Click or tap the download button to download a PDF of our presentation. Unfortunately, we will not include the video portions of the PowerPoint presentation.
Captivate Your Classroom: Create Your Own Virtual Training Modules
Monday, June 24, 2019 – 11:00 AM–1:00 PM
Level 4, Terrace Ballroom Lobby, Table 33
Presented by
Richard Tran
IT Specialist
Mark Yap, MEd
IT Manager
Joanna Philippoff, MS
Assistant Specialist
Jessica Schaefer
Graduate Assistant
Join us to explore and learn how we have created virtual training modules to facilitate teacher and student learning. Learn about a templated process that allows anyone to create virtual training modules utilizing Adobe Captivate and 360-degree video as a means for blended learning and digital assessment.
If citing our work, please use the following:
Tran, R., Yap, M, Philippoff, J., Schaefer, J. (2019). Captivate Your Classroom: Create Your Own Virtual Training Modules. Presentation, ISTE Conference 2019, Philadelphia, PA.
Richard Tran is a current information technology (IT) Specialist at the Curriculum Research & Development Group (CRDG) at the University of Hawaiʻi at Mānoa. He is a recent graduate of the University of Hawaiʻi at Mānoa, with a bachelor’s degree in Travel Industry Management. As a former student Computer Specialist, Richard has supported operations in and around CRDG and the University Laboratory School. Upon graduation, Richard joined CRDG full-time to continue to provide support to the organization. Richard has been exposed to technology for as long as he can remember, and it continues to be a significant influence in his life. He always seeks to find ways to use technology to better the lives of those around him. As a part of the IT team, Richard handles front and back-line support and project management to ensure smooth operations. He brings to the team an insatiable desire to learn, grow, and contribute, as well as an extreme interest in all things information technology. He is no stranger to ISTE, having shared his expertise and knowledge as a presenter at both ISTE 2016 in Denver CO, ISTE 2017 in San Antonio, TX, and ISTE 2018 in Chicago, IL. He has also presented his work in mixed reality research at the Schools of the Future (SOTF) Conference, hosted in partnership with the Hawaiʻi Society for Technology in Education (HSTE), an ISTE affiliate, based in Honolulu, HI in 2016, 2017, and 2018 and has presented his work at the Hawaiʻi Association of Language Teachers (HALT) Fall Symposiums in 2017 and 2018.
Mark Yap has over 20 years of experience in IT and in video/multimedia production, as well as recent work in the educational technology field. He has a bachelor’s degree in Communications, certificate in Ethnic Studies, and a Master’s of Education in Learning Design and Technology from the University of Hawaiʻi at Mānoa. Mark is currently a Phd. student in the Learning Design and Technology program at Manoa. He has presented at multiple ISTE conferences, local EdTechTeam Google Summits, Society for Information Technology & Teacher Education (SITE), and provided professional development for educators. Additional roles have included assistant teaching in multimedia for grade six students for seven summers, serving as lead instructor for a Taste of Technology summer course for elementary and middle school students, consulting on IT and audio visual needs, creating multimedia content for K–12, and bridging IT in a blended P–20 environment. He is currently the IT manager for CRDG at the University of Hawaii at Mānoa, in Honolulu, Hawaiʻi.
Joanna Philippoff is an Assistant Specialist in science education at CRDG in the College of Education at the University of Hawaiʻi at Mānoa. She designs, implements, evaluates, manages, and does research on and about science professional development and curricula projects. She holds a BA in biology, a MS in zoology, and is working on her PhD in educational psychology (studying the long-term effects of a science teacher professional development program—expected 2019). Current projects include Our Project In Hawaiʻi’s intertidal (OPIHI), a citizen science program funded by a National Oceanic and Atmospheric Administration (NOAA) Bay Watershed Education and Training (B-WET) grant. In OPIHI teachers are trained through professional development workshops in ecological monitoring techniques; they then pass these techniques onto their students prior to collecting data on an intertidal field trip. A sister grant, funded by Hawaiʻi Sea Grant, engages undergraduates in authentic research along Hawaiʻi’s coasts through a unique model that scaffolds immersion in the scientific process and involves the support of community partners, collaborating scientists, and multiple science departments. Joanna has also been working closely with the Hawaiʻi Department of Education training teachers throughout the state on the Next Generation Science Standards (NGSS).
