Teaching Dossier Dr. Robin Kay. Contents. Dr. Robin Kay Teaching Dossier - Page 1

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1 Dr. Robin Kay Teaching Dossier - Page 1 Teaching Dossier Dr. Robin Kay Contents Summary... 2 Teaching Philosophy... 4 Overview... 4 Learning Theories... 5 Course Evaluations Dr. Robin Kay... 9 Highlights... 9 Course Development Samples of Courses and Materials Developed Graduate Student Supervision Use of Technology Web Design Range of Tools Used Research on the Use of Technology Tools Developing and Sharing Resources with and for Students Sharing Teaching Resources with the Educational Community References... 26

2 Dr. Robin Kay Teaching Dossier - Page 2 Summary Overall, I believe my teaching record has been excellent based on the following key areas: o strong philosophy of teaching; o theoretically grounded approach to instructions; o teaching and course evaluation scores consistently well above the university average; o strong development of undergraduate and graduate courses; o careful and purposeful design of lessons; supporting resources; and assignments; o promising program of supervising graduate students; o extensive and meaningful use of technology; o research-guided instruction; and o teaching and sharing resources with the larger educational community. I will provide a brief summary statement for each area, and then elaborate in more detail in the rest of the teaching dossier I have a strong philosophy of teaching based on the Action Research Cycle of planning, acting, observing and reflecting. This cycle allows me to see the impact of my teaching and to continually improve the quality (see Teaching Philosophy) My teaching is based on a strong foundation of learning theories including social construction of knowledge, authentic learning activities, partnering and collaboration, meaningful and creative use of technology, constructivism and scaffolding, formative assessment, and communities of practice. Good teaching is partially based on instincts but we also need to consider established learning theories in the process of instruction. These theories have helped me improved my teaching and try new approaches that I would probably not have considered (see Learning Theories) I have been active in teaching and developing a wide range undergraduate and graduate courses (see Course Development): o I have taught 35 courses at UOIT (29 undergraduate and 6 graduate) o I have developed 11 different courses during that time (8 undergraduate and 3 graduate) My teacher and course evaluations have been consistently strong well above university average and above the faculty of education average (which is quite high regularly over 1.50) see Course Evaluations o Teacher evaluations: 1.68 (SD=0.20) in the past 6 years o Course Evaluations: 1.65 (SD=0.20) in the past 6 years I have been responsive and open to improving my teaching

3 Dr. Robin Kay Teaching Dossier - Page 3 o Teacher evaluation scores have improved from an average of 1.15 (SD=0.19) during the first two years at UOIT to an average of 1.68 (SD=0.20) in the remaining years o Course evaluation scores have improved from an average of 1.16 (SD=0.28) during the first two years at UOIT to an average of 1.68 (SD=0.20) in the remaining 8 years I demonstrate careful and purposeful design of courses with extensive attention directed toward establishing clear learning goals, clear assignments supported by both written and video based instructions, detailed lessons plans posted on the web, a wide range of resources to support student learning, active use of technology, and openshared student space for learning (e.g., wikis, blogs) see Samples of Course and Materials Developed I have started a promising program of supervising graduate students 7 students in one year see Graduate Student Supervision I practice thoughtful, creative use of technology with over 25 tools used regularly and meaningfully. Furthermore, I share how to use these tools with video based guidance supplied to students and to my colleagues (See Use of Technology) I conduct systematic research on my teaching so that I can improve and share experiences with my colleagues and the larger educational community in a formal way the research allows me to merge research and practice (see Research on the Use of Technology Tools) I share resources with students and the larger educational community in the form of workshops and presentations to obtain feedback and inspire growth (see Developing and Sharing Resources with and for Students)

4 Dr. Robin Kay Teaching Dossier - Page 4 Teaching Philosophy Overview I follow an action research approach to my teaching: Planning, Acting, Observing, and Reflecting. See figure one for a visual of the action research cycle. Figure 1. Action Research Cycle Graphic taken from Planning. The first step is to figure out what my learning objectives are for a course, then lesson by lesson. I am following Wiggins & McTighe (2005) backward design approach. Next I plan based on what I know of research on teaching and education and my personal experiences over the past 20 years of teaching. I also consult my colleagues on what they have done what has worked well and what has worked not so well. I carefully write out my lessons plans based on the TIPS lesson plan design: Learning Goals, Minds on (Hook), Learning Activities, Consolidation, Home Activities (see TIPS4RM for examples - TIPS, 2013). Next I post the lesson plans on my website (e.g., tinyurl.com/promo-kay1) for my students to see ahead of time. Acting. I have my website posted in class and give students the web address so that they can follow and participate. I use an online timer to keep the class on schedule

