PROFESSIONAL
KNOWLEDGE

PK1:
I understand how ICT can be used to transform what students learn, how they learn, and when and where their learning takes place

Title/Unit

Curriculum Integration Course (CIC)

Professional Development Level and context

Participants must be Education Queensland Teachers employed on a permanent or contract basis. Teachers are encouraged to already have the ICT Certificate or the skills equivalent for the certificate before they begin the course. Most teachers have not participated in a previous online course nor have they used blackboard. It is recommended that teachers log into the course on a daily basis and spend several hours per week to keep up with readings. Weekly activities are scheduled for all participants and a group spreadsheet records individual participation in all activities.

How this item was developed (such as individually, with colleagues or adapted from a book)

The CIC course has a basic content and structure and the blackboard shell with learning materials is provided to facilitators to facilitate the course. Facilitators are required to fine tune their online environment by adding images and links to help participants find their way around the course. The learning materials provided allow participants to:

• Explore and clarify their understanding of how effective teaching and learning can be facilitated through ICT
• Explore and plan student learning experiences that effectively use ICT using sound teaching pedagogy based on learning theory
• Reflect on their beliefs, planning and practices
• Make decisions that contribute to the development of digital portfolios for accreditation with the ICTPL

This course is designed in weekly modules so that ideas are digestible in logical chunks. It has a number of characteristics:

• Capturing knowledge and learning of participants
• Using a variety of experts
• Activities to focus reading
• Conversation in print as the organising device
• Email dialogue as the core organisation device
• A mixture of tools and modes organised in an e-learning environment.

The course model involves:

• an orientation teleconference
• readings and brief paper-based organisation notes
• supporting online documentation and reference material
• online activities
• local activities
• email conversations
• online guests.

When this item was implemented

The CIC course takes place over a 14wk period:

• beginning with a 6wk online course familiarisation with discussion of the SC Developmental Framework indicators
• participation in individual and group activities to develop a knowledge and understanding of what is required to produced an e-portfolio for moderation
• sharing of ideas which integrate ICT into the curriculum from P-12 A period of four weeks is then given for participants to continue the development of items towards their portfolio without online facilitation, however many continue to collaborate using blackboard during this time.

The final four weeks of the course, participants rejoin the online facilitated group to share experiences, gain feedback and support each other through the process of writing up their belief statements and items of evidence for moderation. My facilitation for this round of the course began in second semester 2008.

Why is this item in my portfolio?

I included this in my portfolio because it shows my teaching adaptation to an online environment that differs from a normal face to face or blended learning situation. This example focuses on a virtual community of teachers and the social interactions that occur to contribute to their professional development.

The reasons why teachers choose to participate in the community include geographical distance, preference and to experience “total immersion in ICT”. This community is an excellent example of “just in-time learning”. Teachers will learn how to integrate ICT into teaching and learning because they have the mindset to do so to achieve their ICTPL. By delivering this course using elearning, it caters for learning that is on time, in time and anytime so that the teachers can adapt the teaching strategies used in their immersion to their own classroom context.

The communications vary between:

• synchronous communications which require all communication partners to be “present” at the same time, eg teleconferences, chats, data conferences
• asynchronous communication where participants can communicate in their own time eg discussion, wikis and blogs.

This example looks at the way people change and experiment with the collaboration tools using typo-graphical features to communicate, and the way they use the social setting to develop personal relationships that meet different personal needs.

This item demonstrates how I:

• Adapt and create innovative programs that suit the individual needs and interests of participants;
• Embed learning opportunities within online learning environments;
• Strive to transform learning and teaching with ICT,  within the CIC course;
• Promote a “community of practice” within the eLearning CIC participants;
• Develop capacity with participants to pass on to their schools to continue developing a culture of practice that models effective teaching and learning with ICT;
• Promote negotiation of assessment and collation of digital portfolios, through support and collaboration with participating teachers, in developing a digital portfolio, to be submitted as evidence of their teaching and learning at the ICT Pedagogical licence level
• Adapt my teaching pedagogy to suit an online professional learning environment to meet the Smart Classroom indicators
• Cater for the individual learning needs of my colleagues by providing a variety of ideas for integrating ICT into their teaching practice
• Provide feedback on items teachers choose to contribute to the assessment process
• Provide access to learning materials in a managed online evironment
• Used a variety of collaboration tools in blackboard to construct meaning and for teachers to gain a deeper understanding. These tools are used individually and in groups through all stages of the learning process and also used for reflection so teachers may refine, develop and gain further knowledge and information.
• Teachers are able to choose items that satisfy the learning goals of their students.
• Initiate learning conversations to improve teaching pedagogy with colleagues.

