Facilitating Learning Online).
Ho: There is no significant change in teaching perspectives as a result of instructors’ participation in the faculty development course (Facilitating Learning Online).

5. What relationship exists between instructors’ participation in the faculty development course (facilitating learning online) and their attitudes toward technology use in teaching?
Ha: There is a statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their attitudes toward technology use in teaching.
Ho: There is no statistically significant difference between FLO (Facilitating Learning Online)-trained and Non-FLO trained online instructors with respect to their attitudes toward technology use in teaching.

Tuesday, April 1, 2008

Deadline Fast Approaching--Microsoft Ultimate Steal Deal

Microsoft is offering a fantastic deal for students. Get Microsoft® Office Ultimate 2007 for just $59.95. I've seen this version sell for $485 (upgrade) to $695 (initial purchase).

Deadline: Midnight April 30, 2008


Microsoft® Office Ultimate 2007: Perpetual license includes the following applications:

•Access™ 2007

•Accounting Express 2007

•Excel® 2007

•InfoPath® 2007

•Groove 2007

•OneNote® 2007 (electronic notebook--great for research)

•Outlook® 2007 with Business Contact Manager*

•PowerPoint® 2007

•Publisher 2007

•Word 2007



Microsoft Office 2007 Compatibility Pack--for those of you who have not moved to the newer version, this pack will allow previous version to read 2007 (docx) documents. I have 2007 and sometimes forget to save retroactively.