5 Dr. Robin Kay Teaching Dossier - Page 5 although I am open to variation and deviations depending on what tangential questions and topics arise. Observing. This section may be more aptly called formative feedback because I observe and sense how the class is working and make adjustments on the fly when necessary. Furthermore, I often seek lesson plan or weekly feedback to assess how lesson went and how they could be improved to meet the needs of the students. I take student feedback very seriously and have observed on a number of occasions that even when I think a lesson went well, there is always room for tweaking and improving the process or trying something new. Reflection. I consider this part of the process critical for improving teaching and learning. Based on my observations and class feedback I regularly make alterations in individual lesson plans and assessment. If I had not collected regular feedback from students in the early years of teaching at UOIT, I simply would not have been able to improve the way I have. I also ask colleagues for help on particularly challenging issues. I am blessed because I work in the Faculty of Education where there are many good instructors from which to draw ideas and advice. Learning Theories I base my teaching on a number of learning frameworks summarized in Table 1. I don t aspire to any one framework rather I take what I consider to work best from a range of theoretical perspectives. Based on my action-research approach to teaching, I find I am constantly dancing between theory and practice what is supposed to work and what seems to work in the actual classroom. Again, the reason I collect frequent feedback from the students is to check on what works because I don t rely on my intuition only. Table 1. Learning Frameworks Referred to for Teaching and Learning Framework Social Construction of Knowledge/Collaboration (Johnson et. al., 1981; Johnson & Johnson, 1991;Palinscar, 1998; Vygotsky, 1978) Description Whenever possible and appropriate I have my students work in teams of 2 to 4 to answer challenging questions and produce meaningful artifacts that will demonstrate learning Students enjoy and are stimulated by the social interaction as long as there is a clear and meaningful goal AND I provide and monitor time limits In terms of motivation, production and learning, I feel this is one of the strongest strategies for teaching

6 Dr. Robin Kay Teaching Dossier - Page 6 Meaningful/Authentic Activities (Bransford, Brown, & Cocking, 2000) Partnering (Hmelo-Silver, 2004; Prensky, 2010; Savery & Duffy, 1995) Meaningful and Creative Use of Technology (Koehler, & Mishra, 2008; Prensky, 2012; Schrum & Levin, 2009; Tapscott, 2009) I work very hard to establish meaningful and authentic activities relevant to the learning goals of the courses I teach If students do not buy into the activity, the learning and quality of artifacts produced is typically superficial Activities that lead to team production of useful resources for the entire class work extremely well with respect to focusing students and producing high quality learning I follow a partnering approach (also known as student-centered learning, problem-based or casebased learning and constructivism) when using technology in my class Students (in teams) o find a personal passion or interest o are responsible for selecting and using whatever technology is appropriate o research and find information o answer challenging questions o practice and or create learning artifacts Teachers (me) o provide the context o create good questions o give students guidance o create rigour in what is expected o ensure quality This approach works well in terms of motivation, building student confidence in learning technology, developing collaboration skills, and supporting knowledge building skills I encourage students to pursue personal passions that are related to the learning goals of the course whenever possible Personal meaning and creativity lead to some of the very best learning and artifacts I see from students Students often well-exceed the expectations of assignments and produce artifacts that surprise and amaze me It is not always possible to introduce creativity, but I strive to make it almost always possible

7 Dr. Robin Kay Teaching Dossier - Page 7 Resources, Scaffolding, Constructivism (Bransford, Brown, & Cocking, 2000; Bruner, 1966) Formative Assessment (Ainsworth & Viegut, 2006; Black & William, 2009; Wang, 2007) Social construction of knowledge and constructivism are promising approaches to teaching but I have found resources and scaffolding are needed in varying degrees depending on the initial knowledge base of the students For beginning concepts, support is needed or students get frustrated, particularly because they are pressed for time the courses and programs I teach typically involved more mature students who tend to feel they have little time to waste Providing a key set of starting resources on my website or for an assignment is appreciated by students and provides the necessary assistance to launch the learning process I have to be careful not to provide too many resources because learning them becomes too prescriptive and routinized, and canned learning artifacts are produced. Students can also be prevented from developing problem-solving skills that will serve them well when they are teachers I have just started to rely more heavily on formative assessment the notion of providing detailed feedback without grades. This is a time consuming process but I find students actual read the comments and focus on learning. Eventually a grade is provided, but it is based on a series of revisions and final student selfreflections I don t want to spoon-feed students, so the feedback I provide encourages them to dig deeper with questions, but does not provide step-by-step instructions on how to improve My students are very focused on grades (even though they do not matter in a teacher s professional degree) so removing the grades sometimes allows them to focus on becoming better teachers

8 Dr. Robin Kay Teaching Dossier - Page 8 Research (consuming and producing) (Hattie, 2009) Share Successful Results (Garrison, 2011; Lave & Wagner, 1998) Learning Communities (Garrison, 2011; Lave & Wagner, 1998) My methods of teaching are based on a thorough review of the research I strive to keep up to date on the latest theory and thinking with respect to teaching and learning A large part of my research program is based on the technology tools I use in my courses and presented to teachers in the community Therefore I integrate teaching and research extensively in the area clickers, social media tools, web-based learning tools, and video podcasts Combing research with practice helps my teaching and improves the quality of my research studies. It also helps make my research results more digestible for the larger teaching community I am a strong proponent of sharing my teaching and research experiences with the larger community, so I present practice-based research at conferences, workshops and in schools I gain valuable information from practicing teachers and their feedback guides my teaching and future research This is a new initiative for me. I am now starting to talk with colleagues about how they teach and scheduling visits to their classrooms Teaching can be an isolating experience and it is easy to fall into familiar patterns without realizing there are different and perhaps more effective ways of teaching Sharing ideas with colleagues and observing their teaching is very helpful in shifting my way of thinking and avoiding teacher inertia

