In-Service/Training for Instructors: Impact on attitudes and knowledge of Web 2.0

Many research studies discuss the importance of student attitudes and knowledge in the use of Web 2.0 tools in the classroom- both online and face to face courses.  Fewer research studies discuss the importance of the classroom instructor’s attitudes and knowledge on the successful implementation of lessons using Web 2.0 tools.  For those of us who are enthused about Web 2.0 tools, we may not understand the anxiety, fear and even the general negative attitude that some hold towards changing their curriculum, especially with technology and Web 2.0 tools.

In this study, Instructors teaching a college success skills course to entering college freshman will be asked to implement three Web 2.0 tools into their courses for Fall 2013 after receiving 8 hours of Web 2.0 instruction.  It is thought that receiving specific and partially individualized instruction on the use of these tools will improve instructor attitudes towards implementing them in their course.

The in-service/training will cover the following:

-          What is Web 2.0?

-          Trends in education

-          An overview of Web 2.0 tools in the areas of communication, collaboration, productivity and social media.

-          Demonstration of how to use some Web 2.0 tools with specific components/lessons from the textbook.

o   Voicethread

o    twiducate

o   NoteMesh

o   WallWisher

o   Google Docs

o   SlideRocket

o   Research tools

o   MindMapping tools

-          Group Work/Discussion on specific assignments and teaching strategies.

-          One on one time with Training instructors and Distance Learning Director to work on specific questions/strategies

-          Training instructors and Distance Learning Director will be available for support and brainstorming after the in-service is complete.

1.         Why is the study important?

The study is important because as instructors, we need to understand the impact that our attitudes regarding technology may have on the attitudes of our students.  Attitudes may be changed as instructors become less intimidated and anxious and become more educated themselves in using Web 2.0 tools.  Providing specific training in the use of these tools may improve instructors attitudes on using them in the classroom.

2.      Who are the subjects/participants of the proposed study?

The participants for this study are the Instructors teaching the College Success Skills Course offered at Lamar Institute of Technology during the Fall 2012 semester.  The College Success Skills Course (DORI) is a required course for most entering freshman and is 2 credit hours.

 There are a variety of instructors for this course: some are full-time tenured/tenure-track instructors that teach the course as an overload, the majority are adjuncts that specifically teach this course.  Besides the Lead Teacher who teaches 5 sections per semester, the rest teach no more than 2 sections a semester.

This course is offered in Fall/Spring/Summer semesters. Three to four courses are taught in the summer semester, 20-25 sections are taught in Spring, and 38-42 sections are taught in the Fall semester.  Of these sections, 2-3 sections are taught completely online each of the long semesters. 

 3.      What is the basic research question?

This study will address the following questions:

A.      Is there a significant difference in the Instructor’s attitudes towards integration of Web 2.0 tools  before and after participation in a teacher in-service/training?

B.        Is there a significant difference in the instructors self-reported knowledge and anxiety level regarding Web 2.0 tools before and after participation in a teacher in-service/training?

C.       Is there a significant difference between the instructors’ attitudes towards Web 2.0 tools after participation in a teacher in-service/training and instructors’ attitudes at the completion of the semester?

D.     Is there a significant difference in attitudes and knowledge about Web 2.0 tools between adjunct and tenure track faculty when measured pre/post in-service and the end of the semester?

E.      Do positive teacher attitudes foster positive student attitudes regarding the use of Web 2.0 tools in the classroom?

     

4.      Where would the study be conducted?

This study will be conducted at Lamar Institute of Technology in Beaumont Texas.  Some components will be presented in an online format (pre/post surveys and questionnaires).  Other components will be presented in face to face learning sessions.

The in-service training sessions could be held in one 8-hour day or two 4-hour days.

5.      What is the time frame of the study?

The time frame of the study will be approximately 6 months- from June 2013 to December 2013.  The study will begin early summer to allow time for instructors to integrate Web 2.0 tools into their course curriculum for Fall 2013.

6.      What type of data would be collected?

As instructors are a major influence in the ‘feel’ of a classroom, it is thought that an instructors’ attitude towards implementation of new Web 2.0 tools in the classroom could play a significant role in the success of that implementation. Information from surveys conducted at three points will be collected.  

Student information regarding the use of technology will be collected at the end of the semester.

 7. How the data would be analyzed? 

Two weeks  before In-service:  A survey of 20 items containing both Likert scale questions and open ended questions will be emailed to all DORI instructors with responses due one week prior to the in-service.  These questions will address current attitudes and use of technology in the classroom.

This survey will be given again at the end of the 8 hours in-service program. Instructors will have 48 hours to return the survey (some instructors may be very overwhelmed after attending the training session)

This survey will be emailed to instructors during the final week of the Fall 2013 semester. Additional open-ended questions will be asked regarding the Web 2.0 tools used and perceived/measurable success of implementation and use of the tool.

In addition to end of the semester teacher evaluation, students will receive a 10 item Likert scale questionnaire regarding the use of and attitudes regarding the use and effectiveness  of technology in the classroom and the perceived attitude of the instructor in the delivery of Web 2.0 skills/lesson.

Surveys will be analyzed using both qualitative and quantitative tools.  

8.   What study was the inspiration for this study? (Please cite author, title, where it was published, and the URL)

These articles, from the ERIC database, were the inspiration for this proposal:

Archambault, L., Wetzel, K., Foulger, T.S. & Williams, M. (2010). Professional Development 2.0: Transforming Teacher Education Pedagogy with 21^st Century Tools. Journal of Digital Learning in Teacher Education, 27(1), 4-11.

Christensen, R. (2002).  Effects of Technology Integration Education on the Attitudes of Teacher and Students. Journal of Research on Technology in Education, 34(4), 411.

Cullen, T.A. & Greene, B.A. (2011). Preservice Techer’s Beliefs, Attitudes and Motivation about   Technology Integration. Journal of Educational Computing Research. 45(1), 29-47.