Jessica Schaefer is a Master’s Student in Zoology at the University of Hawaiʻi at Mānoa and Graduate Assistant for Our Project in Hawaiʻi’s Intertidal (OPIHI). OPIHI is a marine citizen science program for secondary school students and teachers. Jessica’s role in OPIHI includes training, coordinating, and assisting OPIHI teachers across the state of Hawaiʻi to conduct field trips where their students collect ecological data at a local intertidal site. This project combines Jessica’s dual passions for science education and marine ecology. She is especially interested in connecting K12 students with scientific research opportunities and enriching science learning through fun, hands-on, inquiry-based experiences. Jessica holds a B.S. in Biological Sciences and previously worked as a middle school substitute teacher and special education paraprofessional in Wisconsin before moving to Hawaiʻi.
Presenter
Mark Yap, IT Manager
November 8, 2018
3:30 PM – 4:30 PM
Session Description
How are educators and researchers preparing our learners of today for the technologies of today and tomorrow? In this presentation, we’ll look at emerging technologies for mobile and desktop computing in education. This session will feature virtual and augmented reality, Internet of Things, and critical apps. We’ll also look at ways to use technology trends, evaluate technology tools, and apply best practices for implementing and supporting technologies at your site. This session will be interactive and participants are encouraged to share their thoughts and experiences with technology. Participants will walk away with a presenter and audience sourced tips and toolkit by the end of the session.
Presentation Link: Click/Tap to view The Teacher’s and TC’s Technology Toolkit
Mixed reality continues to be an emerging tool used in education, but are you getting the most out of the technology? Join us as we share tools, pedagogy and processes needed for creating engaging environments to facilitate student-centered, curriculum-focused 360° videos.
Click here to link to the ISTE session description
Click here to download the poster
Click here to download the information flyer
Apps discussed in the presentation are not endorsements, but what we currently use and recommend
Adobe Premiere CC for Education
Veer (Android & iOS) – Free 360° Video Editor
For APA citations, please use the following reference:
Tran, R., Yap, M., Baylor, M., & Nakama, R. (2018). Virtual Reality Check: Creating 360° Video Experiences from Start to Finish. Presentation, ISTE Conference 2018, Chicago,IL.
Integrating technology in PK can be challenging for teachers and administrators. PK’s need experienced edtech specialists to close the technology gap. Connect and share your experiences with us while learning what tips and tricks teachers and administrators need.
Click to share your thoughts with us on Padlet!
Click here to link to the ISTE session description
Click here to download the poster
Click here to download the Designing Professional Development for Educators Guide
Apps discussed in the presentation are not endorsements, but what we currently use and recommend
PowerSchool (Student Information System)
+School Messenger (Integrated Notification System)
For APA citations, please use the following reference:
Yap, M., Tran, R., Baylor, M., & Nakama, R. (2018). TAG, You’re IT: Closing the Technological Achievement Gap. Presentation, ISTE Conference 2018, Chicago, IL.
Mahalo for your interest in Mark Yap’s slide deck that was presented on Wednesday, November 15, 2017 at the TCCfx 2017 online conference. Mark was an invited speaker, featured on the Building Foundations: EdTech Applications in K–12 panel with Michael Wright. He presented on Virtual Reality and 360° Video.
The G-suite slide deck may be viewed and/or downloaded by clicking the image below.
Click here to link to the ISTE session description
Click here to download the poster
Click here to download the information flyer
Click for more information on the research
For APA citations, please use the following reference:
Tran, R., Yap, M., Baylor, M., & Nakama, R. (2017). 360° Video VR Immersion: Taking Google Cardboard to the Next Level. Presentation, ISTE Conference 2017, San Antonio, TX.
Click here to link to the ISTE session description
Click here to download the information flyer
Click here to link to the ISTE session description
Click here to download the poster
Click for more information on the research
For APA citations, please use the following reference:
Yap, M., Baylor, M., Tran, R., & Nakama, R. (2017). Flipping In Student-Centered Physical Education. Presentation, ISTE Conference 2017, San Antonio, TX.