9 Dr. Robin Kay Teaching Dossier - Page 9 Course Evaluations Dr. Robin Kay While teaching is far more than a summary of course evaluations, they provide a starting point from which to assess overall quality of the instructor and the courses. Highlights I have taught 35 courses at UOIT (29 undergraduate and 6 graduate) I have developed 11 different courses during that time (8 undergraduate and 3 graduate) Teacher evaluation scores have improved from an average of 1.15 (SD=0.19) during the first two years at UOIT to an average of 1.68 (SD=0.20) in the remaining years Course evaluation scores have improved from an average of 1.16 (SD=0.28) during the first two years at UOIT to an average of 1.65 (SD=0.20) in the remaining years All Courses o Teacher evaluation scores for all courses have been consistently high ranging from 0.97 to 2.00 with an average of 1.52 (SD =0.31). (NB = University Average = 1.21 and Faculty of Education Average = 1.45) o Course evaluations scores have been consistently high ranging from 0.90 to 1.90 with an average of 1.54 (SD =0.30) Last 6 years o Teacher evaluation scores have been consistently high ranging from 1.06 to 2.00 with an average of 1.68 (SD=0.20) o Course evaluations scores have been consistently high ranging from 1.09 to 1.90 with an average of 1.65 (SD =0.20) Undergraduate Courses o Teacher evaluation scores have been consistently high ranging from 0.97 to 2.00 with an average of 1.49 (SD=0.31) o Course evaluations scores for have been consistently high ranging from 1.09 to 1.90 with an average of 1.52 (SD =0.32) Graduate Courses o Teacher evaluation scores have been consistently high ranging from 1.65 to 1.91 with an average of 1.72 (SD=0.32) o Course evaluations scores for have been consistently high ranging from 1.09 to 1.90 with an average of 1.67 (SD =0.28) NB: See Table 1 below for a list of all teacher and course evaluation scores. See actual course evaluations in Appendix A or click here to download

10 Dr. Robin Kay Teaching Dossier - Page 10 Table 2. Course Evaluations Summary for Dr. Robin Kay Course Description Year Term No. Stud. Resp. Rate Prof Score Course Score EDUC3750 Learn & Human Dev Fall 70 81% CURS Math Methods - Part Fall 27 81% CURS Math Methods - Part Fall 13 77% EDUC4240 Educ. Research 2004 Win NA NA 0.97 NA CURS Math Methods - Part Win NA NA 1.10 NA CURS Math Methods - Part Win NA NA 0.97 NA CURS Math Methods - Part Fall 21 95% CURS Math Methods - Part Fall 30 97% CURS Math Methods - Part Win 25 72% CURS Math Methods - Part Win 26 81% CURS Math Methods - Part Fall 18 83% CURS Math Methods - Part Fall 21 95% CURS Math Methods - Part Win % CURS Math Methods - Part Win 20 90% CURS4140 Math Methods - Part Fall 28 93% CURS4141 Math Methods - Part Win 28 71% CURS3410 Math Tech Camp 2007 Fall 26 69% CURS3610 Math Tech Camp 2007 Fall 58 14% CURS4140 Math Methods - Part Fall % CURS4141 Math Methods - Part Win 26 83% CURS4161 Computer Science - Part Win 9 89% CURS4140 Math Methods - Part Fall 23 91% CURS4141 Math Methods - Part Win 23 78% CURS4160 Computer Science - Part Fall 10 90% CURS4161 Computer Science - Part Win 10 80% CURS4140 Math Methods - Part Fall 28 86% EDUC5104G Learning Tools 2010 Winter 16 94% EDUC5104G Learning Tools 2010 Summer 6 NA NA NA CURS4140 Math Methods - Part Fall 34 79% CURS4140 Math Methods - Part Fall 24 88% EDUC5104G Learning Tools 2013 Fall 15 93% EDUC5003G Adv Res Methods 2013 Fall 9 67% CURS4141 Math Methods - Part Win 24 50% EDUC5303G Tech & Curriculum 2013 Win 24 83% EDUC5003G Adv Res Methods 2013 Spring 8 88%

