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Enhancing Educational Technology Skills Through LMS-Based Simulations

This study, led by Dr. Dorothy P. Fuller at Black Hills State University, explores the integration of Learning Management System (LMS)-based simulations to enhance complex skill development in educational technology graduate students. The simulation involves a two-pronged task focused on implementing interactive whiteboards in school districts and creating a staff development strategy to reduce resistance to change. Participants, consisting of working teachers across multiple time zones, access the course online and engage in collaborative learning experiences designed to improve leadership, management, and technology planning skills.

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Enhancing Educational Technology Skills Through LMS-Based Simulations

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  1. Dorothy P Fuller, Ed.D. Black Hills State University Learning Complex Skills Through LMS-based Simulations

  2. Learning Goals • Lead in the development and evaluation of technology planning & implementation • Develop effective group processing skills • Develop strategies for managing change in public school settings • Follow procedures & guidelines in planning & purchasing technology resources

  3. Participants 18 graduate educational technology students: • 3 time zones • Working teachers with families • Half accessed courses from school computers • All had technology of various ages & capabilities

  4. Simulation/Problem Technology Task Force members are assigned a two-pronged task • Make recommendation for implementing interactive whiteboards in district • Recommend staff development plan for easing adaptation to change

  5. Instructor’s Roles • Resource Librarian • Support coordinator • Superintendent’s script writer

  6. Simulation Environment • Learning Management System: Desire2Learn • Discussion • Chat • Content • Dropbox • Gradebook • Elluminate! Live

  7. Structure/Set-up - Content • Course Documents included • Course overview & goals • Calendar • Links to pre- and post-tests • Course procedures & instructions • Checklists & rubrics • Reference and resource materials • Required reports structure templates

  8. Structure/Set-up - Discussion • Board Room (for full committee sessions) • Work rooms (for subcommittee work) • Resource Librarian • Break room

  9. Structure/Set-up – Drop Box • Interim report folders • Final report folders • Info copy of report content requirements

  10. Structure/Set-up - Resources • Video & text copies of committee charge • Information about school district • Roles & responsibilities for committee members & chairs • Articles on adult learning & staff development • Articles on managing change • Information on interactive whiteboards

  11. Structure/Set-up – Optional Tools • Synchronous Chat • Elluminate! Live Sessions • Other communications tools that met member requirements

  12. Simulation Structure • Entire group received committee charge from district superintendent • Committee met as a whole to determine • roles and responsibilities, • work divisions, and • internal deadlines • Worked with resource librarian to set up subcommittee work space

  13. Simulation Structure (cont.) • First task: • Identify learning & teaching needs of district • Review potential applications of interactive whiteboards • Explore available options • Draft recommendation to superintendent

  14. Simulation Structure (cont.) • Second task • Identify potential problems of implementation • Identify types of resistance to change • Identify effective staff development approaches to minimize resistance • Submit final report to superintendent

  15. Checks & Coaching • Resource Librarian support for questions & resource requests • Interim report feedback from superintendent • Instructor feedback and coaching based on mid-term reflective assignment

  16. Assessing Results Pre- & post-tests constructed to assess knowledge & learning in 4 areas: • Duties & responsibilities of leaders & committee members • Capabilities & limitations of interactive whiteboards • Effective methods of staff development • Effective methods of implementing change

  17. Measures of Learning • Pre/post test comparisons showed high levels of learning in all 4 areas • Participant comments indicated especially deeper understanding of leadership skill requirements through the simulation format

  18. For More Information Contact: Dorothy P Fuller Black Hills State University 1200 University St., Unit 9116 Spearfish, SD 57799-9116 (605) 642-6887 DorothyFuller@bhsu.edu

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