2-3 multi-media case studies of K-12 Deaf Ed. teachers that are recognized
for their effective use of Internet linked, computer based technologies
to enhance teaching and improve student learning.
/ Individuals Responsible
/ Time Line
/ Weekly Update
Since the middle
of November, the Case Study Development Team
carried out the following:
1-Barbara Schirmer submitted the Human Subject Review Board11/12/99
application to Kent State.
2-Copies of the template consent form were sent to Barbara
Strassman and Gerry Bateman. Barbara Schirmer sent copies of
the consent form to Bill Newman at Ohio School for the Deaf to
distribute to parents, and set up dates in January to visit his class.
3-The teacher who was chosen at the Rochester School for the
Deaf has a 3rd or 4th grade class and most of the students are
children of deaf parents. Gerry has a student teacher in this class
starting in January, which will give him many opportunities to visit.
4-The team has not yet come to agreement on what we would all
be looking for in the lessons that we observe. Susan had
suggested a set of questions that would address objective of the
lesson, prerequisites or student prep for the event being captured,
integration with which aspects of the curriculum, description of the
ecology of the lesson, and teacher responsibilities vs student
5-The team has also not yet come to agreement on how we will
capture the information. We talked about having 2 video cameras
and a digital camera. Also, we talked about capturing student
work via scanning, CDs, and disks (probably zip disks). Harold
suggests that we use a small tape recorder to provide an ongoing
commentary on what we're filming, which may not be feasible for
During the past
two weeks, the Case Study Development Team
considered the nominations for case study teachers and made the
following two decisions:
1-The three case study teachers will be a high school teacher atDuring the next two weeks, team members will discuss Susan
the Marie Katzenbach School for the Deaf; a middle school teacher
at the Ohio School for the Deaf; and a teacher chosen by Gerry
Bateman at the Rochester School for the Deaf. Gerry will let us
know once he and the principal have decided on the teacher. As
part of this decision, team members noted that we will continue our
efforts at finding teachers in a variety of settings that we will use as
case studies next year, if we are funded again. Margaret, Mary V.,
& Susan know teachers who may be very willing to participate, as
long as we have greater notice than we did this year.
2-The site leader will gather the data, which will enable us to gather
data over more than one day. This will maximize the opportunities
to capture as much quality teaching and as much use of
technology in teaching as possible. Unedited tapes will then be
sent to team members for editing. Perhaps we might even use 2
video cameras, so that we can capture as much of the teacher,
students, and technology as possible during each lesson.
the next couple of weeks, Barbara Schirmer will obtain
information from site leaders regarding the students (number in the
class, ethnicity, genger, age) and how many classrooms. This
information is needed to submit the Human Subjects Review Board
application at Kent State.
As of October 30, the Case Study Development Team
accomplished the following:
As of October 8, the Case Study Development Team accomplished the following:
the nominees. The following information will be included when submitting a nomination:
As of September 28, the Case Study Development Team accomplished the following:
The following criteria will be used in choosing case study teachers:
Nominations will be submited by team members by Oct. 31 via e-mail to the full team. Included will be the following:
- Language is infused into instruction of content (w/i each case).
- Technology is infused into instruction of content (w/i each case).
- Several content areas are represented (across the 2-3 cases).
- Diverse age ranges and characteristics of students are represented (across the 2-3 cases).
- Diverse modes of communication are represented (across the 2-3 cases).
Barbara Schirmer suggested that Kent State be used for Human Subjects Review Board permission. Also, as nominations are developed, team members need to make sure that the school will give its permission and start any process toward that end. Barbara suggested the following time line, which will be discussed by team members during the next week:
- -name of teacher
- -name of school and location
- -description of setting
- -description of students
- -type(s) of technology used
- -subject area(s)
- -Choose our case study teachers by mid-November,
- -Obtain permissions by the end of December,
- -Plan trips in December,
- -Do the site filming (2 team members to a site, perhaps 3 at one site if all want to do a site visit) in January,
- -Put together the final product in February and March,
- -Present at ACE-DHH the end of March.
As of September 23, the Case Study Development Team accomplished the following:
As of September 16, the Case Study Development accomplished the following:
Team members discussed the team's first objective--to establish a conceptual design for the case study. The following is a summary of their ideas:
As of September 10, the Case Study Development Team accomplished the following:
-Team membership was set with the following individuals:
-We reviewed the goal, objectives, timeline, and budget.-We began discussion about the first objective, which we hope to complete by the end of September. This objective is "to establish a conceptual design for the case study."
-We also began discussing the media we might use for the case studies. Two ideas are a) still pictures with voice carryover and b) CD/Video.
submitted by: Barbara Schirmer - Goal Leader
As of Sept. 2, 1999, the Case Study Development Team accomplished the following:
-Barbara Schirmer, team leader, contacted members who originally expressed interest in being part of this team to confirm their continued interest and ability to participate. Gerry Bateman (NTID), Margaret Finnegan (Flagler), and Barbara Strassman (College of New Jersey) responded positively. We are still waiting to hear from Susan Rose (University of Minnesota) and Ann Powers (Southwest Missouri State University).
reviewed the goals, objectives, outcomes, responsibilities, and time line
of the Case Study Development Team with Harold Johnson, Co-Director of
the grant, who is the team's liaison. They discussed the kinds of technology
that we might use in the multi-media case studies, the budget for activities
such as travel and student workers, and how we will use the next two months
"Case Study Development Team" will be established to pilot the development
of 2-3 multi-media case studies of K-12 D/HH Education teachers who are
recognized for their effective use of Internet linked, computer based technologies
to enhance teaching and improve student learning. The team will be composed
of 3-4 D/HH Education faculty members who have expressed a particular interest
in this project activity. The team will: a) establish a conceptual design
for the case study; b) design the data collection methods that will be
used for the studies; c) identify 3-4 K-12 D/HH Education teachers who
are recognized for their effective use of Internet linked, computer based
technologies to enhance teaching and improve student learning; d) secure
the permission of 2-3 of those teachers, students and school system to
participate in the case study development work; e) collect the targeted
exemplars; f) organize and explain how the resulting instructional strategies
and learning activities capture the effective use of Internet linked, computer
based technologies; g) collaborate with the "Syllabi Development Teams"
in the incorporation of the developed case studies into the respective
content syllabi; h) identify the specific technology hardware, software
and skills that faculty will need to effectively use the developed case
studies; and i) share the resulting multi-media case studies at the 2000
ACE-D/HH conference and on the CED Web site.
multi-media case studies will be produced that both capture and explain
the effective use of Internet linked, computer based technologies to enhance
instruction and improve student learning within K-12 D/HH Education classrooms.
In addition, the case studies will serve to: a) provide "instructional
models" for both the D/HH Education faculty and their students; b) ground
the D/HH Education method courses in the instructional realities that are
found in today's K-12 D/HH Education classrooms; and c) identify the specific
technology hardware, software and skills that faculty will need to effectively
use the multi-media case studies.
Dr. Schirmer (Lead Faculty) + 4-5 D/HH Education faculty team members. :
build team; Oct.-Apr.= develop case studies; Apr.= share case studies at
the ACE-D/HH conference & receive feedback; Apr.-Jul.= finalize; Jul.=
disseminate case studies.
Goal Leader (GL) - Barbara Schirmer $1,000
5 Team Members (TM) - (to be named) $1,000@
6 students x 150 hrs. @ x $7 = $6,300
6 case study development
trips x $1,000 @
6 individuals (i.e., 1 GL + 5 TM) x $750@ to attend the 2000 ACE-D/HH conference
uploaded by Harold Johnson