11 Dr. Robin Kay Teaching Dossier - Page 11 Course Development New Courses Developed Since starting at UOIT in 2003, I have developed and re-developed a number of courses. I have officially created 11 different courses (8 undergraduate and 3 graduate). Table 3. Courses Developed at UOIT Course Code Course Description CURS4140 Math Methods Part 1 CURS4141 Math Methods Part 2 CURS3750 Learning and Human Development EDUC4240 CURS3410 CURS3610 Educational Research, Theory and Practice Math Methods and Technology (Summer) Math Methods and Technology (Summer) CURS4160 Computer Science Methods Part 1 CURS4161 Computer Science Methods Part 2 EDUC5104G EDUC5303G EDUC5003G Learning Tools Technology and the Curriculum Advanced Research Methods It is important to note that many courses had to be re-designed because (a) I wanted to improve them, (b) I wanted to introduce new methods and technologies and (c) significant changes in schedule occurred, particularly in the first 4 years of our program. For example, the original Math Methods Courses (CURS4140 and 4141) had to be completely re-designed after the first 2 years because (a) we changed the length of course we offered (3 to 2 hours), (b) a 4 day summer math camp course was introduced thereby changing the format of the fall course, (c) the practicum was altered so that students went out 3 times per year instead of 2, and (d) I received and listened to helpful feedback from the students. Therefore the CURS4140 and CURS4141 courses have been through at least 4 design iterations. For me, this is what good teaching is about adaptability and change. Another example of revising courses involved the Learning Tools Graduate Course (EDUC5104G). I spent over 200 hours carefully designing the course for online delivery in a 12 week term (one class per week). The course went very well, however, I had to deliver it again in the summer term which was only 4 weeks long (3 classes per week). I had to redesign the course substantially to match the new time frame limits. Finally, I have taught in two decidedly different formats Face-to-Face and Synchronous in Adobe Connect. When I made the shift to a Synchronous format, I felt like a beginning teacher in many ways. I had to learn new strategies and technologies. I did

12 Dr. Robin Kay Teaching Dossier - Page 12 extensive research, read several books (there were only a few) before I even started the design. The resulting course (see Learning Tools Course) was detailed and carefully planned, lesson by lesson. Samples of Courses and Materials Developed Overview. When I design a course, I focus on 5 key areas: 1. Assignments 2. Lessons 3. Resources 4. Technology Tools 5. Online Shared Student Spaces. I also create my own web page and wiki so that (a) current students will have resources beyond the life of the course (very important for teaching) and (b) my colleagues have extensive information should they wish to teach my course in the future. A number of colleagues who have had to teach the same course I taught have commented and appreciated the web pages and resources I have created. Assignments. I start out with assignments because they typical represent the learning goals I wish students to achieve. In essence, I am using backward design (Wiggins & McTighe, 2005). I also try to incorporate universal design principles by creating both written and video podcasts descriptions of instructions. I often add supportive documents and video podcasts guides for sub-tasks. For specific examples of my work, see Appendix B or refer to Math Methods: then click on Details Technology & the Curriculum: then click on Details Advanced Research Methods: Lesson Plans. When I design a lesson plan, I start with the learning goals (Wiggins & McTighe, 2005), then include a hook or minds on activity, followed by a list of activities (almost always hands-on or interactive), a consolidation activity and a clear description of home activities. Each of these sections is presented in detail, lesson by lesson on my web page so students can look ahead, review, and catch up if they miss a class. Finally, I provide a set of useful resources to support learning goals addressed in the lesson. For specify examples of my work, see Appendix B or refer to Math Methods:

13 Dr. Robin Kay Teaching Dossier - Page 13 Learning Tools: Advanced Research Methods: Resources. I encourage students to make extensive use of technology and resources. Many of my activities require students to consult digital and/or web-based resources and work together to create artifacts that can be used by the entire class. Sometimes I provide these resources on a website and other times I use Wikis (class created website). For specific examples of resource portals, see Appendix B or refer to Math Methods Technology & the Curriculum Wiki Technology Tools. Meaningful use of technology is a big part of my teaching. For a number of courses, I create a separate Technology Tools page to help students to use technology meaningfully in their assignments and teaching (I teach K-12 pre-service teachers). In addition, I create Technology Tools Wikis to assist students when they have finished the program. For each tool, I create a video podcast on how to use the tool and how to integrate it meaningfully into their teaching. For specific examples of resource portals, see Appendix B or refer to Math Methods Technology Tools for the Busy Math Teacher Advanced Research Methods Wiki Online Shared Student Spaces. For most of my courses, I like to create wikis and blogs for students to share information and to post the artifacts they have created. This allows students to develop a repository of peer-reviewed resources to be used in the practicum and by current practicing teachers. One excellent example is the Ontario Math Curriculum Wiki that students developed over several years. This wiki contains valuable resources for teaching the Ontario Mathematics Curriculum for grades 9 to 12. The wiki currently gets between hits per day from teachers across the province. This is a good example of learning while completing authentic tasks for students and for the community. For specific examples of resource portals, see Appendix B or refer to Ontario Math Curriculum Wiki

14 Dr. Robin Kay Teaching Dossier - Page 14 Video Podcasts for Ontario Secondary School Mathematics Technology and the Curriculum Blog