PK1,PP1,PP2,PP3,PP4,PP5,PP6,PP7, PV1,PV2,PV4,PR1,PR2

Evidence provided for this item

CIC Blackboard course

Transcripts of:

• chat
• teleconference
• discussions
• wikis
• blogs
• emails
• facilitator feedback
• input from colleagues from communities

PK1,PP1,PP2,PP3,PP4,PP5,PP6,PP7,PV3,PV4,PR1,PR2

Item description (i.e., what the students did)

All teachers participating in the CIC are working towards creating an e-portfolio of items to evidence their professional practice of integrating ICT into the curriculum.

Participants are enrolled in the online blackboard course and are assigned to a group. The course is intensive for both facilitators and participants and involves time over and above their normal teaching load. Different strategies are adopted for each group, according to their needs and experience.

For this round of the CIC course, it was decided that two groups of participants would be joined with two facilitators to encourage more dialogue within the course. I was paired with Mark Harm, a long term experienced facilitator who is HOD of Business and IT from Gayndah State High School.

Together we were responsible carrying out the program, organising the weekly schedules and mail outs, the synchronous chats and teleconferences and refining the set up for the course. Although we had designated participants to our own groups, our facilitation was provided to all. We shared the leadership and held individual synchronous dialogue with participants at a variety of times, to cater for participants needs. We were constantly stimulating discussions, sharing our experience, providing transparent feedback on discussion topics and emailing private feedback when required.

During the course all facilitators belonged to two mailing lists. One just for facilitators to keep in touch with content covered within the course and discuss topics of concern, another list for all our group participants so our group MJ’s could share important information direct to email. These lists were invaluable; especially the facilitator’s list which helped solve many blackboard OS problems. There were so many little things that came up throughout the course and it saved so much time when another facilitator could provide the answers needed.

PK1,PP1,PP2,PP3,PP4,PP5,PP6,PP7,PR1,PR2, PV3,PV4

What made this item challenging?

For the majority of participants just "participating" in an online course for the first time was a challenge. Many hadn't studied since university, with the average time away from study approximately 10 years. Participants were faced with learning new skills for manipulating the Blackboard environment, along with coping with new ways of communicating and collaborating online.

It was my role as facilitator to use good online practices to encourage participants to adapt and make them feel at ease with their new environment for learning. By organising early synchronous events such as teleconferences, I was able to establish a presence within our group, assertain the diverse talents of individuals and listen to concerns among group members. This allowed other participants to "get to know" each other and form some early bonds.

These early teleconferences were vital to:

• communicate my expectations in regard to study expectations
• encourage active learning and contact between participants
• clarify the need for participation, cooperation and timeliness in online events
• emphasize the need to encourage and support each other by providing prompt transparent feedback in forums so participants can share in each others learning.

While most teachers were working at the ICT Certificate level, it was my role to encourage them to work towards the ICT Pedagogical Licence, which is the preferred benchmark for our profession.  Understanding the intent of the indicators within a holistic framework, requires teachers to challenge their own perceptions about their teaching style, strategies and approach. It is challenging for them to use this reflection to modify their beliefs and practice so that student learning is enhanced. Because the program requires teachers to reflect on their current practice, and consider effective ways for improving it,  teachers were encouraged to extend their thinking through a variety of different strategies, including: 

• Reflection (individually and group)
• Hot potato
• Effective Questioning (elaboration, clarification)
• Substantive Dialogue with peers

Another challenging aspect is the move away from ICT as a ‘stand alone’ subject and a ‘skills focus’.  Traditionally ICT has been about the teacher’s level of ICT skill and also the students ability to use programs (eg. how to bold a paragraph). 

