The world is now connected virtual and mobile, it is currently going through a fundamental transformation in the way we humans work, perform tasks and activities. Automation and ‘thinking machines’ are replacing basic human tasks and jobs, and changing the skills that organizations are looking for in their people. In this paper, the authors discuss current technological innovations and how our world is changing rapidly in all aspects. New set of skills is needed; hence the authors focus on crucial practices and skills that are needed to be taught to harness our children for the future. The authors emphasis on teachers and proposed an innovative model the TTT (Training Teachers to Train) model that could be used to train teachers on how to teach these skills to their students and how to embrace and connect effectively with the world. Innovations are discussed, crucial skills are identified and an innovative model is proposed

Crompton, Helen

Malaeb-Khaddage, Ferial

English

Old Dominion University

Old Dominion University ODU Digital Commons Teaching & Learning Faculty Publications Teaching & Learning 2018 Towards an Innovative Approach for Teacher Education: Training Teacher to Train (TTT) Model Ferial Malaeb-Khaddage Helen Crompton Old Dominion University, crompton@odu.edu Follow this and additional works at: https://digitalcommons.odu.edu/teachinglearning_fac_pubs  Part of the Educational Technology Commons, and the Online and Distance Education Commons Original Publication Citation Malaeb-Khaddage, F., & Crompton, H. (2018). Towards an Innovative Approach for Teacher Education: Training Teacher to Train (TTT) Model. Paper presented at the Society for Information Technology & Teacher Education International Conference 2018, Washington, D.C., March 26-30, 2018. This Conference Paper is brought to you for free and open access by the Teaching & Learning at ODU Digital Commons. It has been accepted for inclusion in Teaching & Learning Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact digitalcommons@odu.edu. Towards an Innovative Approach for Teacher Education: Training Teacher to Train (TTT) Model1Dr Ferial Malaeb-Khaddage PhDDepartment of Computer ScienceUniversity of Balamand, Souk El-Gharb Campus Lebanonferial.khaddage@fty.balamand.edu.lb2Dr Helen Crompton PhD Department of Teaching & Learning Old Dominion University Norfolk USA Crompton@odu.eduAbstract:The world is now connected virtual and mobile, it is currently going through a fundamental transformation in the waywe humans work, perform tasks and activities. Automation and ‘thinking machines’ are replacing basic human tasksand jobs, and changing the skills that organizations are looking for in their people.  In this  paper, the authors discusscurrent technological innovations and how our world is changing rapidly in all aspects. New set of skills is needed;hence the authors focus on crucial practices and skills that are needed to be taught to harness our children for the future.The authors emphasis on teachers and proposed an innovative model the TTT (Training Teachers to Train) model thatcould be used to train teachers on how to teach these skills to their students and how to embrace and connect effectivelywith the world. Innovations are discussed, crucial skills are identified and an innovative model is proposed. Introduction Technologies  and  applications  are  changing  at  a  rapid  speed,  from  IoT  (Internet  of  Things)  mobileapplications,  digital  citizenship,  global  collaboration,  virtual  reality,  (AI)  artificial  Intelligence,  cloudcomputing gamification etc. These are all challenging topics on the forefront of education today, and theyare causing a paradigm evolution. Teacher education programs and approaches has been the same for over adecade and change is needed, the evolution is here and we must act now. According to the Global HumanCapital Report (2017), many of today’s education systems are disconnected from the important skills thatare needed for the future.  