Effects of video conferencing on teachers’ motivation and participation in professional development: An action research project By Nazima Ally.

Effects of video conferencing Effects of video conferencing on teachers’ motivation and on teachers’ motivation and participation in professional participation in professional

development: development:

An action research projectAn action research project

ByBy Nazima AllyNazima Ally

RationaleRationaleTeachers cannot implement updated and contemporary Teachers cannot implement updated and contemporary approaches to facilitate student learning unless they approaches to facilitate student learning unless they have the skills to do so (Shaw,2003).have the skills to do so (Shaw,2003).

There is increased focus on the incorporation of There is increased focus on the incorporation of technology – both as pedagogical practice and in technology – both as pedagogical practice and in teacher training, particularly in distance education.teacher training, particularly in distance education.

With new and emerging policies affecting what and how With new and emerging policies affecting what and how teachers teach, it is critical to examine the best ways teachers teach, it is critical to examine the best ways to provide professional development that will support to provide professional development that will support teacher growth. teacher growth.

What does the literature say?What does the literature say?Pros:Pros:

Creates an online learning community by fostering and Creates an online learning community by fostering and forging new relationships among educational forging new relationships among educational practitioners around the world (Schlager and Fusco, practitioners around the world (Schlager and Fusco, 2004)2004)

Web based teacher professional development provides Web based teacher professional development provides the opportunity for extended learning with an ability to the opportunity for extended learning with an ability to interact with educators from various geographic interact with educators from various geographic locales, enriching the learning process locales, enriching the learning process (Green and (Green and Cifuentes, 2008Cifuentes, 2008). ). ..

Technology in PDs is a positive and practical way of Technology in PDs is a positive and practical way of modeling its incorporation into literacy instruction modeling its incorporation into literacy instruction (Sanny & Teale, 2008).(Sanny & Teale, 2008).

Pros Contd.Pros Contd.Web based PDs adopt and incorporate a constructivist Web based PDs adopt and incorporate a constructivist approach to learning through interaction and delivery approach to learning through interaction and delivery (Sanny & Teale, 2008; Stevens & Lonberger, 1998).(Sanny & Teale, 2008; Stevens & Lonberger, 1998).

Online professional development offers flexibility with Online professional development offers flexibility with regard to time and place and meet students’ needs for regard to time and place and meet students’ needs for easier access to learning (Willis, Tucker, & Gunn, 2003; easier access to learning (Willis, Tucker, & Gunn, 2003; Kent, 2007).Kent, 2007).

Online and technology based PDs contribute to Online and technology based PDs contribute to participants feeling invigorated and empowered to serve participants feeling invigorated and empowered to serve their students and society in a better way (Williamstheir students and society in a better way (Williams, 2009)., 2009).

Since future generations of children would live in societies Since future generations of children would live in societies of multiple literacies, it is imperative that electronic media of multiple literacies, it is imperative that electronic media be an integral part of teacher preparation and be an integral part of teacher preparation and development McPherson, Wang, Hsu, and Tsue, (2007) .development McPherson, Wang, Hsu, and Tsue, (2007) .

ConsConsOnline professional communities have the potential of Online professional communities have the potential of alienating professional development focused on local alienating professional development focused on local practices, such as school districts and schools (Schlager practices, such as school districts and schools (Schlager and Fusco, 2004). and Fusco, 2004).

Online instruction produces distance among learners Online instruction produces distance among learners and instructors, contributing to a disadvantage of this and instructors, contributing to a disadvantage of this process (Beard & Harper, 2002).process (Beard & Harper, 2002).

If the content web based instruction is consistent with If the content web based instruction is consistent with face to face instruction, the result will be the same, face to face instruction, the result will be the same, even if the presentation or mode of delivery differed even if the presentation or mode of delivery differed (Steinweg, Davis, and Thomson (2005).(Steinweg, Davis, and Thomson (2005).

Area of Focus StatementArea of Focus Statement The purpose of this action research project is to The purpose of this action research project is to

examine the use of video conferencing as an examine the use of video conferencing as an effective tool for enhancing teacher motivation and effective tool for enhancing teacher motivation and involvement in professional development. The involvement in professional development. The following questions would guide this research:following questions would guide this research:

How does video conferencing differ from traditional How does video conferencing differ from traditional professional development sessions? professional development sessions?

What factors are critical to teachers’ motivation and What factors are critical to teachers’ motivation and participation in professional development? participation in professional development?

To what extent does the method of delivery in To what extent does the method of delivery in professional development affect teachers’ professional development affect teachers’ motivation and participation? motivation and participation?

ParticipantsParticipants

Students in the Literacy program at Students in the Literacy program at Queens College participated in an online Queens College participated in an online survey of ten questions. survey of ten questions.

Participants were teachers from various Participants were teachers from various grade levels and content areas.grade levels and content areas.

Survey QuestionsSurvey Questions::How old are you?How old are you?

How long have you been teaching?How long have you been teaching?

What content area do you teach?What content area do you teach?

What grade level do you teach?What grade level do you teach?

Approximately how many professional sessions do you Approximately how many professional sessions do you attend each year?attend each year?

Where do most of your PDs take place?Where do most of your PDs take place?

Approximately how much time do you spend traveling to and Approximately how much time do you spend traveling to and from Professional Development sessions?from Professional Development sessions?

How motivated are you to attend Professional Development How motivated are you to attend Professional Development sessions?sessions?

How involved are you in your Professional Development How involved are you in your Professional Development sessions?sessions?