The Smart Classrooms Policy is a significant shift from this traditional thinking – it places ICT as an integrated or integral tool within the classroom, with the purpose of enhancing student learning within the curriculum.   For some teachers, this requires a major shift in beliefs and practice.   Referring back to the “Fullan Model for Effecting Change” – the “Understanding Change” and “Moral Purpose” components of the program are critical to the understanding of 21st century skills for our learners – all part of the challenge for our teachers to advance the eLearning strategy.   

Feedback gathered in the online survey also revealed the challenging aspects of the program, from the perspective of the participants.  Some of the teacher comments included:

• orientating ourselves with our blackboard site (as a whole group)
• chat rooms and reading of learning theories.
• Networking with other staff members
• online-more difficult when you don’t understand what you are doing
• The online component of the program was a challenge for some teachers, and I had expected this.  However, I endeavoured to introduce online learning to participants through a “situated practice” model – giving them a purpose to use the environment.

PK1,PP1,PP2,PP3,PP4,PP6,PP7,PR1,PR2,PV1,PV2,PV3,Pv4

For what purposes were ICT used in this item?

ICT was an integral, non-negotiable component of the program – the focus of the program was learning through ICT to learn ABOUT teaching and learning with ICT.  It was also learning about ICT through other strategies.  ICT is considered pervasive throughout the program, as teachers engage in collaboration and communication within the CIC eLearning online environment.  ICT enabled transformation of understanding through the construction of knowledge and development of deeper understandings about effective elearning and teaching with ICT.

Specifically, participants used ICT to:

• Explore effective learning and teaching online environments, resources and strategies; (including VCR, Project Rooms, Learning Objects, Collaborative Online Projects)
• Develop plans and participate in learning activities; (Word form, WIKI, online community – VCR and project rooms)
• Reflect on current beliefs and practices; (BLOG)
• Communicate with colleagues and facilitators (Email, Chat, Discussion Forum, Wiki)
• Collaborate with colleagues and facilitators (Email, Chat, Discussion Forum)
• Create digital portfolio

PK1,PP1,PP2,PP3,PP4,PP6,PP7,PR1,PR2,PV3,PV4

Curriculum

The curriculum for my context is the Smart Classrooms Goals: 

• To take full advantage of the possibilities of ICT to enhance student learning, create efficiencies in delivering education and school administration, and advance lifelong learning.
• To empower schools, teachers and students to make the most of new technologies to create new learning pathways that equip students to live and work in the Smart State.
• To connect teachers with professional learning so they can create and employ meaningful and engaging strategies where ICT is integral to learning.
• To build partnerships between schools and school communities to broaden learning opportunities, foster collaboration and advance lifelong learning.
• To support the effective use of ICT for learning by sharing and celebrating success, delivering an underpinning framework of ICT support and assisting schools to maintain and extend their ICT curriculum integration.
• Specifically, the indicators of the ICT Pedagogical Licence underpin all learning activities.

Central focus of the student learning

• The central focus of the CIC was for teachers to:
• Explore and clarify understanding of how effective teaching and learning can be facilitated through ICT;
• Explore and plan learning experiences, including the use of Learning Place resources and tools to enhance student learning;
• Reflect on beliefs, planning and practices about teaching and learning and the role of ICT;
• Make decisions that contribute to the development of a digital portfolio for accreditation of the ICT pedagogical licence;
• Develop and sustain professional relationships

Teaching or learning approach used and why ?

No one, teaching or learning approach was used – a selection of approaches were used to cater to the diverse needs and interests of the teachers. 

In the Curriculum Integration Course, I actively plan to support participants in identifying their own beliefs about learning and teaching, through providing scaffolding questions, using clarifying questions to extend thinking and encourage reflection, using Web2.0 tools within the online learning community. Social technologies enable the participants to engage in reflective dialogue, in familiar and unfamiliar contexts.

This “Community of Practice” approach also places emphasis on the role of teacher, as a learner – therefore being empowered through a collaborative peer learning approach. There is a sense of belonging and social interaction within the community which is seen as inseparable from what is learnt within the community (Funderstanding: 1998).

It was rewarding to watch the personal and professional growth of participants who share a concern and passion for what they do and learn how to do it better as they interact regularly. Relationship is important in the first weeks with teachers in the eLearning Program, I strive to develop relationships between and with participants. This not only develops supportive relationships but also assists the members of the community to recognize shared learning goals.

