Instructor Web Portals
WebCT-Enhanced Traditional Courses
Online Problem Based Learning Environments
Mentoring Professional Development Initiative
Summer Institutes for Teachers
Instructor Web-Portals (2002 - 2005) [top]: Several faculty members chose to develop and utilize web-based instructor portals to enhance their face-to-face courses. These web-portals included professional information about the instructor and class resources such as syllabi, assignments, readings, assessments, and more. The following are exemplary web portals developed as part of a PT3 faculty development program:
WebCT-Enhanced Traditional Courses (2004 - 2005) [top]: A popular project turned out to be the support and enhancement of traditional (face-to-face) courses with courseware such as WebCT. Many faculty were interested in utilizing some element, or elements, of WebCT to support their traditional courses. These elements included: gradebooks, discussion areas, assignment drop-box, announcements, calender, and more. Since WebCT is a password-protected environment, some participating faculty have provided reflective statements regarding their use of WebCT to enhance instruction (.rtf format):
- Ishmael Menune, instructor, EDF-301w
- Laura Blocher, instructor, ECI-308, 309, 310, 350, 465
- Chris Lanterman, instructor, ESE 424, 426
- Sally Alcoze, Associate Professor, Dept. of Teaching and Learning
Online Problem-Based Learning Environments (2003 - 2004) [top]: The spring, 2004 PT3 technology integration faculty development program was devoted to Technology-Supported Problem-Based Learning (PBL) . During that program, PT3 staff assisted NAU Teaching & Learning faculty members design, develop, implement and evaluate technology-supported PBL's within one or more of their courses during the spring 2004 semester.
The PT3 staff supported faculty members in the development of technology-supported PBL's by offering Friday technology support work sessions as well as financial incentives. During the semester, participating faculty developed a technology-supported PBL designed to facilitate an instructional goal specific to their method/content area. Friday morning work-sessions were facilitated by the PT3 staff, enabling participants to receive support in the development of their project. The following links provide more detailed information on the PT3@NAU PBL project:
Additionally, three PBL's, created by faculty, are included on this CD:
- "Technology Integration" (Laura Sujo de Montes, Ph.D.). In the last years, it has become obvious that our country has been transformed from an industrial society into a knowledge society. Most of the jobs that kindergarten students of today will hold in their adulthood do not even exist yet. However, some of the skills that this workforce of the future will need to posses have already been identified. Among the most important skills are the ability to use new technology media, such as the Internet, to find, gather, organize, analyze, synthesize, and evaluate information ( 21st Century Literacy Summit, 2002). Another important skill that students need to acquire from their early school days is the ability to work with and negotiate information in a team format. Therefore, the pressure is on today's teachers to teach these citizens of the future to acquire the skills they will need to be successful contributors to society.
In order to help you understand what it really means "to integrate technology into the curriculum in a meaningful way," you and a team of students will help Linda Harper, a newly graduated teacher, to solve the problems she encounters when she is faced with the realities of her first job. To successfully solve Linda's problems, you will work in this activity through her eyes and thinking.
- "Hight Stakes Testing" (Pam Schildgen, Ph.D.). This PBL addresses the complex issues surrounding standardized and high stakes testing. This PBL encourages pre-service teacher education students to explore the impacts and complexities of standardized testing, from the classroom to the legislative level. To complete this PBL, Dr. Schildgen utilized a design template created by PT3 staff to assist developers with the creation of PBL's.
- "Classroom Management at Monroe High" (Jean Anne Foley, Ph.D., Laura Sujo de Montes, Ph.D.). In this PBL, students explore a difficult classroom management situation, and work in groups to produce a variety of 'artifacts' which demonstrate their progress on the PBL. This PBL is entirely web-based, and is currently used in both face-to-face, and online environments. To enable the sharing of these resources, faculty were asked to include an "implementaiton guide" and "solution parameters". The implementation guide and solution parameters for "Classroom Management at Monroe High" are linked below:
Mentoring Professional Development Initiative (2003) [top]: PT3@NAU staff helped complete the first phase of a collaborative statewide faculty development initiative with Dr. Catherine Medina, Associate Professor of Special Education at Northern Arizona University. Through this project, PT3@NAU staff provided custom Powerpoint tutorials and workshops to 27 students in Dr. Medina's Graduate Seminar in Special Education course, via NAU's statewide Interactive Television system.
These students, primarily comprised of minority graduate students from rurual and underserved populations in Arizona, then went on to develop professional development workshops in the areas of: ESL Education, Parent Advocacy, Minority Identification, Inclusion, Co-Teaching, and more. Starting in the summer of 2003, these students began facilitating workshops in their local schools and districts, improving teacher quality through culturally appropriate, technology-enhanced professional development curricula.
Feel free to explore these professional development programs further through the following PowerPoint presentations:
Summer Institutes for Teachers (2002 & 2003) [top]: PT3@NAU organized and facilitated two technology integration institutes for practicing Arizona teachers, one in the summer of 2002, and another in the summer of 2003.
Summer Institute '02 - In the summer of 2002, 20 teachers from various Arizona school districts were invited to participate in a week-long intensive faculty development program where they received housing, food, three hours of graduate credit for ETC 547, and a small stipend. During this week, participants completed a rigorous technology-integration 'boot camp' where they explored and practiced various strategies for implementing technology into their curriculum. As a final project for the week, participants completed a mentoring plan where they articulated how they would share their newfound skills with colleagues in their districts. A sample of exemplary mentoring plans is linked below, in addition to a PowerPoint containing photos from the week.
Summer Institute '03 -
In the summer of 2003, another group of 20 teachers from various Arizona school districts were invited to participate in an intensive, week-long technology integration immersion experience. As part of this summer institute, each attendee developed a "Technology Integration Plan" that was implemented during the 2003 - 2004 academic year. The PT3@NAU staff then facilitated web-based self-evaluations of these plans upon implementation.