Following a migration to virtual training due to COVID-19, we established that Playposit, an interactive video analysis tool, can effectively be utilized for virtual field training with diverse populations. Playposit will be discussed and demonstrated through an engaging session that will show participants how to access and use the program.
At the start of the COVID-19 pandemic, higher educational institutions were forced to transition to online modalities. As this was an unexpected and expedited pivot, many professionals were unprepared for teaching remotely, while also preserving the integrity of their content and continuing to engage students in the learning process. There is a tremendous need to integrate engaging technology-based approaches that can be effective in fully online, remote, or hybrid courses, particularly in the area of providing opportunities for in-the-field training, also known as field hours. In the post-COVID era, institutes of higher education have faced a shift in face-to-face program enrollment and motivation for students to complete in-person field hours, towards an increase in online program demand and enrollment. As field,,, work work is an integral component of teacher training programs, higher education is now tasked with identifying and integrating technology-based approaches that can replace traditional fieldwork with virtual field hours completed in asynchronous sessions by university students. Further, we needed to focus this virtual field experience on preparing teacher candidates for working with a population representative of the racial, ethnic, and linguistic diversity found in our school district. In this presentation, we will discuss and demonstrate the use of Playposit, a technology-based approach that can assist in virtual field hours while also facilitating student engagement. We will assist attendees in how to access this program, use these program, and provide step by step instructions on how to set each up for the classroom.
The presentation will follow a cycle of short presentation, discussion, activity, which alternates between active and passive learning in order to facilitate audience engagement and internalization of the content. The purpose of technology based approaches like Playposit and Nearpod will be briefly explained as a general concept using audience participation through Nearpod and active discussion throughout. Our implementation is as follows: combination of short lecture, brief discussion and in-depth demonstration to promote active audience engagement and maximize content retainment through active and passive learning. Discussion would include probing questions and surveys on Nearpod. Activities would include demonstration, role playing, and small group discussion.
The audience will learn that interactive technology-based programs exist that can effectively be integrated into higher-education curriculum in lieu of traditional in-person field work. The participants of this session will be introduced to both Playposit and Nearpod and will learn multiple functions for engaging an audience and students in higher education. Playposit will be fully demonstrated through step-by-step instructions informing the audience how to access the program, how to set up the program, and a detailed account of how to use the program for virtual field hours. Further, helpful tips and effective in-application strategies will be provided. Demonstrations will have an early childhood education and special education focus.