Tools
Thank you for attending our session!
You may download our presentation by clicking the green link: Slides – Creating A VR Experience in Google Cardboard
Thank you for stopping by our poster presentation today! It was great meeting and chatting with all of you.
You may download our poster by clicking the green link below.
Mark Yap, IT Manager, University of Hawaii at Manoa
Thanh Truc T. Nguyen, EdD, Associate Specialist in Learning Technologies Associate Director
Presentation link: http://app.emaze.com/@AOWQLQOW/the-runbook-project—site-2015
Click the link below to access the eMaze presentation:
http://app.emaze.com/@AOWQLQOW/the-runbook-project—site-2015
[or use this link http://bit.ly/hawaiirunbook]
[or use this link http://goo.gl/ehheBw]
[or use this link: http://goo.gl/cindvq]
Watch the video below to learn about “The Press” model that describes the approach.
To view the Academy for 21st Century Education project description document, please click the button below:
[or use this link http://goo.gl/oy4WpA]
For more on the The 21st Learning Nexus, please click the button below. This will take you to a Google presentation.
[or use this link: http://goo.gl/NdJgUr]
For a complete description of The Picture Painted, please click the button below. This will take you to a Google presentation.
[or use this link http://goo.gl/Gx69z9]
More from the ISTE poster session description
The purpose of our poster is to share the success and challenges of our Run Book Project, a project whose goals were to provide technology coordinators with concentrated professional development with extended followup support to enable them to deploy and maintain a Google Apps for Education environment in eight Hawaii Department of Education schools. Concurrently, the eight schools were part of a pilot 1:1 computer initiative designed to support the department’s Common Core Digital Curriculum. This poster is not a description of the 1:1 computer initiative or the Common Core Digital Curriculum. Our goal is to share information about the professional development of the technology coordinators in this wider effort.
Our poster addresses three particular ISTE standards–ISTE C6, ISTE A2, and ISTE T1. We address different staff roles in the schools who ultimately support the effectiveness of digital tools in the hands of students for learning and creativity. We primarily focus on the role of the technology coordinator and his/her growth in knowledge and skills to support the 1:1 initiative Hawaii has implemented in eight pilot schools. Secondly, we work closely with the school administrators at those schools so that they understand the influence they have on establishing the digital culture at their school and by extension their community’s home environment for digital exploration and sustainability. And lastly, we constantly remind ourselves that we need to ultimately support our teachers who are at our front lines in facilitating, leading, directing, motivating, and modeling passionate discovery and creativity.
After you visit our poster, chat with us, and view our accompanying videos about implementation, we hope you will leave with the following information:
– knowledge of how our effort to support the TCs was ultimately to support the implementation of Common Core State Standards
– information about how we organized a two-day summit to brainstorm the need to balance TC needs and department outcomes
– outline of the two-day, intensive hands on professional development with TCs
– tips and tricks on how we continuously supported the TCs during their deployment and maintenance via our Google + community
– details on the devices supported, software used, issues encountered, and success stories
The eight schools with which we worked represented different aspects of school profiles and were even on different islands in our island state. Six schools were on the island of Oahu and two were on the island of Hawaii. Six were elementary schools, one was a middle school, and one was a middle-high school. Not all schools were in locations where high-speed internet was steadily available, so challenges in connectivity were known prior to the department’s 1:1 computer initiative.
The premise of our work in grounded is technological pedagogical content knowledge, or TPACK (Mishra and Koehler, 2006), a convergence of pedagogical knowledge (Shulman, 1986), technological pedagogical knowledge and technological content knowledge. The concept of TPACK was proposed to provide theoretical grounding to the notion that teachers already have a strong situated knowledge of their own teaching philosophies that needed to be pooled with essential knowledge of technology into their learning situations. An extension of Shulman’s (1986) notion of pedagogical mastery where teachers are adept at content as well as competent in teaching strategies, Mishra and Koehler (2006) proposed that new technologies also had a significant impact in transforming learning. Koehler and Mishra’s resulting model of TPACK in 2009 emphasized their belief that the interrelationship of content mastery, pedagogical strategies, and technical skills are all critical to effective representation of content to learners.
