Improving the preparation of teachers through the use of emerging technologies

Michael Barnett

Boston College

Structure of the talk

Introduction What is known about electronic PD: A review The Inquiry Learning Forum ILF Research

Introduction: The challenge of PD Calls for reform of teacher professional development programs Even the most exemplary TPD programs struggle to

maintain support over time (Carey & Frechtling, 1997) Traditional PD Underused by teachers or insufficient

time Lack of mechanism that facilitate sustained sharing

and access to distributed expertise On-going, during the school year that take into

account the contextual needs of teachers (Darling-Hammond & McLauglin, 1995)

Introduction cont...

New models of TPD are emerging that leverage electronic networking technologies (Dede, 2006, Barab, et al., 2001; Marx, et al., 1998)

What are the weaknesses and challenges of leveraging electronic networks for teacher professional development?

What have we learned about the design and implementation of TPD programs that leverage electronic networking technologies?

Structure of the talk

Introduction What is known about electronic PD: A

review The Inquiry Learning Forum ILF Research

What is known about Electronic PD? Studies were then examined searching for

general themes Networking technologies can reduce teacher

isolation and support sharing Networking technologies can foster reflection on

practice Networking technologies influence teaching

practice Networking technologies support the formation of

communities of practice

Theme #1: Reduction in teacher isolation and sharing Electronic networking technologies appear to

create favorable conditions for collaboration and sharing Rural teachers and teachers in isolated situations Teachers who participate in such programs have

more favorable perceptions concerning the use of networking technologies for their students

Used mainly for moral support Some for collaborative curriculum development and

sharing of teaching strategies

Theme #2: Reflection on Practice Research is mixed concerning the power of

electronic networks to support reflection Significant use focused on moral and emotional

support (Gunn, 1995; Roddy, 1999) Pre-service settings messages content influenced

by receiver rather than being reflective (Thomas, Clift, Sagurmoto, 1996) Reflective exchanges occur between faculty and students not

between students Studies have shown that reflective thought more

common than in face-face setting (Hawkes, 2001)

Theme #3: Influence on Teaching Practice Administrative support critical (Sunal & Sunal,

1992) Surveys (self-reported) reveal that teachers who

participate do feel they are more innovative (Lehman, Campbell, & Campbell, 1992)

On-line mentors support deepening understanding of how to implement innovative teaching strategies (Bliss & Mazur, 1996)

Generally, electronic networks have been useful in helping teachers to think about their practice, but impact on actual practice has yet to be examined in any great detail

Theme #4: Communities of Practice Few projects are investigating how to

developing on-line communities of practice TAPPED-IN (Schlager, Fusco, & Schank, in press)

Need a critical mass Need discussions about actual classroom practice Long and time consuming process

SENCo (Special Needs Coordinators forum) On-line forums used primarily for emphatic

exchange rather than the formation of community

Conclusions: What we have learned Electronic networks have shown great

potential, some guidelines are emerging Ability to locate mentors or others with similar

interests Work in collaborative small and diverse groups Collaborative sharing (not one-way) Encouragement of sustained and focused

discussions Reflection on actual practice Development of trust and sense of continuity and

community

Conclusions: What we have learned Have convenient access to computers and be

comfortable in using the networking technology Believe that the discussion has immediate relevancy

to their teaching and their students’ learning The on-line discussions be focused so that teachers

feel that their time is being well spent (this is particularly important for time-strapped in-service teachers)

The electronic network has social supports in place that encourage newcomers as well as experienced users of the network to not only engage in but also sustain longitudinal discussions

Implications: Needed Research How and in what does participation in an on-

line professional development program influence teaching practice?

When teachers use an electronic network what do they hope to gain from participation?

Design research is needed on how to design tools that promote reflection

What constitutes the formation of an on-line community? How to maintain such a community?

