Teaching Teachers to Use Tablet Computers: Creating an Effective Faculty Development Program

Teaching Teachers to use Tablet Computers:

Creating an Effective Faculty Development Program

Rebecca J. HoguePhD Candidate

Faculty of EducationUniversity of Ottawa

Twitter: @rjhogue,#et4online56049

Acknowledgements

This study is supported by theSocial Sciences and Humanities Research Council

© 2014 Rebecca J. Hogue April 1, 2014 Twitter: @rjhogue #et4online56049

Definitions


Term Definition

Technology Adoption

An individual's acceptance of a technology

Teaching practice All activities performed by teachers in the administration, preparation, delivery, and evaluation of instruction

iPDP iPad Professional Development Program

Pre-Adoption Learner

Teachers who do not yet use the iPad to support teaching practice

Post-Adoption Learner

Teachers who use the iPad to support teaching practice

Theoretical Foundations – iPad Professional Development Program (iPDP)

Technology Acceptance Model (TAM)

Technology

Time

Individual Beliefs

Organizational Structures


Technology Acceptance Model (TAM)

• Quantitative measure that predicts whether an individual will adopt a new technology

• Two key variables - ease-of-use and perceived usefulness

• To increase adoption, increase the learner's:– Perception on how easy the device is to use

– Perception of how useful the device is


Technology

Product technology: The hardware and software aspects (e.g. built-in apps)

Idea technology: The usefulness aspect - specifically the workflows that describe how the product is used

Introducing the learner’s to idea technologies (contextualized ways in which the product is used) increases adoption


Time

• Two aspects of time: individual workshop duration & program duration

• Calendar time is requires for learners to absorb the information about the new technology and reflect upon how that technology can be adapted to their workflow

• An iPDP needs activities that are spread out over time


Individual Beliefs

• Compatibility with individuals beliefs is important

• Avoid associating the technology with a specific teaching strategy or pedagogy

• Begin by using technology to support common tasks (like checking email), before introducing ideas that require a change in beliefs

• Beliefs are more likely to be changed if peers socialize the ideas


Organizations Structures

• Organizational policies and practices will either help or hinder adoption

• In higher education, change will be faster if it is initiated by professors

• Requirements to score high on teaching, lead to a lack of innovation

• Identify stakeholders and idea leaders - those who have influence over how peers adapt new ideas


Design Considerations

• Benefit both pre-adoption and post-adoption learners• Include a learning intervention (e.g. workshop) that

aims to increase pre-adoption learner's perceptions on usefulness and ease-of-use

• Integrate both product technology and idea technology• Demonstrate useful apps with workflow in a context that

learners understand • Begin with familiar activity before challenging beliefs• Seek out stakeholders and idea leaders to provide

context and champion the program


Delivery Considerations

• Provide ways to share new idea technology (that is, workflows) at regular intervals

• Provide multiple training interventions spread out over time

• Use post-adoption learners (peers) to encourage change in beliefs of pre-adoption learners


My Context

University of Ottawa, Department of Family Medicine– >81 preceptors in academic teaching setting– >21 preceptors in community teaching setting

Preceptor: practicing physician & clinical teacher

Academic practice: – Clinical supervision, team teaching, academic ½

days


• TOH Deployment of iPads (30% of preceptors)• iPad pilot study (30% of preceptors)

• Little or no formal training as part of the deployments• Voluntary adoption of iPads

• Most participants have iPad2• Many participants also have iPhones


Technology

Constraints

Participants:

• Strong preference for face-

to-face professional

development

• Varying level of skill of the

participants

• Willingness to pay for apps

Organization/Logistics:• Internet access

Facilitators:

• SME Time (for prep

and presenting)

• SME Skill at

presenting

Technology:• Mobile apps are

constantly changing


Workshop Overview

Three components to each 90-minute workshop:1. Icebreaker activity2. Skills lab activities3. Case vignette demonstrations

Resources to support workshop:4. App list handout (maybe)5. Skills lab checklist handout6. eBook for iPad (created with iBooks Author)7. Website resource: http://ipad-fm.ca


Before the Workshop

Email participants asking them to:• Know their Apple ID and password• Download any free apps that would be used in the

workshop• If needed, update their iPad to latest iOS• Download the eBook for iPad resource

Best Practice: Give participants 1 week to do the above.


Icebreaker Activities

• Give participants “permission to play”

• Choose free apps (downloaded in advance)• Give quick demonstration• Roll play activity in small groups (3-people)• Goal: build confidence

Example:– DrawMD OB/GYN– Educreations– Prezi


Skills Lab

• Use language familiar to the audience

• Have beginner participants do the skills lab first

• Problem-based activities

• Support activities with iBook resource

• Work in groups of 2 (one iPad with iBook, the other to do the activity


Example Skills Lab Activities

• Close open apps on your iPad• Organize your icons on your iPad home screen into two

or three folders. Rename the folders to align with your categorization

• Use iBooks to annotate an eBook and email your annotated notes to your partner

• Configure your iPad for the iCloud > Find My iPad service. Using a laptop, activate Play Sound and Lost Mode.

• Have a Facetime conversation with your partner


Case Vignettes

Constraints:– SME time

– Hands on teaching skills

Responsibility:– 30 minute demos

repeated

Benefit:

– Each SME brings a new

perspective (keeps

content fresh)

Tips:

– Practice with

another peer while

you observe

– Record the session

– Ask a given SME to

present at 2-3

workshops


Resources

• eBook for iPad (available in iBooks Store)– Self-contained screencasts & video clips

• Paper handouts– Checklist of activities– Short app list

• Website: http://ipad-fm.ca– Participant resources– Administration resources


http://ipad-fm.ca/

Conclusion

Professional development program:– Works around the organizational constraints– Adapts to the changing technology

Does it work? – High satisfaction scores– Outcomes ??? – time will tell


Questions?

Rebecca J. HoguePhD CandidateFaculty of Education, University of [email protected]

Twitter: @rjhogue,#et4online56049
