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Master Teacher Survey Summary

Shelley Popson Ardis, Karen Dilka, Liz Parker, Maribeth Lartz


(Objectives 1.2 & 2.3 Topical Team Leaders)

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.

Table 1: General Ways Master Teachers Are Using Technology

Technology While Technology for Technology Students Use


Teaching Preparation/Planning During lessons
Internet search - speech Internet research
pathology games for
therapy
Keep track of students,
schools & parents; record
keeping
Internet downloads make
job more efficient
Computer programs for IEP
development
Spreadsheet program for
averaging grades and for
itinerant mileage charts
PowerPoint presentations
Educational websites for Educational websites for
lesson enhancements lesson enhancements

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.

Access to computers, Internet and videoconferencing


60% use Windows in both home and school.
25% have access to a laptop at home, school, or both.
Almost 50% have high-speed Internet access at both home and work.
Less than 50% use videoconferencing at home or school.

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%)

Master Teachers rate their proficiency levels on a diverse list of technologies.

Rating Options: Novice – Somewhat – Proficient – Leader

Rated in the Proficient& Leader ranges:


• Internet Research – 79%
• TTY – 75%
• Digital Camera/video – 72%
• Hearing Aids – 72%
• Presentation Software – 61%
• Content Specific Software – 50%
• Desktop Publishing – 36%
• Charts/graphing – 25%

Rated in the Somewhat & Proficient ranges:


• Captioned Media Resources – 79%
• CyberMentors – 70%
• Cochlear Implants – 69%

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).

Rated in the Novice & Somewhat ranges (i.e., below Proficient)


• Remote Captioning – 98%
• Voice-Text-Sign – 97%
• Voice Recognition Software – 95%
• Captioned Accommodations – 94%
• Statistical Packages – 89%
• Video Conferencing – 82%
• Wireless Handhelds (*innovative item) – 82%
• Internet Video Relay – 81%
• Online Courses – 78%
• Page/Text Messaging – 73%
• Web Page Development – 73%
• Databases/Spreadsheets – 69%
• Charts/Graphing – 64%
• Desktop Publishing – 36%

Rated in the Novice range


• Baldi – 97%
• SignSmith – 91%
• VREAL – 90%
• Electronic Portfolios – 60%
(Note: did not specify whether for own use or documentation of student work)

Teachers rated themselves below proficient in most software-based technologies. Many


of the above listed technologies are modern accommodations for students who are deaf.
Some have been thoroughly researched at the postsecondary level, but the Master
Teachers were unaware of them. Some of the above items can be grouped by similar type
such as 3D Animated Technologies would include Baldi, Sign Smith, and VREAL.
Captioning Technologies could include Remote Captioning, Captioned Accommodations,
and Captions Media Resources. Based on the possible groupings of some of these
unfamiliar technologies, Topical Teams 1.2 and 2.3 have looked into a variety of ways to
expose Master Teachers to these technologies including their uses, benefits, and
appropriateness to meet the needs of specific students. Some of the interventions looked
at include 1) workshops at deaf specific conferences, 2) on-line modules freely available
and advertised through www.deafed.net and other publications, and 3) web-based Study
Groups that would utilize the bulletin boards on www.deafed.net.

Technology topics Master Teachers most want to learn

Percentage wanting to learn more Percentage of awareness & skill level


Portfolios 62% 88% below proficient
Web Page Development 40% 73% below proficient
Videoconferencing 34% 82% below proficient

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.

Barriers/frustrations to learning and integrating technology


• 76% time to practice
• 67% time to learn
• 62% money to buy software
• 60% time demand of school obligations
• 53% money to buy hardware
• 43% lack of technology related professional development for teachers of the
deaf/hard of hearing (This could mean schools set priorities for professional
development focusing on exceptional education documentation and policies,
school-based initiative, or other topics. The survey did not inquire about
specific reasons for the lack of technology professional development.)

Preferred mode of instruction for professional development


• 78% workshop
• 45% face-to-face with follow-up (email/phone)
• 41% mentoring/coaching
• 31% design team/group projects
• 31% online course with hands-on assignments
• 21% Q & A opportunities

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.

• We recently got a lot of technology in the classroom.


• State requires training in technology.
• Gained in digital videography and movie making.
• Learning more about software to use in the classroom.
• Using the Internet more and downloading more.
• I utilize pictures more.
• Being part of the Star Schools project allowed me to learn more and get more
technology to use in my classroom.
• Technology is more a part of everyday life.
• I’ve begun using discussion boards and participated in online classes.
• Getting a laptop has helped.
• Using the digital white board

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