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Overview & Objectives
Purpose:
This session will examine the model for professional development used at A Moveable Feast, an established annual technology professional development institute offered through a partnership between the Microsoft Corporation and the College of Education at the University of Illinois, Urbana/Champaign and eight training sites state-wide, to see how training on technology applications and effective integration can be imbedded in training on pedagogy.

Historically, A Moveable Feast provided theme-based training on the use of technology applications such as word processing, spreadsheets, presentation software, etc. The structure of the Feast in 2005 was changed to a WebQuest. This allowed the teachers to get the training on technology applications, but also introduced them to effective technology integration and a new pedagogical tool, WebQuests.

WebQuests are inquiry-oriented classroom activities in which some or all of the resources students interact with are found on the internet (Dodge, 1997). WebQuests have five sections including Introduction, Task, Process, Evaluation and Conclusion. The Process section describes activities the students complete to accomplish the WebQuest’s over-arching question or task. For A Moveable Feast VIII, each activity in the process section was designed to be completed using one of the technology applications on which the teachers were being trained. In this way, the teachers were introduced to each of the technology applications as well as a pedagogical model for effective technology integration into their own classroom instruction.

This professional development model is easily adaptable to learners of all proficiency levels, as well accommodating different platforms (Mac vs. PC). A Moveable Feast VIII used the same WebQuest structure and over-arching task for Beginning users as Advanced, and for Mac and PC users. The curriculum simply modified the activities in the process section to address the participants’ technology comfort level as well as the platform (eg. sorting vs. pivot tables in Excel). Feast trainers were able to use the activities that best fit the learners at their individual training sites and the platform they were using, even taking pieces from multiple versions of the curriculum when appropriate. The feedback from both trainers and participants was positive, citing the relevance of tool training and the value of a new pedagogical technique for effective integration of those tools.

Objectives:
 Participants will examine the difference between software applications training and training on effective technology integration
 Participants will look at WebQuests as a model of curriculum development
 Participants will contrast the adaptable curriculum used for A Moveable Feast VIII with earlier versions of A Moveable Feast
 Participants will see how professional development training can present pedagogy and practical technology applications skills at the same time.

Outline
15 min: Introduction to A Moveable Feast and its history

30 min: Discussion of WebQuests as a model of curriculum development for P-16 teacher technology training; Analysis of A Moveable Feast VIII and the WebQuest structure; Examples of how implementation sites adapted the curriculum for their participants; Discussion of how the WebQuest professional development model bridges
theory and practice

15 min: Questions/answers

Supporting Research
Anderson, Ronald E., ed. 1993. Computers in American schools, 1992: An overview: A national report from the international IEA computers in education study. Minneapolis: University of Minnesota.

Brand, G. A. (1997, Winter). What research says: Training teachers for using technology. Journal of Staff Development, 19(1). Available online: http://www.nsdc.org/library/publications/jsd/brand191.cfm
Dodge, B. J. (1995). Some thoughts about WebQuests [Online]. Available:
http://edWeb.sdsu.edu/courses/edtec596/about_Webquests.html.

Dodge, B. J. (2001, May). Focus: Five rules for writing great webquests. Learning and Leading With Technology 28 (8), 1-8. Available: http://www.iste.org/inhouse/publications/ll/28/8/06d/index.cfm?Section=LL_28_8

Franklin, T, Turner, S. Mariuki, M, and Duran, M. (2001) Mentoring overcomes barriers to technology integration. Journal of Computing in Teacher Education 18 (1), 26-31.

March, T. (2005). What webquests are really [Online]. Available: http://bestwebquests.com/what_webquests_are.asp

March, T. (2000b) "The 3 R's of WebQuests: Let’s keep them Real, Rich, and Relevant. Multimedia Schools Magazine. Vol. 7 #6. http://www.infotoday.com/MMSchools/nov00/march.htm

Means, B. (2000). Accountability in preparing teachers to use technology. Council of Chief State School Offices. 2000 State Educational Technology Conference Papers. Washington, D.C.
Rodriguez, G. (2000) Critical Issue: Providing Professional Development for Effective Technology Use [Online]. Available: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

Savery JR, & Duffy TM. (1995). Problem Based Learning: an instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.

Web-based Education Commission to the President and the Congress of the United States(2000). The power of the internet for learning: Moving from promise to practice [Online]. Available: http://www.ed.gov/offices/AC/WBEC/FinalReport/WBECReport.pdf

V-NECC-Virtually Extending NECC Over Time and Place
n/a

Presenter Background & Qualifications
Lynn Burdick is the P-16 Technology Integration Coordinator with the Office of Educational Technology (OET) in the College of Education at the University of Illinois, Urbana/Champaign. Ms. Burdick is responsible for technology outreach efforts for OET and is the Technology Outreach Coordinator for the TIMeS Project. Ms. Burdick is supporting the efforts of the teachers participating in the TIMeS Project providing help with lesson planning, development and implementation.

Lynn Burdick has been a presenter and co-presenter at NECC for the past three years. She presented at several state and national conferences during 2002-2005 including SITE, AACTE, IETC (Illinois Education & Technology Conference) and ITC (Illinois Technology Conference).

Prior to her work at the University of Illinois, Lynn Burdick taught third and fourth grade in a Central Illinois school district. She researched and built the district's technology program and served as Technology Coordinator for the 7 years prior to her move to the University of Illinois.

Prerequisites
None