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During year one (10/1/03-9/30/04) of the Join Together grant, a survey of its Master
Teachers was created, disseminated, and the results compiled and reviewed to help
determine the future direction of our grant work. Donna Mertens, Grant Evaluator,
gathered questions from the Topical Team Leaders, wrote the survey, posted it on the
Deaf Ed. website (www.deafed.net), and invited Master Teachers to complete the survey.
Results were gathered and the data was reported (72 surveys were distributed; we had 58
(81%) respondents [50 hearing, 3 hard of hearing, and 5 deaf]). Based on the survey
results, we could move ahead with year two of our grant work with a greater
understanding of what knowledge Master Teachers were seeking, how they learn best,
and how technology can be utilized to enhance their teaching and, ultimately, benefit
students who are deaf and hard of hearing who we serve.
The Master Teacher survey results parallel what is seen in general education. Teachers
appear to be more comfortable and/or competent using technology beneficial to
themselves vs. technology directly benefiting students (e.g., technology facilitating
communication with other staff or lesson preparation vs. technology that allows for
increased higher order skills in students or supporting diverse needs of learners).
Integration of technology in the preparation, teaching, and assessment phases of a lesson
is needed so both teacher and student benefit. The data shows the majority of teachers
use technology to plan and prepare lessons. Teachers indicated they want to use
technology more during the actual teaching of lessons.
1
Create appropriate materials
with software
CD ROMs that match
CD ROMs that match reading texts and students
reading texts create their own books
Email to communicate with Email to encourage student
parents writing
Providing visual resources
Journal writing
Interactive white board Prepare lessons for use with Interactive white board
interactive white board
Preservice teacher
observations through
PolyCom ViewStation
Internet research to keep up
with what is happening in
science
Download materials from Download materials from
Internet Internet
Present with document Document camera (e.g.,
camera (e.g., ELMO) ELMO) and PowerPoint for
presentations
Auditory training computer
games
Grade papers at home on
laptop
iMovie to make self-
advocacy presentations to
general education teachers
Research lesson topics with Research lesson topics with
netTrekker netTrekker
Digital camera for weekly
parent letters
Internet research on what Internet scavenger hunts
teachers across country are
doing on a topic
2
Master Teachers rate themselves on technology awareness and desire to learn
specific technologies.
CyberMentor experience
60% served as a CyberMentor
69% Excellent or Very Satisfactory experience with CyberMentee
The CyberMentor Project began Spring 2001, prior to the Join Together grant. All Master
Teachers are required to register as a CyberMentor, but are not required to be available as
Mentors. The teachers decide to what extent they participate based on their timeline and
availability (although, if a CyberMentor is available and begins a semester, it is expected
they complete the semester).
Use of netTrekker
70% had not used netTrekker
67% felt netTrekker was excellent (28%) and very useful (39%)
The survey did not ask how teachers used the Internet or what types of Internet resources
were utilized. From survey comments however, we see that teachers use the Internet
more for planning lessons and activities than instruction or assessment of students (see
3
Table 1). Teachers are familiar and comfortable with accommodations that have been
around for many years (e.g., Captioned Media, TTY, and hearing aids).
4
SignSmith Software 30% 91% below proficient
Presentations 28% 61% proficient or above
Handhelds 28% 82% below proficient
VREAL 26% 90% below proficient
Content-specific Software 26% 50% proficient
Digital Video/Cameras 25% 72% proficient or above
Remote Captioning 23% 98% below proficient
Database/Spreadsheets 23% 69% below proficient
Captioning Accommodations 21% 94% below proficient
Voice Recognition 21% 95% below proficient
The survey did not provide questions on why they wanted to learn more about
technologies they already felt comfortable using. We also did not request information as
to any benefit (if any) they saw in their use of the technologies they are proficient in
using. It would be a good follow-up study to determine what the Master Teachers’
perceived benefits were for those technologies in which they felt proficient in using and
wanted to continue using and learning more about.
The technology Master Teachers most wanted to learn more about was portfolios. The
survey did not address if their interest in portfolios was for their own professional
development documentation or documentation of student outcomes. Because portfolios
are an alternative assessment option for students who cannot pass statewide standardized
testing, a possible hypothesis is Master Teachers are looking to document student
outcomes and performance. In comparison, a college-level survey done found preservice
teachers were familiar with portfolios as used to document their college experience.
5
Teachers prefer traditional methods of receiving professional development. Teachers
prefer working with other people rather than learning in isolation or learning via the use
of technology, e.g., taking an online course. The Join Together grant serves a national
audience and the Master Teachers are spread throughout the nation. Therefore, their
favorite method of instruction, workshop, is not an option other than the few conferences
in which workshops could be set up.
The Join Together Topical Teams 1.2 and 2.3 have considered ways to help Master
Teachers become more comfortable learning remotely. Two of the methods considered
include phone calls and a Team Leader partner to walk teachers through new things, for
example, installing new programs such as iVisit (videoconferencing/chat software). The
Team Leaders also compared the structures and procedures in successful Study Group
projects and incorporated them into a virtual Study Group pilot. Using the Study Group
model, rather than sending individuals to use the bulletin boards in isolation, teachers are
part of a smaller team of people. They then get to know others more personally and have
an opportunity to see one another using videoconferencing software either at work or
home. Having a face-to-face connection is important for professionals who dedicate their
lives to working with and supporting others.
Select comments regarding technology changes over the previous four years.
Comments are the teacher’s perspectives on their own use.