What would you like to change about the way Professional What would you like to change about the way Professional Development sessions are conducted?Development sessions are conducted?

ProcedureProcedure

Information from the initial online survey Information from the initial online survey was compiled and analyzed to develop an was compiled and analyzed to develop an understanding of the factors that affect teachers’ understanding of the factors that affect teachers’ motivation and involvement in professional motivation and involvement in professional development. Based on this evaluation, development. Based on this evaluation, intervention plans would be developed to help intervention plans would be developed to help increase teachers’ motivation and involvement in increase teachers’ motivation and involvement in professional development via video professional development via video conferencing. conferencing.

Data Analysis ProcedureData Analysis Procedure

Information that participants supplied for questions Information that participants supplied for questions

1-7 and question 10 were correlated with 1-7 and question 10 were correlated with

participants’ responses to questions 8 and 9 on the participants’ responses to questions 8 and 9 on the

survey, which asked participants to state their levels survey, which asked participants to state their levels

of motivation and involvement in PDs. Patterns that of motivation and involvement in PDs. Patterns that

developed were used to form generalizations about developed were used to form generalizations about

factors that affect teachers’ motivation and factors that affect teachers’ motivation and

involvement in PDs and would be used to develop involvement in PDs and would be used to develop

intervention plans. intervention plans.

Results of Initial SurveyResults of Initial Survey

Figure 1: Teachers’ Participation in the Project by content area

30.6%14.3%

2%

9.7%

8%

6%

29.4%

Figure 2: Teachers’ Overall Rate of Motivation

Results Contd.

Results Contd.Results Contd.

Figure 3:Teachers’ Motivation by Grade Level

Results Contd.Results Contd.

02468

10121416

Elementary Middle School

High School

In School PDs

Out of School PDs

Figure 4: Location of PDs by Grade Levels

Discussion and ImplicationsDiscussion and ImplicationsA strong correlation between location of PDs and teachers’ A strong correlation between location of PDs and teachers’ motivation and involvement is suggested; however, motivation and involvement is suggested; however, causality could not be established until other factors such causality could not be established until other factors such as relevancy of content and delivery of PDs are considered.as relevancy of content and delivery of PDs are considered.

Teachers objected to new ideas being taught abstractedly Teachers objected to new ideas being taught abstractedly in face to face PDs without concrete modeling and in face to face PDs without concrete modeling and scaffolding from instructorsscaffolding from instructors

Relevancy to classroom, population, and school needs was Relevancy to classroom, population, and school needs was indicated as a dominant factor in teachers’ motivation and indicated as a dominant factor in teachers’ motivation and involvement in PDs, involvement in PDs, confirming Carreker et al (2005) and confirming Carreker et al (2005) and Varma, Husic, and Linn (2008) studies that indicated the Varma, Husic, and Linn (2008) studies that indicated the importance of targeted approaches in PDs to meet importance of targeted approaches in PDs to meet teachers’ specific needs. teachers’ specific needs.

Implications Contd.Implications Contd.

Intervention would involve the use of video Intervention would involve the use of video conferencing to enhance and scaffold conferencing to enhance and scaffold teachers’ understanding of new and teachers’ understanding of new and unfamiliar concepts. unfamiliar concepts.

Intervention PDs using video conferencing Intervention PDs using video conferencing must address the issue of relevance, choice, must address the issue of relevance, choice, and convenience to teachers in order to be and convenience to teachers in order to be successful in enhancing teachers’ successful in enhancing teachers’ motivation and involvement in PDs.motivation and involvement in PDs.

LimitationsLimitationsThough 51 people responded to the initial survey, at least three of Though 51 people responded to the initial survey, at least three of these responses had to be disregarded because they only responded these responses had to be disregarded because they only responded to one question, started and not finished, or was repeated with the to one question, started and not finished, or was repeated with the same information. This reduced the return rate and affected the same information. This reduced the return rate and affected the general outcome. general outcome.

The quality of the questions used in the survey needed The quality of the questions used in the survey needed improvement. Looking back, the researcher suggests using improvement. Looking back, the researcher suggests using questions that directly ask about the use of technology in PDs and questions that directly ask about the use of technology in PDs and noting participants’ response to such usage.noting participants’ response to such usage.

A major concern for the researcher in this initial stage was that A major concern for the researcher in this initial stage was that fourteen participants skipped question 10 on the survey, which was fourteen participants skipped question 10 on the survey, which was crucial to understanding teachers’ needs for further development crucial to understanding teachers’ needs for further development and intervention.and intervention.

This research project is ongoing.This research project is ongoing.

My AppreciationMy Appreciation

Thank you all for Thank you all for participating in our participating in our initial online survey.initial online survey.

ReflectionReflectionI added this document to my portfolio because itI added this document to my portfolio because it

demonstrates my ability to conduct research in thedemonstrates my ability to conduct research in the

field and to interpret and present findings in an field and to interpret and present findings in an

accurate, concise way that is also visually appealing. accurate, concise way that is also visually appealing. Conducting this research was a unique learning Conducting this research was a unique learning

process for me because it required much more thanprocess for me because it required much more than

hunting the library for other writers’ findings; Ihunting the library for other writers’ findings; I

learned how to create a survey using technology andlearned how to create a survey using technology and

was amazed at how this technology madewas amazed at how this technology made

documenting the findings uncomplicated. Thisdocumenting the findings uncomplicated. This

document is a stepping stone for my future researchdocument is a stepping stone for my future research

in the field of literacy. in the field of literacy.