The web 2 technologies promote a connectivist approach to learning, connecting teachers to online materials, each other and outside groups, nationally and globally. By carefully structuring learning experiences using the variety of online technologies, these enhance the enjoyment and participation within the course.

PK1,PP1,PP2,PP3,PP4,PP5,PP6,PP7,PR1,PR2,PV3,PV4

How individual learning needs were met in this item

A selection of approaches were used to cater to individual needs.  

Other particular strategies included:

• Providing choices
• Recognition of prior knowledge (through reflections)
• Consultative process: collaboration with groups and individual teachers.  I emailed and phoned many teachers individually to discuss their journey and portfolio.  Other teachers emailed me directly to engage in conversation.
• Protocols for effective feedback
• Regular reflection of the program
• Consultation with other facilitators
• Group and individual work
• Identifying and championing experts within the school
• Scaffolding

How the assessment for this item was negotiated with students

• The assessment for this item was negotiated between teachers and either Mark or I.  On starting the program, teachers are made aware of their obligations to submit a digital portfolio within a given time.  However, there was an option for extension if they completed the required documents for submission.

The ultimate goal was to improve teaching and learning with ICT within their context.

• The use of the portfolio implementation plan enabled teachers to set their own goals, based on reflection of their own practice.  This enabled them to spend time exploring, implementing and reflecting on effective teaching and learning with ICT.
• The criteria for assessment were the indicators of the ICT Pedagogical Licence.  Considerable time was spent clarifying the intent of the indicators. 
• As individual teachers started to plan items that they would implement within their class, different processes were used:
• Individual consultation with teachers to discuss their intended items;  Use of discussion board to encourage effective questioning and an opportunity for teachers to move forward
• When teachers felt that they had an item that could be used for their digital portfolio, regular discussion about the teaching and learning focus, and highlighting the portfolio pack requirements (also the criteria) took place.
• Teachers drafted their items and submitted them for feedback via email or discussion forum. During this process, I used the fine tunings protocol once again, to scaffold and support teachers in clarifying the teaching and learning of their planned item.  I also encouraged them to demonstrate the depth of learning that took place within the class.   Some items went back and forth several times, sometimes up to 6 drafts of the same item.  I think that this is commendable for our teaching profession – showing commitment and dedication.
• Once teachers are ready to submit their digital portfolio, it goes to an independent moderation process.  I am not responsible for moderating my own participants portfolios. The criteria for assessment are the ICT Pedagogical Licence indicators.  Feedback is also provided to each of the submitting teachers.

Skills I developed by doing this item

Facilitation Skills

When communicating in an online environment it is very important to take time writing responses to questions to ensure you have answered the participants question and your information has clarity of meaning. Because we cannot see a person’s body language or hear their voice intonation, it is easy to misconstrue a quick response.

In my online correspondence I endeavoured to follow the following criteria:

1. Timeliness of responses (usually within 24 hours). If a question required time for feedback I would send a quick email saying when I would respond.
2. Demonstrate social presence and/or peer support including, but not limited to;
   • Emotion
   • Empathy
   • Personal connection
   • Commonality
3. Effort to make meaning and refine current understandings
   • Seeking clarification
   • Restating information
   • Offering tentative interpretations
   • Confirming others’ statements
   • Identification of helpful resources
4. Evidence of consideration of issues presented in previous postings
   • Questioning’ posts which invite responses and so continue the conversation
   • Offering suggestions, especially where these are linked to questions from the ongoing discussion
   • In all my responses, especially in the discussion forums, I tried to use an economy of language i.e. succinct, but meaningful writing. I considered my sentence structure, paragraph structure, word usage, style, tone, formatting and layout, referencing convention and mechanics (spelling, punctuation etc).

During this course I used creative ways of using the Blackboard learning environment.  We use the groups function within Blackboard, so participants could not view the work of others (ethical) yet an opportunity for whole CIC course collaboration was provided through the "coffee club".

To enhance participants and facilitators use of the CIC Blackboard shell, I began to overcome some instructional design problems within the course. By using my web design and programming skills acquired through my USQ studies, I began a process of redesigning links and pages within the course using an improved layout and navigation system. By providing more hyperlinks and visual image clues, participants new to the course were able to quickly adapt to the environment. The co-ordinator of the course was extremely grateful for my "fresh eyes" and enthusiastic approach to make the online environment more user friendly.