15 Dr. Robin Kay Teaching Dossier - Page 15 Graduate Student Supervision Our graduate program started in and I was asked to teach in the program in the Winter and Summer terms for I started my sabbatical shortly after so I was unable to fully participate in the supervision of students until Since Sept 2012, I have started supervising 7 Masters level students (4 M.Ed. and 3 M.A. see for a list of projects). I developed a Wiki to support students in the research process see I also developed a template for the M.Ed. and M.A. theses that is now used by many students in our program. Table 4. List of Student Projects Supervised by Dr. Robin Kay

16 Dr. Robin Kay Teaching Dossier - Page 16 Use of Technology Web Design As stated earlier, one of the key resources I use to support students and to share information with my colleagues is websites. I create and revise full service websites for all the courses I teach. Assignments, detailed lesson plans, research and supporting resources are developed to create an effective blended learning environment. In my course evaluations, students are consistently appreciative of the website, the resources provided, and the organization it affords them. Table 5. Course Websites Developed by Dr. Robin Kay for Course Code Course Websites CURS4140 Math Methods Part 1 CURS4141 Math Methods Part 2 EDUC5104G Learning Tools EDUC5303G Technology and the Curriculum EDUC5003G Advanced Research Methods Range of Tools Used Face-to Face Courses. I use a wide range of tools in the undergraduate courses I teach for the faculty of education. I select tools based on the educational advantage they will provide for teaching and learning, the degree to which they will motivate and engage students, the ease with which they are learned, and the cost (I pick free web-based tools for the most part. Below is a table summarizing the resources I have used in my face-to-face classes. Not that a link is provided to each tool simply click on the name or go to Tech Tools at and Math Tools at Table 6. Technology Tools Used by Dr. Robin Kay Technology Tool Description of use in the Classroom 1. Blogs I have used Blogs as a discussion board tool for students to post opinions and positions and to reflect on each other s posts. I plan to use it in the future as a journaling tool so students can post their reflections throughout the B.Ed. and M.Ed. programs. One of the more important skills and key challenges is encouraging students to critically reflect on what they have learned or done as beginning teachers in the classrooms. Without reflection, it is very difficult for pre-service teachers to improve.

17 Dr. Robin Kay Teaching Dossier - Page Clickers We use classroom response systems in the B.Ed. program emphasizing solid questions techniques that maximize student social interaction and collaboration. Techniques such as peer instructions where students work together to answer challenging questions, collecting data from the class to analyze, and setting up gaming sessions are successful. More importantly, student teachers take the clickers into real world classrooms and use them with grade 7 to 12 students to improve motivation and cognitive engagement. 3. Concept Maps My students have used Bubbl.us to create concept maps of the mathematics curriculum or to summarize assessment methods. Graduate students can also use the tools to create a visual of a literature review or how elements of a course interact and create a coherent whole. 4. Cube for Teachers This is a very detailed web site that holds extensive resources for pre-service teachers. Students are encouraged to use this repository to develop engaging lessons plans. 5. Desmos Desmos is an amazing web-based graphing calculator that allows students to understand functions in a more meaningful way. One engaging and meaningful use is to have students use functions tools to create graphics. See samples to understand what can be created. Students must truly understand the behaviour of a variety of functions to create function art. 6. Dropbox Dropbox is an indispensable tool to share files among students. I used to share artifacts that students create in my mathematics class. I also used to help students develop and build their M.Ed. projects and thesis. Finally, I can easily comment on and provide formative feedback when I share a folder in Dropbox with a student. 7. Fathom Fathom is standalone mathematical software that allows students to store, visualize and analyze data. It is a valuable tool for the Grade 12 Data Management course and for helping students understand basic statistics. 8. Google Drive I am referring to Google documents here and the word processing and file sharing functions in particular. Google drive is extremely effective for creating documents in teams and peer reflection. It is also good for providing formative feedback. Finally, I find it an excellent tool to keep track of graduate supervision. 9. Google Earth Google earth is particularly effective for teaching certain concepts in mathematics (e.g., measurement) and linking it to real world situations. 10. Google Hangout I am using Google Hangout more to interact with students and colleagues because it has the advantage of being able to share screens and documents easily. It is also good for collaboration as up to 10 students can meet at one time.

18 Dr. Robin Kay Teaching Dossier - Page GSP Geometer s Sketchpad is very helpful for pre-service math teachers and teaching geometry. The pre-made interactive sketches help students visualize a wide range of mathematical concepts. 12. Jing or SnagIt Screen Recording tools are invaluable in my courses. I use them to present concepts, provide instructions for assignments, give formative and summative feedback to students, and to respond to more complicate questions in s. I also use them to help students develop their explanations skills in mathematics. Finally, a community course wiki of video podcasts organized by grades and concepts is used to help pre-service teachers and their students (see for an example) 13. Join Me Join Me is a valuable tools for sharing screens among students regardless of location. This works well in a math class where I allow student to present concepts from their laptops the student simply sends me a screen sharing address, I click on it, and the whole class can see that individual s computer through the LCD projectot. Join Me also works really well in synchronous classes where students live in many different places but have to work together on common projects and documents. 14. Learning Objects Learning objects or interactive web-based learning tools are particularly effective for learning subject-specific concepts and for allowing students to discover and learn new concepts individually or in teams. 15. Mobile Phones I am starting to integrate interactive Smart Phones in the classroom. I use them to communicate with students because not as effective. The camera feature can also be used to share artifacts and mathematical solutions among the class. Finally, the phone acts as a clicker when used with Poll Everywhere this is a free and alternative to using clickers and in some ways it is easier. 16. OERB Like Cube for Teachers, this is a database of teacher resources that have been created by Ontario Mathematics Teachers. Students need to be trained on how to find effective teaching tools. However, the database is remarkably specific and an essential support when students are on their practicums and practice teaching. 17. Padlet Padlet is simply tools that allows students to create and post resources on a virtual wall with the equivalent of multimedia postit notes. It is an effective way for a team to share and communicate ideas or to create a set of resources. It is also effective in a synchronous environment where all contributions are seen by anyone who has a link to the specific Padlet wall created.

