1. Teaching Under the Microscope
Rachel Roberts
Integrating new technologies to empower learning and transform leadership

2. A Tale of Two Teachers - poles apart!
http://www.rfidjournal.com

3.  With the walls of the classrooms
disappearing, teachers find that their
practice is put under the microscope. Any
issues can be magnified beyond the
traditional classroom setting because of
the far reaching nature of distance
education. Nothing is behind closed doors
anymore

4. Industrial to Informational
“In the industrial age we went to school…
in the information age school comes to us”

5.  All New Zealand secondary schools
offering distance learning courses have
now become dual-mode institutions with
online teachers recruited from the rank
and file of classroom teachers.

6. A developing trend in NZ
 Expansion of curriculum
 Shortage of specialist teachers
 Small rolls
 Introduction of new assessment
regimes
 Teacher workload issues

7. www.virtuallearning.school.nz

8. Convergence
Wenmoth, D. “LCO Handbook 2010)

9.  “What is evolving is a new form of
‘blended education’. In the future,
teachers may or may not be in the same
physical location as their students, and
ICT will be an integral part of virtually
every lesson” (Browning 2005, p3).

10. VLN Secondary Schools 2002 – 12 schools sharing classes
VLN Statistics February
2010
Current Total Schools:268
Current Total Teachers:170
Current Total Courses:234
Current Total Classes:258
Current Total
Enrolments:1526Growth

11. Flexible Learning

12. Technological Advancement
 The rapid development of technology is
enabling new ways to communicate and
share information.
 A need for teachers to up-skill and be
technically competent to teach confidently
in an online environment.

13. Connecting Learners through
Video Conferencing
Student-Teacher
face-to-face contact enables the
distance to dissolve

14. Adobe Connect

15. Matapu Students
in German Class

16. Online Learning Environments
Spaces catering for
different interests
Tools for managing
participation
http://moodle.minedu.govt.nz/taranet/

17. M Learning
Gartner forecasts that phones will become the most common
web browsing device by 2013
“It will no longer be a
question of should we
use these devices to
support learning, but how
and when to use them”
Michael Levine

18. Web 2.0 – Social Networking

20. Pedagogy
 “Although teachers in virtual classrooms
are immersed in ICT, many simply use it
for uploading or downloading information
and teaching in the traditional way.”
(Bolstad & Lin (2010). Virtual Classrooms: Lessons for
teaching and learning in the 21st Century. SET 1, 2010, p 2
- 9. Wellington: NZCER.)

21.  It could be argued that teacher
pedagogies need to change equally in face
to face environments as they do in online
learning. There is a drive to change from
a transmission model of teaching delivery
to a constructivist model of learning as an
active process.

22. Student Expectations

23. Role of the Teacher
Manager
Planner
Facilitator
Participant
Model
Guide
www.i-learnt.com

24. Teacher Concerns
 Outside their comfort zone
 Increased workload
 Online classes threat to f2f classes
 Technical support
 Copyright issues
 Support & professional development
 Underlying belief in the value of online
learning.

25. Teacher Workload
 Recognised by PPTA
◦ “Three hours non-contact for each hour of on-
line delivery (in addition to the mandatory non-
contact time)…”
PPTA (2005). PPTA Submission On The Draft (E) Learning Framework
For The Schools Sector.
 TIME for:
◦ Developing course work
◦ Preparation for classes (more intense)
◦ Individual attention to students
◦ Professional Development

26. Professional Development
 Based on the discourse of teaching and
learning for all teachers and those teachers
who have developed through this process will
have skills and understandings which will
enable them to better adapt to the changing
natures of flexible learning and new
technology environments.

27. teachers should learn a range of
strategies that will:
 develop partnerships between teacher,
students and parents
 embrace new technologies
 maintain a work/life balance
 foster a positive classroom environment
 give and receive feedback with students
that is open, honest and timely
(Pasco-Walsh, L. (2005). From teletubbies to
teleteacher – Effective practices in video
conference teaching.)

28. OER – Open Education Resources
 OER are learning materials that are freely
available for use, remixing and
redistribution.
 Created, co-created, shared, adapted,
reused.
 Creative Commons licencing
 www.wikieducator.org

30. Virtual Professional Development

31. “Becoming an online teacher is like being a beginning
teacher all over again. Teachers need time for
professional development, to learn alongside their
students, to be prepared to try different teaching
strategies, to develop their curricula content for
online interaction and become more proficient
technically. Teachers need to feel capable and
supported to become the self-efficacious and effective
eteachers that are currently such a scarce commodity
but which are in growing demand in our schools.”