Structure of the talk

Introduction What is known about electronic PD: A review The Inquiry Learning Forum ILF Research

Examples of on-line PD

http://ilf.crlt.indiana.edu/

What is the ILF? National Science Foundation funded

project for math and science teachers A web-based professional

development system designed to support a community in-service and pre-service mathematics

and science teachers share their beliefs about inquiry and their

experiences in implementing reform-based practices

ILF centers around the vision of a community teachers can virtually visit each other's

classrooms by viewing streaming video vignettes of other teachers’ actual classroom teaching (Barab, Makinster, Moore, et al, 2001)

Theoretical Underpinnings Research on learning from anthropological frameworks has pointed out the

critical role of the community within which learning occurs (Lave, 1988; Lave & Wenger, 1991; Wenger, 1998).

Lave and Wenger (1991) used the term “communities of practice” to illuminate the importance of activity in binding individuals to communities, and in communities to legitimize and support the development of individual skills and practices

Over the past decade, many teacher educators have grown dissatisfied with the traditional individualistic approach to teacher education and professional development. sparked a number of efforts to transform existing teacher professional

development programs into communities of learners (Barab, Barnett, & Squire, in press; Cochran-Smith & Lytle, 1999; Thomas, Wineburg, Grossman, & Myhre, 1998).

Theoretical Underpinnings One-time workshop, class, or seminar is unlikely to result in significant,

long-term change in teachers’ practice and belief systems (Richardson, 2001).

Teacher change requires multiple opportunities to learn, to practice, and to interact with other teachers and educators reflecting on and inquiring into their own practice and beliefs (Gess-Newsome, 2001). opportunities to reflect not only during the summer but throughout the year

(Darling-Hammond & McLaughlin, 1995) Our research and instructional design efforts have revolved around the

need to create a web-supported professional development system that would

support extended and long-lasting relationships and interactions. support both pre- and in-service teachers in learning how to implement

inquiry instruction in their respective contexts. Our perspective is that TPD experience is more likely to be effective and

long lasting if the teachers are supported in building vital relationships with each other, education faculty, faculty in the sciences, and have a voice in their own professional development (Ingvarson, 1998; Keys & Bryan, 2001).

ILF Design CommitmentsBuilding on these theoretical foundations

Foster Ownership and Participation A varied community of professionals

Focus on Inquiry Inquiry pedagogy and practice

Visit the Classroom Video-streaming of real-world classrooms

Support Communities of Purpose Bring together groups of teachers organized common

and shared experiences

Participant Structures

Support and encourage on-line dialogue and collaboration ILF classrooms

K-12 math and science classrooms Watch video vignettes of classroom teachers Supporting materials including

Teacher reflections Student work Links to standards

Participant structures: Classroom(s)

• 6-8 video clips

• Other resources

• Reflections

• Student work

• Standards

• Resources

• Discussion forum(s)

Participant structures: CollaboratoryVirtual space where groups of teachers can come together around some collective experience or interest

Participant structures: Forums

Asychronous Discussion forums for sharing and reflecting on inquiry-based teaching practices and strategies

Participant Structures: OthersLibrary Lounge

Some Research on the ILF

Structure of the talk

Introduction What is known about electronic PD: A review The Inquiry Learning Forum ILF Research

Background: Science Teaching...

Pre-service teachers need the opportunity to reflect on and observe inquiry-based teaching during their methods courses (NRC, 1996)

Field experiences Lack of inquiry-teaching occurring in elementary classrooms

Lack of comfort with science (64% of teachers not familiar with the NSES) (Horizon, 2002)

Can be mis-educative (Calderhead, 1988, Feinman-Nemser & Buchman, 1985)

Student teaching experience may not alter beliefs about teaching (Munby & Russell, 1992)

Electronic networks (Thomas, Clift, & Sugimoto, 1996) Teleapprenticeships (Levin & Waugh 1998) Web-supported Professional Development (Schlager & Schank, 1997) Digital media videos to support reflection (Abell, et al., 1996; Flake, 2002)

Study Context

Pilot Study Use of the ILF Use of data gathering instruments (ITB)

A collaboration between 1 class of elementary science methods students 27 female, 1 male Dual certification elementary and special needs 11 in-service teachers

The pedagogical foundation of our collaboration was to facilitate discussion

about inquiry-based teaching strategies examine teacher practice reflect on pedagogical beliefs provide our students with the experience of viewing teachers

implementing inquiry-based instruction

Instructional Activities

Students watched two specific ILF elementary science classrooms Two-weeks + Scaffolding questions Interactions with participating teachers

Discussions on special topics How children learn science? What is inquiry?