19 Dr. Robin Kay Teaching Dossier - Page PollEveryWhere Poll Everywhere is similar to using clickers but it is free for up to 50 users, and can be used through laptop computers, mobile phones, or twitter. The ability to answer open ended questions (not available with many clicker sets) is an important useful feature. Asking the class polling questions and discussing the response is a good way to segment a class. It is also very effective when you want to consolidate at the end. 19. Pirate Pad Pirate Pad is a great way to display the results of team work in a class. When you open a pad and send out the web address, anyone can edit and add to that file. So if you ask 6-10 groups to summarize and idea or respond to a question, the entire class is able to see the response of all teams projected on the screen. This is an effective way to present the findings from a number of groups and to analyze the results. 20. Remind Me 101 Remind Me 101 is a simple way to send text message to all your students without them knowing your phone number or you knowing theirs. They sign up with their phone numbers (which you never see) and you can send them reminder from any computer. Since students are forever on their smartphones and rarely on , Remind Me gets your message out quickly. 21. Online Surveys I use Survey Monkey but you could use any online tool. These surveys have helped improve my teaching markedly. First, students can provide anonymous feedback during the course and I can adjust accordingly. Second, students can evaluate each other s work or the quality of resources. Third, I can get a quick read of how to approach a topic based on how much students already know with a quick survey. 22. TEDEd This is my latest amazing tool You can download any video from you tube, then link it to a set of multiple choice and/or open-ended questions that you create + develop activities (if you like) all in one nice neat module. You can also search and use modules that others have created. Brilliant tools for a flipped classroom, but useful for home activities or students creating meaningful teaching resources. 23. TinkerPlots TinkerPlots is a data management tool for younger students in K-8. It helps brings the data to life or allows student to interact with and explore pre-made data sets. 24. TodaysMeet This is a nice tool if you want to obtain quick feedback form the class sort of like a mini Twitter feed. Nice if you are showing a video and students want to give feedback as it is showing. 25. Video Podcasts Invaluable see Jing but also quite helpful for pre-service math teachers and their future students. There are lots of mathematical explanations available and the challenge is finding the good ones. My students search, evaluate and organize video podcasts for themselves and their future students in a Wiki.

20 Dr. Robin Kay Teaching Dossier - Page Weebly Weebly is an essential tool for new teachers web presence is everything and with an educator s account, students can create very professional and amazing looking websites in a very short time period. Hard to believe, but if you follow my short 9-10 min video, pre-service students can create a critical resource for their teaching. 27. Wikis An indispensable tool that allows a whole class to create a website together. I assign teams of students to different aspects of the wiki and together they create an amazing resource that would have been very difficult to create on their own. This is collaboration at its best. A very good example is the Ontario Math Curriculum Wiki created by two classes in different years that is now visited times a day see Online Courses Adobe Connect. I use many of the tools in Table 5 above in my graduate courses for the M.Ed. program. In addition, I make extensive use of Adobe Connect, the tool that creates a virtual classroom. I have examined the affordances of this tool and use the features it has to maximize the learning potential of any course I teach. For example, I use Layouts to organize sections of my course so it runs smoothly and seamlessness instead of my fumbling around trying to open and close windows and files in front of the students. I also make extensive use of breakout out rooms, notes, polls, whiteboards, and the chat feature. See for a listed of videos on how I use this tool for my virtual presentation on best practices in conducting virtual classrooms and for the summary paper (Ed-Media Conference 2010) Research on the Use of Technology Tools I strongly believe in evidence or research-based practice when teaching. Without systematic and comprehensive feedback on my teaching it is difficult to truly assess whether it is working. Additionally, when technology-based teaching strategies do work well, it is important to communicate the results to the larger education and academic community. I am not able to research all the technology-based teaching techniques I use, but here is a list of sample publications and conferences that I have written (by category) Clickers Kay, R. H. (2009). A formative analysis of interactive classroom communication systems used in secondary school classrooms. In L. T. W. Hin & R. Subramaniam (Eds.) Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges(pp ). Hershey, PA: Information Science Reference.

