1 / 18

Content-focused Technology Inquiry Groups: Cases of Teacher Technology Learning and Integration

Content-focused Technology Inquiry Groups: Cases of Teacher Technology Learning and Integration. By: Joan E. Hughes Ann Ooms Shantia Kerr University of Minnesota. Project Background. Tech Inquiry Group since March, 2002

libitha
Download Presentation

Content-focused Technology Inquiry Groups: Cases of Teacher Technology Learning and Integration

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Content-focused Technology Inquiry Groups: Cases of Teacher Technology Learning and Integration By: Joan E. Hughes Ann Ooms Shantia Kerr University of Minnesota

  2. Project Background • Tech Inquiry Group since March, 2002 • Presentation (SITE ‘03) and Paper (JRTE -final review) about “process of creating and sustaining IGs” • AERA symposium ’04 on Tuesday at 2:15PM

  3. Technology Inquiry Groups • TICKIT - U of Indiana (Bonk, Ehman, Hixon, & Yamagata-Lynch, 2002) • TOC/CATIE – (Swan, Holmes, Vargas, Jennings, Meier, & Rubenfeld, 2002) • E-Teams (UMass) – Maloy, Verock-O’Laughlin, Hart, & Oh, 2003 • Center for Technology and School Change – Teachers College (Meier, 2003) • Team Action Projects (TAP) - (Hunter, 2001)

  4. Situative perspective on knowledge, thinking and learning • Cognition is… • Situated in particular physical and social contexts • Social in nature • Distributed across the individual, other persons, and tools (Putnam & Borko, 2000) • Key Questions • Where should teachers’ learning experiences be situated? • What is the nature of discourse communities for teacher learning? • How are tools important in teachers’ learning?

  5. Our Local Initiative – Halverson School • One group (5 teachers + university participants) • Urban K-8 community school • New laboratory, 2 computers in classroom • Monthly inquiry group meetings • Identify content issues • Explore, critique, learn technologies • Discuss integration activities • Consider options for technology procurement • Assist with technology integration

  6. Participants

  7. Data Analysis • Longitudinal, multiple-case embedded design (Yin, 1994) • Case: Inquiry Group • Embedded cases: Practicing Teacher • This analysis: teachers’ technology learning and integration 3/02-6/03 • Data: monthy IG meetings, pre/post interviews (annually), classroom observations • Coding scheme based on past research • NVivo facilitated quantitative and qualitative analysis

  8. Holly - Pioneers integration and technology vision • Initiated first “technology use in the classroom  reflection with the group” learning cycle (AlphaSmart keyboards) • Articulated vision for technology integration; questioned other members on this vision throughout the year (treatment of geography tools in vacuum or integrated?)

  9. Frank – Collaboratively-inspired to integrate technology • Holly’s reflection on AlphaSmarts launched Frank’s interest and inquiry into them • The whole group collaboratively plans Frank’s use of the AlphaSmarts • Frank hones integration of AlphaSmarts over several months

  10. Frank: What are you doing with them? Holly: They’re just using them for writing workshop. … Frank: And what did you notice as far as just their motivation, their… Holly: Most days there were maybe a couple kids on maybe one or two days that were goofing off. But most have them… there have been absolutely completely silent days, which is amazing for those. Nora: Wow. Holly: Not a sound in the room. … Frank: I’m wondering if something like that might be a nice motivation for the 8th graders with the essays that they need to write. … Nora: I wonder if having 10 of these would be… Joan:Useful to the school? Nora: Yeah, if we had 10 of them, particularly in language enhancement cause all those groups are small. Frank: Works great with writer’s workshop. They’d have to do something on paper first to outline and structure and ideas visually. Organize it. That would have to be done first and then they could…put the order in

  11. Cory – Heavily scaffolded use of technology • Interested in using Geographic Information Systems (GIS) but invites university participants to teach it to students • Works with university participants to plan another GIS activity but then does not completely follow through

  12. Cory: yes, it is like, OK, Joan is coming back on Wednesday and I said I was going to do the GIS, so I mean there is an accountability. Things like, well, when she comes it is going to be a waste of her time if I, so, yes, it has been very worthwhile and … Joan: yes. OK. Tell me something about how it came to be that you wanted to look at the GIS and start to use it in your classroom. Like, whose idea was it and? Cory: it was yours I think. … Cory: And, I mean, most enjoyable for me is like what we did with the GIS thing where you know, we get a small group as teachers, we are going to learn how to do it and mess around. And anytime that you do something like that is, I mean, it is super valuable, because you are actually, again, this is the same reason why it works with the kids. It is like, I am going to lecture about how to make an i-movie for a week, OK, great, sounds like fun, great. Those are cool pictures that you put in that movie. But if you let the kids do it, obviously the walk, whether they will ever have the ability to you know, for example, …, I mean, none of us are going to be that technology savvy that we understand all of this, but we have bits and pieces that we know how to do.

  13. Maureen – Competing responsibilities hinder integration • Possessed a lot of interest and ideas but not a lot of time (pursuing National Board certification simultaneously) • Focus on humanities overtakes goal to integrate tech, humanities, and arts • Needed more tools to fit her integration ideas

  14. Nora – Leads group through focused activities • Facilitated contact between university and school participants • Shared knowledge of school policy, budgets, scheduling, and middle school curriculum • Encourages additional training and technology exploration • Adopted her own technology inquiry (video station for middle school grades)

  15. What is the nature of discourse communities for teaching/teacher learning? • K-12 Peer – K-12 Peer • Discuss curriculum • Reflect on attempts at technology integration • Assist in planning, changing tech integration • Comedic relief • University Peer – K-12 Peer • Share technology ideas • Challenge vision of technology integration • Scaffold teachers’ technology use

  16. What tools are important for teacher learning? • Curriculum is essential • Need exposure to “technology possibilities” • Without appropriate technology tool, paralysis may occur • Issue of school tools vs. university tools

  17. Should teachers’ learning experiences be situated in school-based inquiry groups • YES!; student use of technology for content-related learning occurred within 1 year • The focus of group is considerably important • Individual monitoring (e.g., through action research processes) may increase likelihood for continual learning

  18. Questions

More Related