It highlights that our schooling system tends to focus primarily on developingchildren’s  cognitive skills  – or skills  within more traditional subjects – rather  than fostering skills likeproblem solving, creativity or collaboration. While on the other hand and as reported in the Future of JobsReport (2016), complex problem solving skills, creativity, curiosity critical thinking are considered the mostimportant a child needs to excel in this digital age.The Digital EpochThe creation of the Gutenburg Printing Press in the 15 th Century started the widespread access to knowledge tothe general public and a new era in education (Smith, 2017`). Today’s digital epoch has been recognized as thesecond major event in history that has extended and enhanced access to information and learning (Brynjolfsson,2014; Topol, 2015). The Internet has opened access again to a wide variety of multi-media artefacts that can beused by learners. However, school culture is a blend of traditions, values, beliefs, and rituals developed overtime  and  new  ideas  and  tools  are  often  challenged  rather  than  embraced  (Crompton  &  Burke,  2015).Unfortunately, education has long been conceived as classroom-based and predominantly sedentary (Merchant,2012).  Although  mobile  devices  have  offered  new  portable  ways  to  access  information  at  any-time  andanywhere during the school day, schools are relatively slow at adopting these new technologies (Cuban, 2001;Harrison, Lunzer, Tymms, Fitz-Gibbon, & Restorick, 2004; Johnson, Cox, & Watson, 1994).Digital Age SkillsWith the Internet  and tools, such as mobile devices, students can access  multi-media tools, representationaltools, analytical tools, connectivity tools, and capture tools (Churchill and Churchill, 2008). The tools allow forlearning and communication beyond written and spoken word. Students can now show their understanding ofconcepts through making movies, podcasts, animations, comic books and many other creative products. Thesecreative reflections of knowledge take the students from being passive receivers of knowledge to curators and-1608-SITE 2018 - Washington, D.C., United States, March 26-30, 2018creators  (Kukulska-Hulme,  2010).  While  learning,  students  can  redefine  how knowledge  is  owned,  shared,produced, valued, and consumed (Royle, et. al., 2014). Digital  tools  enable  students  to  develop  skills  that  are  necessary  for  effectively  enhancing  and  extendingknowledge in this digital age. The Partnership for 21st Century Skills (2009), developed the Framework for 21stCentury Learning.  This  framework  delineates  the skills;  students need to  master  to be successful  in futurecollege  and  careers.  The  authors  highlight  two important  skills  for  21st Century  learners  as  Learning  andinnovation: creativity, critical thinking, problem-solving, communication and collaboration and Life and Career:flexibility  and  adaptability,  initiative  and  self-direction,  social  and  cross-cultural  skills,  productivity  andaccountability,  leadership  and  responsibility.  Other  similar  frameworks  are  developing  across  the  world  inhighlighting new skills  in  learning.  The Singapore  Ministry of  Education announced  a need  for  change  inschools as they recognized that direct-instruction with a focus on memorization produced good test-takers butnot entrepreneurial and innovative thinkers that are skills required for Singapore’s continued growth (Norris &Soloway,  2013) (Khaddage et.  al.  2015).  Khaddage and Knezek (2012) discussed how the use of  already-existing educational mobile apps is important and can be used by teachers to empower learning. Many authorshave described and discussed methods of mobile technology integration (Boden, 2001; Candy and Edmonds,2002), and how it improves creativity, collaboration and engagement amongst teachers as well as students. Training Teachers to Train For  students  to  learn  effectively,  teachers  should  teach  effectively  and  passionately,  therefore  educationalinstitutions should focus on teachers’  skills  and motivations first  and then consider  the technology second.Currently many educational institutions put in classrooms teachers who have little mastery of the subjects theyare  to  teach.  The professional  development  they  offer  their  teachers  is  inconsistent  and  overly theoretical.According to the World Development Report (2018) educational institutions often lack effective mechanisms tomentor and motivate teachers.  A list of important elements or specifications that should be implemented andshould be the main focus in achieving learning success via teachers is listed below:First training needs to be individually targeted and repeated, with follow-up coaching, often around a specificpedagogical  technique.  Second  teaching  needs  to  be  pitched  to  the  level  of  the  student,  in  an  attempt  topersonalise learning.  