PK1,PP1,PP2,PP3,PP4,PP5,PP6,PP7,PR1,PR2,PV3,PV4

Why this item was worth doing?

The CIC course has had a high profile among teachers for professional development. Previous feedback from participants have highlighted the positive effect on teaching pedagogy from participation in this total immersion professional development.

As indicated in the survey response, this program has enabled teachers to improve their individual knowledge about effective learning and teaching with ICT, it has also influenced their whole school practice.  86% of survey respondants indicated that their individual knowledge of teaching and learning with ICT had improved through the course.  56% felt that the program had influenced whole school practice, while 24% were unsure.

Improving Teacher Dialogue:  evident in many of the sessions was the level of substantive conversation that took place between teachers.  Just the fact that conversations about teaching and learning were occurring, was something quite astounding.  Comments from principals of school indicated that this was the single factor that they felt most benefit was gained.  Teachers were sitting in staff rooms at lunch time, talking about pedagogy and the effective use of ICT. 

Improving student learning – the ultimate goal for this item is to improve student learning outcomes and to provide students with authentic and meaningful learning experiences.  I have observed individual teachers journeys with using ICT effectively.   Seeing a teacher ‘get it’ – is very overwhelming.  Seeing a teacher progress from teaching how to use Microsoft word to present a project, move towards using virtual classrooms and project rooms to engage students in dialogue, accessing external experts, individualising learning is an incredible experience.  A transformative process has occurred.

My role as facilitator

The course is intensive for facilitators and involves time over and above their normal teaching load. For this round of the CIC course, it was decided that two groups of participants would be joined with two facilitators to encourage more dialogue within the course. I was paired with Mark Harm, a long term experienced facilitator who is HOD of Business and IT from Gayndah State High School.

Together we were responsible carrying out the program, organising the weekly schedules and mail outs, the synchronous chats and teleconferences and refining the set up for the course. Although we had designated participants to our own groups, our facilitation was provided to all.

We shared the leadership and held individual synchronous dialogue with participants at a variety of times, to cater for participants needs. We were constantly stimulating discussions, sharing our experience, providing transparent feedback on discussion topics and emailing private feedback when required.

During the course all facilitators belonged to two mailing lists. One just for facilitators to keep in touch with content covered within the course and discuss topics of concern, another list for all our group participants so our group MJ’s could share important information direct to email. These lists were invaluable; especially the facilitator’s list which helped solve many blackboard OS problems. There were so many little things that came up throughout the course and it saved so much time when another facilitator could provide the answers needed.

What did I bring to the group?

As a new facilitator and one who has been involved in a variety of online courses, I feel I brought a fresh set of eyes and new ideas to the group. My strong background in web design gives me the skills and abilities to present material in a well organised, logical and visually appealing way.

Teachers are no different to students, and for many teachers this was their first experience learning online so I enhanced the structural design with a few new ways of doing things.

I am experienced in using a wide variety of software and because I teach VET skills based IT courses, it really allowed me to help participants with technical problems when developing their items for their portfolios. Many of the participants felt comfortable asking me what they thought were “silly” questions, because they knew I would be accepting of their low skills level.

I always provided lots of encouraging feedback to help boost their confidence. Towards the end of the course I received many lovely emails from participants thanking me for the support given to them and inspiring them to achieve. Participants were full of praise for the CIC course and could see the benefit of online learning communities which are so beneficial in terms of professional learning and networking to help broaden their outlook.

Further reflection or other information

As a facilitator for the CIC I was aware that sometimes online participants feel a sense of ‘loneliness’ and frustration with not getting enough feedback, or not getting immediate assistance. Sometimes a day can seem like a lifetime when you are waiting for a solution to an ICT problem and cannot get an answer.

I endeavoured to reply to online discussions and emails within a 24hr time frame. In the first few weeks of the course, I tried to reply much quicker, to develop an online presence and encourage active participation. If the feedback required more time, I would respond and tell participants when further feedback would be forthcoming.