Where most TPACK studies have focused on pre-service and inservice teachers, ours focused on technology coordinators. In our case, the assumption was that technology coordinators already possess a strong technical skillset and that the understanding of how to support teachers (the pedagogy and perhaps content) needed to increase. We share in this poster information our experiences in dispelling of some of those assumptions as well as our successes and challenges so that others can hopefully benefit from our systematic investigation, reflection, and continuous refinement of our Run Book professional development project.
As we have just started the professional development effort, we do not yet have specific evidence of success to share. However, the professional development is happening in Fall of 2013 and device rollout to students is happening in Spring of 2014. We anticipate having our case studies completed and ready for share in our poster by Summer 2014.
The Runbook Overview Section
Why we are creating a runbook
Who is the Runbook for
Excerpts of the Runbook
Professional Development Overview Section
Material from the professional development component
Descriptions of the modules being offered
How implementing GAFE helps foster common core section
QR code links to online videos that address Common Core State Standards
How GAFE is the vehicle for platform agnostic teaching and learning
Our poster addresses three particular ISTE standards–ISTE C6, ISTE A2, and ISTE T1.
We address different staff roles in the schools who ultimately support the effectiveness of digital tools in the hands of students for learning and creativity. We primarily focus on the role of the technology coordinator and his/her growth in knowledge and skills to support the 1:1 initiative Hawaii has implemented in eight pilot schools. Secondly, we work closely with the school administrators at those schools so that they understand the influence they have on establishing the digital culture at their school and by extension their community’s home environment for digital exploration and sustainability. And lastly, we constantly remind ourselves that we need to ultimately support our teachers who are at our front lines in facilitating, leading, directing, motivating, and modeling passionate discovery and creativity.
Books
Lei, Jing, The digital pencil: one-to-one computing for children. New York: Lawerence Erlbaum Associates, 2008.
Journal Articles
Buckenmeyer, J., Freitas, D. & Hixon, E. (2008). Assessing the Effects of a 1:1 Technology Program on Student Achievement: A Viable Research Design. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1051-1053). Chesapeake, VA: AACE.
Cavanaugh, C., Dawson, K. & Ritzhaupt, A. (2008). Conditions, Processes and Consequences of 1:1 Computing in K-12 Classrooms: The Impact on Teaching Practices and Student Achievement. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1956-1963). Chesapeake, VA: AACE.
Corn, J., Osborne, J., Halstead, E., Oliver, K., Tingen, J. & Stanhope, D. (2009). Results from North Carolina’s 1:1 Learning Initiative Pilot: The First Year of Implementation. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 854-859). Chesapeake, VA: AACE.
Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. AACE. Retrieved October 1, 2013 from http://www.editlib.org/p/29544.
Lancaster, S. & Topper, A. (2010). Evaluating K-12 1:1 Laptop Initiatives. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1011-1013). Chesapeake, VA: AACE.
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Retrieved from http://www.jstor.org/stable/1175860
Spires, H. A., Wiebe, E., Young, C. A., Hollebrands, K., & Lee, J. K. (2012). Toward a new learning ecology: Professional development for teachers in 1:1 learning environments. Contemporary Issues in Technology and Teacher Education, 12(2), 232-254.
Teclehaimanot, B., Hamady, C. & Arter, M. (2010). Reflections of a 1 to 1 Laptop Initiative: Lessons Learned. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3367-3372). Chesapeake, VA: AACE.
Tingen, J., Halstead, E. & Corn, J. (2011). How Laptops Digitize and Transform Learning. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3377-3381). Chesapeake, VA: AACE.
Topper, A. & Lancaster, S. (2011). Challenges and experiences of school districts in lower West Michigan that are implementing 1:1 computing initiatives. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1695-1704). Chesapeake, VA: AACE.
Websites
“Can Your IT Team Handle the Demands of One-to-One and BYOD?,” EDTECH, last modified April 1, 2012, http://www.edtechmagazine.com/k12/article/2012/04/can-your-it-team-handle-demands-one-one-and-byod
“How to Start a BYOD Program,” EDTECH, last modified April 2, 2012, http://www.edtechmagazine.com/k12/article/2012/04/how-start-byod-program