Third allowing student to explore beyond their abilities  and follow their intuition andencouraged to be curios. According to the World Development Report (2018), increasing teacher motivation with incentives can increaselearning. Creativity is another important skill that need to be taught to teachers so that they can teach it tostudents. Studies suggested that it is impossible for a person to teach others a skill they themselves lack, such ascreativity, how to make a teacher creative? How to train her/him to be a creative teacher? Skills in general havemultiple faces, its dynamic and interactive. According to the World Development Report (2018) “There is adifference between having a skill and having knowledge,  having knowledge is not the same as being able toapply it. Having a skill means having the ability to do something well. Having a skill requires knowledge, buthaving knowledge does not necessarily imply having skills.” Is creativity a skill that can be taught and learnt?Teachers need to apply the skill to their planning, design and teaching tasks, and this is where these practiceopportunities are leading to enable teachers to create seamless content with ease. The Osborne-Parnes model onthe use of creativity is widely accepted in education and in other areas such business. It has six steps: Mess-finding. Identify a goal or objective. Fact-finding. Gathering data. Problem-finding. Clarifying the problem Idea-finding. Generating ideas Solution-finding. Strengthening & evaluating ideas Acceptance-finding. Plan of action for Implementing ideas (the Osborne-Parnes Model) The Osborne model is an excellent model if we need to look at it and apply it in general, but a new model mustbe adapted for teachers that focuses on their specific needs and could be implemented for teachers ‘educationonly. In the following section the author describe the proposed TTT (Training Teacher to Train) Model.The Proposed TTT (Training Teachers to Train) Model In the next section the author describe a unique TTT model for (training teachers to train) that if used effectivelycan enhance or even develop in teachers all the needed skills. The needed skills are referred to as (thinking skillsimplementation), they may include creativity, critical thinking, brainstorming, analysing, dynamic collaboration.-1609-SITE 2018 - Washington, D.C., United States, March 26-30, 2018 The teacher could assume and pretend that she/he has no content and they must come up with something fromtheir mind, so the instruction for the teacher would be:  Do your research to find your own content and material and select the most suitable.  Adapt visualisations techniques: use your imagination to visualise your content and present it in animage. Group work, collaborate dynamic communicate and share with others everything and anything formcontent to thoughts. Adapt  a  real-world  challenge  together. For  example,  how might  we improve learning and provideaccess to education for refugees in refugee camps? So, teachers can anticipate solutions and try ideas outsidetheir comfort zone. Brainstorm and multiple solutions to popular challenges, what is the best way to come up with to solvea specific issue/problem?   Figure 1, focuses on crucial tasks that are considered important to be taught to teachers as well as students.(Brainstorming,  collecting  information,  pretending  visualisation,  dynamic  collaboration,  creativity  andimagination)  these  tasks  have  always  been  considered  crucial  for  an  effective  and  efficient  learningenvironment, Bonk, C. (2009) Khaddage, F. & Knezek, G. (2012), Baker III, F. W. (2016) and many more. Intable 1. is an illustration of the TTT model shown in Figure 1, and table1 focuses on three aspects: Model tasks,skills and technology as illustrated and explained in table1. Figure 1. is an illustration of the TTT (Training Teachers to Train) model:Model Task Brainstormingcollecting tasksDynamicCollaboration tasksCreativityimagination TasksPretendingVisualisationtasks Skills Mind map, execution of ideas, viewing from different perspectives, personaldevelopment, Active peer learning,interaction while doing, clarity misconception Planning and possibilities ingenuity, thinking outside the box, critical thinkingCome up/initiate new ideas/ gain insight, visualise it to enhance outcome of learning Technology IdeaFlip (Web) Bubbl.us (WebWiseMapping (Web) Google HangoutsHipChat GoToMeeting ChantyMailBirdFyuseSnapguideDuddle buddyMindtoolsTableauQlikview tool Smartsheet appTable 1. Thinking Skills Implementation-1610-SITE 2018 - Washington, D.C., United States, March 26-30, 2018Pretending Visualisation tasks Bralnstroming/ collecting tasks Teachers Creativity/ Imagination tasks Dynamic Collaboration tasks In table 1 model tasks, skills and technology are listed along with the specific type of skills or activities theteacher needs to do in order to