Week 5: Teaching Perspectives Inventory

Did the results of your TPI fit your image of yourself as a teacher? Do you think the TPI results are different for the same person teaching online and face-to-face?

First of all, I would like to give some background on my Teaching Perspectives Inventory (TPI) score.

My scores for Transmission, Apprenticeship and Nurturing are equal (33), with Developmental (31) and Social Reform (29) not far behind.

As I read more about the description of the domain, I can’t help but to agree that Developmental and Social Reform are less dominant in me. In Developmental, one needs “(1) effective questioning that challenges learners to move from relatively simple to more complex forms of thinking, and (2) 'bridging knowledge' which provides examples that are meaningful to the learner.” This is an area that teachers should and need to work on, especially when we are leaning more and more towards 21st century skills rather on content knowledge.

In Social Reform, “Good teachers challenge the status quo and encourage students to consider how learners are positioned and constructed in particular discourses and practices.” Social Reform is definitely lower on my traits, compared to Transmission, Apprenticeship and Nurturing. Maybe it was the way I was brought up, or the environment I was in; taking social action for change has never been one of my key concerns in class. Taking this test has certainly opened my eyes to the opportunities/responsibilities of effective teaching in social reform: “to change society in substantive ways.”

Do you think the TPI results are different for the same person teaching online and face-to-face? My answer to that would be a “no”. I have never taught an online class before, but I envision myself holding on the same values that are dear to me; and what I feel is best suited for the learners, either for face-to-face or online classes. The way we teach is very much dependent on our values, and they don’t change easily.

Week 4: Instructional Design for online courses

What did you learn about the design of online courses this week that will affect how you think about this form of instruction in the future?

Looking at NACOL, rubrics for instructional design for quality assessment, the concept of “Instruction providing students with multiple learning paths to master the content, based on student needs” came up several times. This prompted me to review is importance, especially in relation to virtual schooling. As a former Mathematics and Physics high school teacher, I know that students have different learning styles and it is important to listen to each student’s needs. However, in a class of average 40 students with 1 teacher, it can be logistically difficult. With virtual schooling, this logistic difficult is minimized and teachers can now tap into the wonders of technology to make this possible.

Week 3: Change in thinking about online schools

How has your thinking about online schools and online schooling changed since the first week?

Previously, I did not know that there is so much rules and regulations governing the operation and funding of online schools and online schooling. After reading through several articles, (Christensen, 2008) and (Watson & Gemin, 2009), I have a better understanding of the management and operation of online schools.

However, as of the first week, I am still skeptical on the effectiveness of online schooling. As mentioned by Vanourek (Aug 2006), evidence of effectiveness is a growing concern for online schools. As of 2006, there was still very research on on K–8 virtual schools effectiveness. As a parent, I am concerned about the effectiveness of the program; similar to public schools, virtual schools differs in their ability to deliver.

Week 2: Choosing a virtual school for my child

Write a tweet-length paper (140 characters) that describes what you would be thinking if you were a parent choosing a school for your child, or if you were a student looking for an online school.

If I am a parent choosing a virtual school for my child, I would look for 2 things in particular. Firstly, I need to feel confident about the curriculum development and course quality. Does the virtual course provide as much rigor as a face-to-face class? Is there enough thought placed on developing students’ learning and higher order thinking skills? Secondly, I would like to know the teacher management philosophy of the virtual school. How can I be sure that the teacher has enough skills and experience to teach online? Are there additional training opportunities given to teachers to ensure that the goals of the program are met? What mentoring, support and accountability processes are used in the teacher management operations.

It would probably be a difficult task since there are no standard physical school tours I can join; I might have to join a virtual demo class for parents to find out more. In fact, I feel that it might require more work than finding a physical school.

Week 1: Reflections

What did you learn this week that surprised you? What was the biggest question you were left with at the end of this first week?

One of the most interesting read this week is from my coursemate Timothy Cooper where he mentions the current lack of checks on virtual schooling has left some to exploit it for financial gains or circumvent existing laws to aid educational reform. It is amazing how the district can place 35-40 students in a lab with monitor because the existing regulation on 25 student limit does not cover online classes. In Tucker (2007), it was mentioned that virtual schools’ strengths are particularly well-aligned with high school reform, which includes curriculum rigor and maintaining broad menu of course subjects. Perhaps more attention should also focused on alignment of laws and regulations on education.

A lot has been mentioned on the pros and cons of virtual schooling. Like it or not, virtual schooling is going to stay; according to Christensen (2008, p.98), about 50 percent of high school courses will be delivered online by 2019. My biggest question is how we can effectively manage the pros and cons of virtual schooling so that it can translate into meaningful experience for our next generation of learners, who are already doodling on the ipad before they turn four years old.

Week 1: A little about myself

Hi! I am Kar Hwee, from the small island of Singapore in South East Asia, just a few degrees north of the equator....

A mathematics, science and engineering lover, I have been teaching high school mathematics and physics in Singapore for several years before coming to United States. My interests are wide; serious games on STEM, healthcare awareness and corporate education to name a few.

What made you interested in this course?
I have been fortunate to teach in a school that is technology-rich since the start of my teaching career. The school, which is part of the Future School in Microsoft's Global Innovative Schools Program, is also a technology test-bed where students are equipped with tablet PCs for all lessons since 2004. I am interested in developing instructional curriculum and deliverables catered to meaningful and effective e-Learning experience. Virtual Schooling is a big part of that experience.

What experience do you have with online learning? Was it positive or negative and why?
I have not taken any formal online courses before. Last Fall, I had the chance to work with Dr Susan Lowes on reviewing of IB online courses. The experience certainly opened my eyes to the world of online schooling. There is certainly a lot of things to learn in this emerging field, so here I am. :)

If you see me anywhere in TC, say hi!