This semester, I’ll be teaching a course for undergraduate students on how to integrate technology in their teaching. This course is similar to the one I discussed here and here. In this and other iterations of the course, I’ve included some online activities to complement the primarily face-to-face course. This semester, however, more of the content will be moved online and perhaps even more significantly, I’ll be sharing the teaching and facilitation of the course with instructors from the University of Virginia. The vision is to create a classroom community comprised of four sections of the course – three at UVA and one at WIlliam & Mary. Each of the instructors, myself included, has different teaching experience and expertise. So, in this way, it will be a distributed expertise model. One other element that is interesting in this course is that we will also be partnering with practicing teachers to bring their expertise in both designing the course content and in facilitating the discussions and providing feedback on student work. I’m excited about the development of this community of practice. As you might imagine, however, this complex structure will significantly increase the complexity of the course design and implementation. This is the first of a series of posts where I’ll share insights and lessons learned in this process. I’d love to hear from others who’ve tried something similar or are interested to do so. Please begin the conversation by posting a comment below.
We’ve had several organizational meetings wherein we had to determine the shared course goals, key assignments, and overall structure for the course. We will also be conducting a research study on the process and outcomes, so this obviously adds more decisions and coordination to the mix. Despite the challenges, it’s been a rewarding experience so far – one that’s challenged my thinking and expanded opportunities in terms of course content and design.
In this course, we’re focused on guiding students through an exploration of technology integration in each of the four core content areas (English language arts, math, science, social studies). Each content area module will span three weeks and open with the exploration of a TPACK rich media case. This portion of each module will take place completely online, with opportunities to discuss the content with classmates and instructors at both sites as well as the classroom teacher partners.Students will then move onto two additional days of learning related to technology in each particular content area. Some of these activities will take place in the classroom, some online. The capstone assignment is the design and presentation of a technology-enhanced teaching unit that can be implemented in their practica or student teaching setting.
Initial conversations, conducted via videoconference, focused on fleshing out course objectives, assignments, the calendar, and structure. Once these were nailed down, we shifted to finding a course management tool that would support the kind of learning experience we envisioned. After considerable discussion and consideration of alternatives, we settled on BlackBoard as the tool that would support our community of practice. BlackBoard is flexible enough to support both the fully online, and hybrid elements of the course. Perhaps most importantly, in contrast to the collection of tools I utilized for a similar experience last semester, BlackBoard will be the “one stop shop” to support the course learning activities. As I’ve begun building content for the course, I’m increasingly comfortable that this decision will work well for what we’re trying to do. It’s certainly not without it’s challenges, however. In the next post, I’ll share my experience of moving what has been primarily a face-to-face course to a hybrid format, focusing on lessons learned in the process.
If you have questions or comments about this experience, please add a comment below. I’d love to hear from readers with similar experience or interest. Stay tuned for the next installment in the series…