achieve/meet the specified model task, also in the technology row the authorlisted the specific freely available technologies and apps that could be integrated and used and are helpful inperforming these tasks. This is an ongoing research and this model will be trailed and tested and results will beavailable in future publications. Conclusion It is very important for educational institutions to advance in their offering especially on teacher educationprograms, and focus on training teachers how to train. In this  paper the authors proposed an innovativemodel, called TTT (Training Teachers to Train) identified crucial skills and discuss challenges. Hopefullythe proposed  TTT model  for  teacher  education if  deployed  properly,  may help teachers  become morecreative in their teaching abilities and empower them to use technology effectively. Hence helping schoolsto find unique approaches to make learning seamless, challenging and dynamic so that it  can cater fortoday’s digital natives and be relevant in the 21Centry. References:Baker III, F. W. (2016). Conversations with innovators in learning and technology: George Veletsianos. TechTrends, 60(3), 207. Boden, M. (2001). Creativity and knowledge. Creativity in education, 95-102.Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass. Brynjolfsson, E., & McAfee, A. (2014). The second Machine Age: Work, progress, and prosperity in a time of brilliant technologies. New York: W. W. Norton & Company.  Candy, L., & Edmonds, E. (2002). Modeling co-creativity in art and technology. In Proceedings of the 4th conference on Creativity & cognition (pp. 134-141). ACM.Churchill, D., & Churchill, N. (2008). Educational affordances of PDAs: A study of a teacher’s exploration of this technology. Computers & Education, 50(4), 1439-1450.Crompton, H., & Burke, D. (2015). School culture for the mobile digital age [Special Issue]. Media Education, 6(2), 208-223. Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.Harrison, C., Lunzer, E. A., Tymms, P., Fitz-Gibbon, C. T., & Restorick, J. (2004). The use of ICT and its relationship with performance in examinations: a comparison of the ImpaCT2 project’s research findings using pupil-level, school-level and multilevel modelling data. Journal of Computer Assisted Learning, 20(5), 319–337.Johnson, D. C., Cox, M. J., & Watson, D. M. (1994). Evaluating the impact of IT on pupils’ achievements. Journal of Computer Assisted Learning, 10, 138–156.Khaddage, F., & Knezek, G. (2012). Convert your thinking! Creativity and imagination using mobile       applications. In 2012: Proceedings of the e-Learning in Action 2012 conference (pp. 1-11). HCT.Khaddage, F., Christensen, R., Lai, W., Knezek, G., Norris, C., & Soloway, E. (2015). A model driven framework to address challenges in a mobile learning environment. Education and Information Technologies, 20(4), 625-640.Kukulska‐Hulme, A. (2010). Mobile learning as a catalyst for change.Royle, N. J., Russell, A. F., & Wilson, A. J. (2014). The evolution of flexible parenting. Science, 345(6198), 776-781.Merchant, G. (2012), Mobile practices in everyday life: Popular digital technologies and schooling revisited. Br J Educ Technol, 43: 770–782. doi:10.1111/j.1467-8535.2012.01352.xNorris, C. & Soloway, E. (2013). Inquiry pedagogy and smartphones: Enabling a change in school culture. Educational Technology, 53(4), 33-40.Partnership for 21st Century Skills. (2009). P21 Framework definitions. Retrieved from http://www.p21.org/Documents/P21_Framework_Definitions.pdfSmith, R. (2017). The 21st-century printing press. Research-Technology Management, 60(1), 57-59. doi:10.1080/08956308.2017.1255061-1611-SITE 2018 - Washington, D.C., United States, March 26-30, 2018Topol, E. (2015). The patient will see you now. New York: Basic Books. World Economic Forum. (2017). The global human capital report 2017: Preparing people for the future of work. Retrieved from http://www3.weforum.org/docs/ WEF_Global_Human_Capital_Report_2017.pdfWorld Economic Forum. (2016). The future of jobs 2016. Retrieved from http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdfWorld Development Report (2018). LEARNING to Realize Education’s Promise 2018, world bank, Retrieved from:  http://www.worldbank.org/en/publication/wdr2018-1612-SITE 2018 - Washington, D.C., United States, March 26-30, 2018

Towards an Innovative Approach for Teacher Education: Training Teacher to Train (TTT) Model

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Towards an Innovative Approach for Teacher Education: Training Teacher to Train (TTT) Model

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