I had each participants phone numbers on my mobile and encouraged them to call when needing urgent assistance. This was a time saver on my part as I could provide one on one feedback during my 40min journey to work that would otherwise have been unproductive. This often saved me time keyboarding long replies when a five minute phone call was sufficient to solve a minor problem. These techniques made my group participants feel at ease and valuable members of the group as is evidenced by the feedback sheets.

It is the timeliness and quality of the feedback received from the facilitator, especially in the early part of the course, that can effect participation and drop out of participants because they feel lost and left behind. The success and appeal of online learning exists in the quality of the online relationships between participants and the online presence of the facilitator. The CIC course was very effective because of the continuous flow of communication both between myself as facilitator and the participants and between participants and other participants.

I was also aware new participants in e-learning environments can develop anxiety because of the absence of physical cues in communication interactions, different levels of ICT knowledge and potential technological issues faced with Internet Service Providers. To counter these problems I created a series of screen casts and contributed to facilitator "help sheets" to guide participants to various areas of the course that were difficult to negotiate or technical skills to operate software.

In the first few weeks of the course I facilitated teleconferences, online chats and data conferences with small groups, to attach that real life physical presence to the black and white online text. The synchronous communications allowed me to get to know the participants as well as recognise their strengths, weeknesses and fears working in the online environment. It also allowed participants to become familiar with one another in their teaching context.

I was particularly diligent with checking my responses to provide encouragement and leading questions, to support and guide learning. I was mindful to check my feedback for ambiguous double meaning. Quick responses that lack thought can be very frustrating for the participant when they are waiting for an answer to their questions.

To keep a check on participant active involvement in the course both Mark and I kept a spreadsheet with all online activities listed. We checked this off after successful completion of each one. This allowed participants to keep a track of their progress through the course.

The CIC has created great interest throughout the state and has a higher success rate of successful participants than in face to face courses.. The level of participation has been quite mixed. I’ve found that some teachers are very overwhelmed when we start the stage of the course that examines learning theory – with a focus on the teaching reflecting on their own practice. Often, teachers feel that the program will be about ICT skill development. It takes quite a bit of strength to remain focused on the intent of the course.

For those participants who involve themselves in all elearning acitivities the rewards are great. To see the journey over the 14wk course is inspirational and very rewarding.

From a facilitation perspective, watching how people behave and interact within the course is enlightening. Observing participant’s personal experiences of using and communicating using this format with others is very different from working with my students. Through facilitating this course, it has given me a basic, fundamental understanding about the process of synchronous and asynchronous communication that will be helpful for facilitating other online education courses.

PK1,PP1,PP2,PP3,PP4,PP5,PP6,PP7,PR1,PR2,PV1, PV2, PV3,PV4

PROFESSIONAL
RELATIONSHIPS

PR1:
I initiate professional learning conversations and seek learning opportunities to improve my pedagogy when using ICT

PR2:
I take responsibility to contribute to school planning and decision making processes influencing the standard of pedagogy and ICT use in my school

PROFESSIONAL
VALUES

PV1:
I set my own short and long term ICT learning goals based on regular reflection of my own professional practice and determined needs. I devise a plan and timeline to achieve these

PV3:
I collaborate with staff and students to critically reflect on and evaluate resources used in learning activities to make informed decisions regarding ICT use

PV4:
I operate safely, legally and ethically when using ICT and teach and model this practice for students and colleagues

PROFESSIONAL
PRACTICE

PP1:
I experiment and innovate with new ICT and teaching and learning methodologies to meet individual learning needs and to develop students' higher order skills and creativity

PP2:
I actively construct meaning with and between students by creating experiences for students to work in groups and independently on projects, requiring selection and use of ICT tools

PP3:
I involve students in developing and solving problems that involve the use of ICT

PP4:
I create challenging tasks that integrate learning areas and involve student ICT use throughout all stages of the learning process and for a range of purposes

PP5:
I promote student negotiation of assessment and facilitate student designing and collating digital assessment portfolios to demonstrate depth and level of achievement of learning outcomes

PP6:
I seek innovative ways to improve access to and management of ICT resources in meeting learner needs

PP7:
I create meaningful ways for students to use a range of communication tools in their learning; and to collaborate with others in ICT projects in local, national and global communities