21 Dr. Robin Kay Teaching Dossier - Page 21 Kay, R. H. (2009). Examining gender differences in attitudes toward interactive classroom communications systems (ICCS). Computers and Education, 52, doi: /j.compedu Kay, R. H., & Knaack, L. (2009). Exploring individual differences in attitudes toward interactive classroom communications systems(iccs). Canadian Journal of Learning and Technology. 35(1). Kay, R. H. & Knaack, L. (2009). Exploring the use of audience response systems in secondary school science classrooms. Journal of Science Education and Technology, 18 (5), Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computer & Education, 53(3), Kay, R. H., & LeSage, A. (2009). A strategic assessment of audience response systems used in higher education. Australian Journal of Educational Technology, 25(2), Kay, R. H., LeSage, A., & Knaack, L. (2010). Examining the use of audience response systems in secondary school classrooms: A formative analysis. Journal of Interactive Learning Research, 21(3), Laptop Learning Kay, R. H. (2006). Addressing gender differences in computer ability, attitudes, and use: The laptop effect. Journal of Educational Computing Research, 34(2), Kay, R.H., & Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis. Canadian Journal of Learning and Technology, 37(1). Kay, R.H., & Lauricella, S. (2011). Unstructured vs. structured use of laptops in higher education. Journal of Information Technology Education, 10, Kay, R. H., & Knaack, L. (2005) A case for ubiquitous, integrated computing in teacher education. Technology, Pedagogy, & Education, 14(3), Lauricella, S. & Kay, R. H. (2010). Assessing laptop use in higher education classrooms: The laptop effectiveness scale (LES). Australian Journal of Educational Technology, 26(2), Learning with Technology Kay, R. H. (2007). A formative analysis of how preservice teachers learn to use technology. Journal of Computer Assisted Learning,23(5), Kay, R. H. (2007). A formative analysis of resources used to learn software. Canadian Journal of Learning and Technology, 33(1), Kay, R. H. (2007). Learning performance and computer software: An exploration of knowledge transfer. Computers in Human Behavior, 23(1), Kay, R. H. (2007). The role of errors in learning computer software. Computers & Education, 49 (2), Kay, R. H. (1996). Identifying effective knowledge building activities for learning computer software. Journal of Computer Science Education, 11 (1), p

22 Dr. Robin Kay Teaching Dossier - Page 22 Kay, R. H. (1994). Charting pathways of conceptual change in the use of computer software: A formative analysis. Journal of Research on Computing in Education, 26 (3), p Video Podcasts Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), doi: /j.chb Kay, R. H. (2012). Using video podcasts to enhance technology-based learning in preservice teacher education: A formative analysis. Journal of Information Technology and Application in Education, 1(3), Kay, R. H., & Edwards, K. (2012). Examining the use of worked example video podcasts in middle school mathematics classrooms.canadian Journal of Learning and Technology, 38(2), Kay, R. H. & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), doi: /j.compedu Kay, R. H. (2009). Educational mini-clips in distance learning. In Rogers et al. (Eds.) Encyclopedia of Distance Learning, 2nd Edition(Volume 2) (pp ). Hershey, PA: Information Science Reference. Kay, R. H., & Kletskin, I. (2010). Evaluating the use of learning objects for improving calculus readiness. Journal of Computers in Mathematics and Science Teaching, 29(1), Virtual Classrooms Kay, R. H. (2006). Developing a comprehensive metric for assessing discussion board effectiveness. British Journal of Educational Technology, 37 (5), Kay, R. H. (2006). Using asynchronous online discussion boards to learn introductory programming: An exploratory analysis. Canadian Journal of Learning and Technology. 32(1), Web-Based Learning Tools (Learning Objects) Kay, R. H. (2013). Evaluating the instructional architecture of web-based learning tools (WBLTs): Direct instruction vs. constructivism revisited. Journal of Interactive Online Learning, 24(1), Kay, R. H. & Knaack, L. (2007). Evaluating the learning in learning objects. Open Learning, 22(1), Kay. R. H., Knaack, L., & Muirhead, B. (2009). A formative analysis of instructional strategies for using learning objects. Journal of Interactive Learning Research, 20(2),

23 Dr. Robin Kay Teaching Dossier - Page 23 Developing and Sharing Resources with and for Students My students and I have developed a number of wikis to improve learning inside and outside of the class. Students share and assess authentic learning strategies and resources that can be used when they are teaching in their practicums and when they gain employment. These wikis also serve the larger educational community. Below is a table describing some of the key wikis that have been created. Table 7. Wikis Created by Dr. Kay and his Students Name Advanced Research Methods Math Tools for Busy Teachers Ontario Math Curriculum Technology & the Curriculum Video Podcasts for Math Teachers Web-Based Learning Tools Description Presents and articulates the resources needed to complete an M.Ed. project or Thesis Over 25 technology tools are presented with support video products Key resources for teaching grades 9-12 in Ontario are organized by course Key topics are summarized involving the use of technology in the curriculum Video podcasts are organized by course for teaching secondary school mathematics in Ontario Key concepts and resources are presented for developing and evaluating web-based learning tools (a.k.a. learning objects) Sharing Teaching Resources with the Educational Community In addition to sharing wikis with the community, I have developed and presented a series of workshops for the local, national, and international community. I have organized these presentations by conference. These presentations are well attended typically 30 to 100 participants per presentation. I believe it is extremely important to disseminate good quality research that could help practicing educators OAME Annual Conference - Think Big, Toronto, Canada Kay, R. H. (2013). Best practices for developing effective online course in mathematics OAME Annual Conference - Think Big, Toronto, Canada. Kay, R. H. (2013). Best practices for using classroom response systems in the mathematics classroom, OAME Annual Conference - Think Big, Toronto, Canada. Kay, R. H. (2013). Choosing and using web-based learning tools for the mathematics classroom, OAME Annual Conference - Think Big, Toronto, Canada. Kay, R. H. (2013). Transforming your mathematics classroom with video podcasts (Jing), OAME Annual Conference - Think Big, Toronto, Canada.

