Name: Susan
Skawinski
Department: Education
Phone: x1965
EMail: sskawsk@providence.edu
Instructional
Technology Experience
Although
I have found some uses of technology (e.g. word processing,
spreadsheet, and database use) have increased my efficiency
as a teacher, I have used very little technology for
classroom instructional purposes. My most consistent
technology-related effort is to use email to informally
communicate with students about their questions and
concerns.One of my course assignments is to critique
a professional article and many of my students use
internet resources to identify an appropriate text,
but internet use is not a requirement of the assignment.I
recognize the importance of integrating technology
into my courses for two reasons: (1) I believe that
I can be more effective as a teacher and I can increase
the quality of my students' learning; and (2) I teach
preservice teachers who need to become more able to
use appropriate technology in their own classrooms.
In
addition, as part of a state-mandated program approval
process, all faculty in my department are expected
to teach with and about technology.In the spring
of 2002 my colleague, Dr. Jeri Gillin, and I were selected
to participate in a national study examining the
effectiveness of using video case studies to teach
reading; the title of this project is CTELL. We have
made a two-year commitment to this project. In the
first year (2002-2003), Dr. Gillin is a case use (using
video cases with her classes)and I am the control participant.
In academic year 2003-2004, I will be the video case
user. This role will require me to access the cases
from the internet and integrate them into my instruction
throughout the semester. Based on my colleague's experiences
with the video cases this semester, I know that access
from the UCONN server will present a number of difficulties.
An alternative approach is to edit the cases into smaller
files that will make them easier for my students to
access outside of class (using Angel), and will allow
video, audio, and text files to be targeted for in-class
discussion and analysis. In addition, I want to use
Powerpoint to construct a series of layered lessons
around salient topics (e.g., facilitating literature
discussions) and integrate the files from the cases
to support learning.
Resources
Requested
AY Stipend: 1400.00
ElementK: 70.00; To use
the cases most effectively, I will need to edit them
and incorporate them into a presentation format.
Therefore, I have planned for training in using Adobe
Premier and Powerpoint.
Software: $500.00; MediaCenter Plus 3 and Adobe Premier
Supplies: $60.00; blank CDs and disks
Other: $45.00; Instructional texts on Adobe Premier and
Powerpoint
Total: $2,145.00
Project Info
I plan to continue
to use the cases in subsequent courses; I will
use software to modify or improve case use.
Start
Date: April 1, 2003
End Date: May 30, 2004
Milestones/Deadlines
- June
1, 2003: access to video cases after CTELL training
in May;
- October
1, 2003: Development and use of first instructional
module (powerpoint with case files);
- February
1, 2004: Development and use of second instructional
module;
- April
1, 2004: Development and use of third module
Deliverables
Angel
Course: I plan to post my course to Angel
as one way of facilitating my students' use of the
video cases. In addition, I plan to develop instructional
units around video files using Powerpoint.
Training
and Support Requested
Training
PowerPoint
Angel
Others: Adobe Premier
Support
PowerPoint
Angel
Others: Adobe Premier
Primary
Objective
The primary objective is
to develop Powerpoint instructional modules which
integrate files from the CTELL video cases. In
addition, I wish to increase the effectiveness
of case use by posting videos to the Angel system
so that students may view them prior to class discussion
and analysis.
Assessment Plan
My
assessment question is:
- Has
the integration of technology (Angel and Powerpoint,
video cases) increased the learning of my students?
To
gather data, I will develop a student survey which
focuses on students' motivation and learning related
to the topics I teach in my course. I will administer
the survey at the conclusion of the spring semester
(baseline) and then again at the conclusion of the
fall, 2003 and spring, 2004 semesters (technology use).
Results from all three semesters will be compared.
