{"id":2465,"date":"2012-07-12T09:26:56","date_gmt":"2012-07-12T13:26:56","guid":{"rendered":"https:\/\/edutechdebate.org\/?p=2465"},"modified":"2012-09-27T10:39:00","modified_gmt":"2012-09-27T14:39:00","slug":"distance-education-should-be-a-viable-solution-to-create-quality-teaching","status":"publish","type":"post","link":"https:\/\/edutechdebate.org\/distance-education-for-teachers\/distance-education-should-be-a-viable-solution-to-create-quality-teaching\/","title":{"rendered":"Distance Education Should Be a Viable Solution to Create Quality Teaching"},"content":{"rendered":"<div style=\"float: right; margin-left: 10px; margin-bottom: 10px;\"><a href=\"http:\/\/edutechdebate.org\/wp-content\/uploads\/2012\/07\/2014172496.gif\"><img src=\"http:\/\/edutechdebate.org\/wp-content\/uploads\/2012\/07\/2014172496.gif\" alt=\"\" title=\"inspiring teachers and distance education\" width=\"200\" class=\"alignnone size-full wp-image-2474\" srcset=\"https:\/\/edutechdebate.org\/wp-content\/uploads\/2012\/07\/2014172496.gif 296w, https:\/\/edutechdebate.org\/wp-content\/uploads\/2012\/07\/2014172496-183x300.gif 183w\" sizes=\"(max-width: 296px) 100vw, 296px\" \/><\/a><br \/>.<\/p>\n<div class=\"addthis_toolbox addthis_default_style addthis_32x32_style\"><a class=\"addthis_button_preferred_1\"><\/a><a class=\"addthis_button_preferred_2\"><\/a><a class=\"addthis_button_preferred_3\"><\/a><a class=\"addthis_button_preferred_4\"><\/a><a class=\"addthis_button_compact\"><\/a><\/div>\n<p><script type=\"text\/javascript\" src=\"http:\/\/s7.addthis.com\/js\/250\/addthis_widget.js#pubid=wayan\"><\/script><\/div>\n<p>The greatest single predictor of student achievement is access to a high-quality teacher.\u00a0 The difference between having a good teacher and a bad teacher can exceed one grade level in annual achievement growth\u2014a massive effect when one considers that in so many parts of the globe, children receive only a primary school education. Access to quality teaching (I\u2019m using <em>teaching<\/em> and <em>teacher<\/em> synonymously) is more even beneficial for poor kids than wealthy ones and these effects are cumulative over time.<\/p>\n<p>We know what constitutes <em>high-quality teaching<\/em>\u2014a teacher\u2019s deep knowledge of content, instructional knowledge, the ability to utilize multiple and appropriate assessment strategies, knowledge of how students learn, and a sense of efficacy (belief that all students can learn). <\/p>\n<p>We also know the qualities of <em>high-quality <\/em><em>professional development<\/em> (some of which are instruction and learning experiences for teachers that are content-focused and centered on improving student learning outcomes; and that are long-term, ongoing, sequential, cumulative and offer ongoing support). <\/p>\n<p>We don\u2019t understand as much about technology as we do about teaching and professional development. Still, we know that some modes of ICTs (e.g., Interactive Radio Instruction) have richer bodies of research than others (online or mobile learning). Because distance learning has a long history, we have some understanding of the types of <em>distance technologies<\/em> that have or have not proved to be effective vehicles for addressing particular knowledge and skills (either because they have failed to attain intended results or because they show no significant differences). For instance, television and video are effective media for helping teachers understand processes and procedures; Interactive Audio Instruction offers highly structured in-class support that can help teachers acquire \u201cbasic\u201d instructional skills, etc. <\/p>\n<p>Taken together, the above three items\u2014understandings of good teaching, good professional development and appropriate technologies\u2014<em> should<\/em> mean that distance education is a viable solution to create the types of quality teaching we want. Unfortunately, many models of distance education in poorer countries <em>do little, <\/em>in their current form, to help \u201cdevelop\u201d the kind of high quality teachers students need. This has less to do with technology. Rather it is the cumulative result of perceptions, understandings of change and an overly narrow focus on scale: <\/p>\n<p><strong><em>Perception.