24 Dr. Robin Kay Teaching Dossier - Page OAME Annual Conference - Put Math on the Map, Windsor, Canada. Kay, R. H. (2011). Best practices for developing effective online course in mathematics OAME Annual Conference - Put Math on the Map, Windsor, Canada. Kay, R. H. (2011). Best practices for using classroom response systems in the mathematics classroom, OAME Annual Conference - Put Math on the Map, Windsor, Canada. Kay, R. H. (2011). Choosing and using web-based learning tools for the mathematics classroom, OAME Annual Conference - Put Math on the Map, Windsor, Canada. Kay, R. H. (2011). Transforming your mathematics classroom with video podcasts (Jing), OAME Annual Conference - Put Math on the Map, Windsor, Canada The Sixteenth Sloan-C International Conference on Online Learning, Orlando, Florida Kay, R. H (2010). A model for evaluating online learning in secondary school environments, The Sixteenth Sloan-C International Conference on Online Learning, Orlando, Florida. Selected Best in Track. Kay, R. H. (2010). Exploring a model for using video podcasts effectively in online learning, The Sixteenth Sloan-C International Conference on Online Learning, Orlando, Florida. Kay, R. H. (2010). Evaluating and using web-based learning tools for K-12 online learning, The Sixteenth Sloan-C International Conference on Online Learning, Orlando, Florida Toys & Tools in Education Conference, Toronto, Canada. Kay, R. H. (2010). Best practices for using classroom response systems, Toys & Tools in Education Conference, Toronto, Canada. Kay, R. H (2010). Choosing and using web-based learning tools, Toys & Tools in Education Conference, Toronto, Canada. Kay, R. H. (2010). Transforming your classroom with video podcasts, Toys & Tools in Education Conference, Toronto, Canada The Fifteenth Sloan-C International Conference on Online Learning Kay, R. H. (2009) Evaluating the effectiveness of web-based learning tools for online learning, The Fifteenth Sloan-C International Conference on Online Learning, Orlando, Florida. Kay, R. H. (2009) Examining the use of educational mini-clips in online learning, The Fifteenth Sloan-C International Conference on Online Learning, Orlando, Florida. Kay, R. H. & Petrarca, D. (2009) Exploring the impact of video feedback in online

25 Dr. Robin Kay Teaching Dossier - Page 25 courses, The Fifteenth Sloan-C International Conference on Online Learning, Orlando, Florida Merlot Conference, Ottawa Kay, R. H. (2006). Educational mini clips: A powerful tool for higher education students. Merlot Conference, Ottawa. Kay, R. H. & Knaack, L. (2006). Developing a pedagogical model for evaluating learning objects, Merlot Conference, Ottawa Leading Learning Conference, York University Kay, R. H. (2006). Using Educational mini clips in mathematics and science. Leading Learning Conference, York University.

26 Dr. Robin Kay Teaching Dossier - Page 26 References Ainsworth, L.; Viegut, D. (2006). Common Formative Assessments. Thousand Oaks, CA: Corwin Press. Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D. C.: National Academy Press. Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press. Garrison, D. R. (2011). E Learning in the 21st century: A Framework for Research and Practice (2nd Edition). London: Routledge/Falmer. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, Johnson, D.W., & Johnson, R.T. (1991). Learning Together and Alone: Cooperative, Competitive, And Individualistic (3 rd Edition). Englewood Cliffs, NJ: Prentice Hall. Johnson, D.W., Maruyama, G., Johnson, R.T., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta analysis. Psychological Bulletin, 89, Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 1 29). New York: Routledge. Lave, J., & Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press. Palincsar, A.S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, Prensky, M. (2010). Teaching Digital Natives. Partnering for Real Learning. Thousand Oaks, CA: Corwin. Prensky, M. R. (2012). From Digital Natives to Digital Wisdom: Hopeful Essays for 21 st Century Learning. Thousand Oaks, CA: Corwin. Savery, J. R., and Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, Schrum, L. & Levin, B. B. (2009) Leading 21st Century Schools. Thousand Oaks, CA: Corwin. Tapscott, D. (2009). Grown Up Digital. How the Net Generation is Changing Your World.New York: McGraw Hill.