Co-Teaching in Uncertain Times: Using Technology to Improve Student Learning and Manage Today’s Complex Educational Landscape

Barron, Tammy; Friend, Marilyn; Dieker, Lisa; Kohnke, Shalece

doi:10.1177/01626434211033579

Cited by 12 publications

(14 citation statements)

References 14 publications

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“…When designing a degree program, it is important to take into account the study of the impact on the ecosystem where the studies will be taught (Barron, T., et al, 2021). In our case, this involves taking into account companies in the bio and technology fields, hospitals, patient associations, students and their families.…”

Section: Discussionmentioning

confidence: 99%

A Hybrid International Co-Teaching Model: Case Study for Biomedical Engineering Degree

Garcia‐Zapirain¹,

Zorrilla²,

Lago-Vilariño³

2022

Education and New Developments 2022 – Volume 2

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"Degrees in Biomedical Engineering are increasingly present among the international offer. The study plans of each of them allow to provide a certain specialization towards the different sub-areas within biomedical engineering through electives: orthopedics, microbiology, robotics, biosensors or artificial intelligence applied to clinical data. The fact of including 4 subjects of artificial intelligence is another of the particularities and/or differential elements of the curriculum. The University of Deusto offers a new degree in Biomedical Engineering of 240 ECTS where all the subjects of the ""Bio"" subject are taught in English, and include ""master class"" among other teaching methodologies. The teaching modality is hybrid, with a module of 24 ECTS dedicated to state-of-the-art frameworks in bioengineering that is entirely taught virtually and where international experts in each subject participate as online teachers. This is what we call ""international co-teaching"" which allows students to have a more realistic view of the use of technologies for biomedical applications but in an international framework. These teaching modules will follow a methodology that will combine synchronous videoconference sessions by international experts with an asynchronous methodology that includes the use of gamified activities for both content presentation and evaluation. Moreover, the teaching modules will be designed and developed according to a number of learning cycles that promote the development of the independent and meaningful learning of students and promotes the development of their knowledge, skills, attitudes, competences and values. Each learning cycle has five stages: experiential context, reflective observation, conceptualisation, active experimentation and assessment. These stages facilitate students' active construction of the learning content and the meaningful integration of that knowledge that will allow subsequent recovery, application and transfer."

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Section: Discussionmentioning

confidence: 99%

A Hybrid International Co-Teaching Model: Case Study for Biomedical Engineering Degree

Garcia‐Zapirain¹,

Zorrilla²,

Lago-Vilariño³

2022

Education and New Developments 2022 – Volume 2

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“…A firm understanding of each model and when and how to implement it effectively is critical for successful co-teaching pairs (Solis et al, 2012). Barron et al (2022) stressed models that maximize the use of two teachers should be used most often, such as station teaching, parallel teaching, and alternative teaching. This further call supports the need for more involved and innovative co-teaching strategies that maximize each teacher’s strengths in the co-teaching partnership.…”

Section: Co-teaching Models In Practicementioning

confidence: 99%

“…To facilitate classroom discussion, the tech co-teacher can supervise the whole class chat and individualized conversations, highlighting key points from the non-verbal class conversations or providing one-to-one support. This allows the other co-teacher to focus on content and to present materials on their screen, also providing additional necessary opportunities for student engagement (Barron et al, 2022). In a co-teaching model, the one teach-one tech strategy could reduce common challenges that teachers report around effectively delivering content, using classroom technology, supporting student engagement, and maintaining the personal connections (Leech et al, 2022).…”

Section: Getting Started With One Teach-one Techmentioning

confidence: 99%

“…Co-teachers must have shared goals and expectations and a firm understanding of classroom demands (Solis et al, 2012). As COVID-19 forced instruction to hybrid and virtual settings, co-teachers tackled a new set of challenges, strategically incorporating the use of technology and monitoring its effectiveness (Barron et al, 2022). Equipped with new technology skills and expectations to continue use in traditional classroom settings, co-teachers must reflect on the shifting roles and responsibilities in a technology-rich classroom.…”

Section: Introductionmentioning

confidence: 99%

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One Teach-One Tech: An Emerging Co-Teaching Strategy

Drelick

Damiani

Elder

2023

J Spec Educ Technol

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Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, “One Teach-One Tech,” which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy.

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“…Due to the COVID-19 pandemic, recent work has discussed traditional co-teaching models in remote and hybrid school environments [7,11]. These studies highlighted the role of technology to facilitate in-class small-group discussion and to promote virtual collaboration between co-teachers [7,11]. Nevertheless, the remote co-teaching program is different from the aforementioned co-teaching in an online environment in various ways.…”

Section: Traditional Co-teaching and Remote Co-teachingmentioning

confidence: 99%

Remote Co-teaching in Rural Classroom: Current Practices, Impacts, and Challenges

Guo,

Sun,

Gong

et al. 2022

Preprint

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The shortage of high-quality teachers is one of the biggest educational problems faced by underdeveloped areas. With the development of information and communication technologies (ICTs), China has begun a remote co-teaching intervention program using ICTs for rural classes, forming a unique "co-teaching classroom". We conducted semi-structured interviews with nine remote urban teachers and twelve local rural teachers. We identified the remote co-teaching classes' standard practices and co-teachers' collaborative work process. We also found that remote teachers' high-quality class directly impacted local teachers and students. Furthermore, interestingly, local teachers were also actively involved in making indirect impacts on their students by deeply coordinating with remote teachers and adapting the resources offered by the remote teachers. We conclude by summarizing and discussing the challenges faced by teachers, lessons learned from the current program, and related design implications to achieve a more adaptive and sustainable ICT4D program design. CCS CONCEPTS• Human-centered computing → Empirical studies in collaborative and social computing.

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Co-Teaching in Uncertain Times: Using Technology to Improve Student Learning and Manage Today’s Complex Educational Landscape

Cited by 12 publications

References 14 publications

A Hybrid International Co-Teaching Model: Case Study for Biomedical Engineering Degree

A Hybrid International Co-Teaching Model: Case Study for Biomedical Engineering Degree

One Teach-One Tech: An Emerging Co-Teaching Strategy

Remote Co-teaching in Rural Classroom: Current Practices, Impacts, and Challenges

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