<\/em><\/strong> First, for too many distance learning is online learning and many places have neither the technical readiness (Internet penetration, access to broadband, local language digital content) or the human readiness necessary to be a successful online leaner (high degrees of literacy\u2014reading, writing, technical and the\u00a0 qualities of self-directedness, time management, the ability to manage information, etc.). In spite of this, many decision makers <em>want <\/em>online learning\u2014even when the country is in no way ready for it! Other distance technologies with far more proven track records (like IRI) are seen as less \u201csexy\u201d than online learning. Bandwidth drives content choices, so distance courses in low-bandwidth settings have more asynchronous communication and text-based content and are focused more on propositional knowledge. With more robust connections that support video examples and synchronous, face-time instruction, teacher-learners could <em>do<\/em> good instruction and discuss\/collaborate around good instruction with online colleagues versus simply learning <em>about<\/em> good instruction. <\/p>\n<p><strong><em>Understanding How Change Occurs.<\/em><\/strong> Second, in-service distance-based professional development programs aim to \u201cretro-fit\u201d teachers who have matriculated through what is often a weak pre-service system. Yet the qualities of good teaching mentioned above are incredibly complex and take years to develop and cultivate. The problem is many in-service distance programs often attempt to turn a low-quality teacher into a high-quality one in a very compressed amount of time\u2014months versus years\u2014and attempt to do so without providing teachers with support either in terms of human and digital supports or through a distance program that offers structure and scaffolding. (Support is absolutely essential to any \u201csuccessful\u201d implementation, no matter the field.) <\/p>\n<p><strong><em>Overly Narrow Focus on Scale.<\/em><\/strong> Finally, the focus on <strong>scale<\/strong> (quantity) really is the enemy of the good (in this case, quality). More often than not for decision makers, \u201cscale\u201d means numbers\u2014replication, quantification, expansion\u2014 and is totally input focused (How many teachers are trained? How much will this cost?), and the <em>type <\/em>of technology to be used (\u201cOnline learning has the potential for scale\u201d) versus the set of practices to be delivered or cultivated. Often this results in design of lower-quality courses than high-quality ones (easier to scale), and a focus on simple or simplistic interventions for teachers (easier to scale) versus focusing on the complex set of characteristics that actually define good teaching. <\/p>\n<p>So, what can designers of distance learning do to address these issues and improve distance education for teachers?<\/p>\n<ol>\n<li><strong><em>Focus on appropriate technology, not sexy ones<\/em><\/strong>.\u00a0 What do teachers need to know and be able to do and what mode of distance technology can best \u201cbundle\u201d the instruction they need help them achieve this? (The first half of the featured <a href=\"http:\/\/go.edc.org\/07xd\">distance education guide<\/a> focuses on these technologies.)<\/li>\n<li>Understand that change is a long process and <strong><em>design all distance program elements to support teachers<\/em><\/strong> in the change process.\u00a0 (Part of the second half of the featured <a href=\"http:\/\/go.edc.org\/07xd\">distance education guide<\/a> focuses on designing for support.)<\/li>\n<li><strong><em>Broaden understandings of scale.<\/em><\/strong> Scale is about depth as well as reach. It is about the <em>spread <\/em>of a set of proven pedagogical practices between and within classrooms, schools, and districts. It is about <em>shifts <\/em>in ownership from an externally understood and supported theory to internalized classroom practice and sustainability. \u00a0Scale is not about technology\u2014about hardware or software, but rather about \u201cwetware\u201d (Judi Harris\u2019s term)\u2014learning that helps teachers access, use, understand content and apply effective instruction in ways that have demonstrable impact on student achievement.