Teach a lesson in their placement that was inquiry-oriented

This study: The Questions

What are pre-service teachers beliefs regarding inquiry-based instruction?

How do in-service and pre-service teachers perception of inquiry change as a result of collaboration with pre-service teachers and teacher educators?

What were teachers’ perception of the ILF in helping them learn how to teach through inquiry?

This Study: Methods

Used various methods: Pre-post interviews (pre and in-service)

Derived from Horizon’s instruments (2001) Inquiry Teaching Belief instrument Classroom observations of pre-service teachers

Examination of on-line discussion posts e-mail exchanges

Semi-quantitative interview data Card sorting activity using 14 cards Distance of item from “Classroom” represents

relative importance to inquiry teaching

Results: Value Added?

I really enjoyed getting to see her lesson because it allows students like us who want to be teachers to go over what she is teaching and look at how things went. It is almost as if we are in there observing her and it is nice because we can watch her while at home. I thought the students were using inquiry because she was prompting them to give out information and open ended questions allowed students to reply. I really like watching the examples.

Results from Pre-course Interview Subjects view of inquiry teaching uncertain

and broad Aggregate data show all items important to at

least one student Only using textbooks and worksheets viewed as

unimportant by majority Six items viewed as important by majority

Results: ITB

ITEM raw preNormed

PreNormed

post raw post

Students evaluating evidence (a) 7.7 0.52 0.29 5.6

Students following procedures (b) 5.75 0.39 0.93 17.8

Students listening to teacher lecture (c) 6.7 0.45 0.83 15.8

Students reading textbooks (d) 8.1 0.55 0.83 15.8

Students filling out worksheets (e) 10.7 0.72 1.00 19.1

Students working quietly in seats (f) 5.5 0.37 0.52 9.9

Students reflecting on their work (g) 7.9 0.53 0.25 4.7

Students working together (h) 7.2 0.49 0.15 2.8

Students taking tests to measure learning (i) 12.4 0.84 0.41 7.9

Students being continuously assessed (j) 14.8 1.00 0.35 6.7

Students collecting data (k) 4 0.27 0.31 5.9

Students responding to teacher questions (l) 9.5 0.64 0.30 5.8

Students communicating findings (m) 7.45 0.50 0.30 5.7

Students formulating questions (n) 7.2 0.49 0.21 4.0

Results from Post-course Interview Subjects have greater clarity and confidence in their

understanding of inquiry teaching Five items predominate as important Five items predominate as unimportant or unsupportive of

inquiry teaching Articulate a wide variety of teaching strategies that

constitute inquiry Hands-on, questioning, problem-solving

Had a dichotomous view of science teaching Either inquiry-oriented or not

Results: In-service Teachers

Do my duty initially, one-way sharing It was not that long ago that I was a student, and I

remember thinking that I would love to had the opportunity to talk with teachers before I got to teach. I wish I would have the opportunity that is being provided to your students

Time commitment

Results: In-service teachers

I had many questions about what it means to teach through inquiry. I responded as best I could to their postings and questions, but not sure how helpful I have been. This experience has helped to better understand that what I though was inquiry-based teaching may not have been…

Conclusions This study suggest that pre-service & in-service

teachers need and want opportunities to observe, visit, interact, and collaboratively reflect with teachers attempting to implement reform-based teaching strategies Develop confidence Aware of what an inquiry-based lesson looks like

Influence their beliefs of how inquiry-lessons play out Students still struggled with an inquiry dichotomy

Educational Implications

ILF system provides an outlet for pre-service teachers to formally articulate their beliefs in relation to classroom practice

Provide a variety of field and virtual experiences with various levels of inquiry-based teaching

Connecting pre and in-service through emerging technologies can be a powerful tool to support in-service teacher reflection on their own practice