<\/li>\n<\/ol>\n<div style=\"float: right; margin-left: 10px; margin-bottom: 10px;\"><a href=\"http:\/\/idd.edc.org\/sites\/idd.edc.org\/files\/DE%20Book-final.pdf\"><img loading=\"lazy\" title=\"distance education for teachers\" src=\"http:\/\/edutechdebate.org\/wp-content\/uploads\/2012\/07\/distance-education-for-teachers.jpg\" alt=\"\" width=\"205\" height=\"243\" \/><\/a><\/p>\n<div class=\"addthis_toolbox addthis_default_style addthis_32x32_style\"><\/div>\n<\/div>\n<p>To help designers achieve these goals, Education Development Center has developed a free distance education guide, <a href=\"http:\/\/go.edc.org\/07xd\">Distance Education for Teacher Training: Modes, Models and Methods<\/a> highlighting:<\/p>\n<ul>\n<li><strong>Modes of distance education<\/strong>\u2014types of distance-based delivery systems and their strengths and weaknesses from print to digital gaming to online learning to mobile technologies<\/li>\n<li><strong>Models of distance education for teacher training programs<\/strong>\u2014actual examples of various programs from each continent<\/li>\n<li><strong>Methods or best practices<\/strong>\u00a0necessary to develop a high-quality distance education programs in over 100 nations and territories.<\/li>\n<\/ul>\n<p>Unlike most distance-education books, this guide focuses less on policy and funding, and almost exclusively on building high-quality teaching and learning within a distance-based system. With over 200 web references to existing programs and technology tools; an annotated reference section of distance-based resources; and an extensive glossary of terms and bibliography, this guide is a valuable resource for those interested in not just distance education but technology and professional development.<\/p>\n<p>I hope this will be a valuable resource for education policymakers and planners.<\/p>\n<p><i>Mary Burns is a senior technology specialist at Education Development Center, an international non-profit based outside of Boston, MA. A former teacher and school-based coach, Ms. Burns has designed, delivered and evaluated face-to-face and web-based professional development for teachers across the globe since 1997. She designed and evaluated Indonesia\u2019s national distance education pilot and Mali\u2019s first-ever online learning program for teacher training faculty and is helping to develop Lebanon\u2019s national ICT in education strategy. She has published books, monographs, journal articles and book chapters on using technology to support teacher learning and is the author of <a href=\"http:\/\/go.edc.org\/07xd\">Distance Education for Teacher Training: Modes, Models and Methods.<\/a><\/i><\/p>\n<div class=\"embednewsletter\">\n<h2>Don\u2019t miss a moment of the action!<\/h2>\n<p>Subscribe now and get the latest articles from Educational Technology Debate sent directly to your inbox.<\/p>\n<form action=\"http:\/\/feedburner.google.com\/fb\/a\/mailverify\" method=\"post\" onsubmit=\"window.open('http:\/\/feedburner.google.com\/fb\/a\/mailverify?uri=EducationalTechnologyDebate', 'popupwindow', 'scrollbars=yes,width=550,height=520');return true\" target=\"popupwindow\"><input id=\"email\" class=\"text\" type=\"text\" name=\"email\" \/> <input type=\"hidden\" name=\"uri\" value=\"EducationalTechnologyDebate\" \/> <input type=\"hidden\" name=\"loc\" value=\"en_US\" \/> <input class=\"img\" type=\"Submit\" value=\"Sign Up\" \/><a href=\"http:\/\/feeds.feedburner.com\/EducationalTechnologyDebate\"><img loading=\"lazy\" class=\"fburner\" style=\"border: 0;\" src=\"http:\/\/feeds.feedburner.com\/~fc\/EducationalTechnologyDebate?bg=003366&amp;fg=FFFFFF&amp;anim=0\" alt=\"\" width=\"88\" height=\"26\" \/><\/a><\/form>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>. The greatest single predictor of student achievement is access to a high-quality teacher.\u00a0 The difference between having a good teacher and a bad teacher can exceed one grade level in annual achievement growth\u2014a massive effect when one considers that in so many parts of the globe, children receive only a primary school education. Access [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1350],"tags":[1361,1362,1359,1358,1360,33,1351,1356,1357],"_links":{"self":[{"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/posts\/2465"}],"collection":[{"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/comments?post=2465"}],"version-history":[{"count":11,"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/posts\/2465\/revisions"}],"predecessor-version":[{"id":2652,"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/posts\/2465\/revisions\/2652"}],"wp:attachment":[{"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/media?parent=2465"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/categories?post=2465"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/edutechdebate.org\/wp-json\/wp\/v2\/tags?post=2465"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}