joan hughes the role of teacher knowledge and learning experience in forming technology- integrated...
TRANSCRIPT
![Page 1: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/1.jpg)
Joan HughesThe Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy
Jessica Barron and Adam Wasilko
![Page 2: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/2.jpg)
Introduction
• When you were in gradeschool, what teachers used technology?
• Did they embrace new technologies or did they stick to traditional methods unless forced to use technology?
• How did this impact your experience as a student?
• How did it inspire YOU to use new technologies?
![Page 3: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/3.jpg)
Overview
• Literature Review• Purpose of Study• Method• Results• Discussion
![Page 4: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/4.jpg)
Literature Review
• Benefit to creating new learning experiences
• Prior knowledge effects future learning• Pedagogical content each specific discipline
• Technology use within each discipline• Literature may help make the connections
![Page 5: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/5.jpg)
Literature Review: Nature of Effective Learning Experiences
• Learning experiences provide opportunities for teachers
• Providing alternatives or dilemmas may impel teachers
• Few teachers have access to quality professional development
![Page 6: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/6.jpg)
Literature Review: Technology Supported Pedagogy
Technology supported pedagogy may be captured through three categories
• Technology functioning as replacement
• Amplification• Transformation
![Page 7: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/7.jpg)
Purpose of Study
The research questions are: • What is the nature of practicing
teachers’ educational technology learning experiences?
• How do practicing teachers use technology to support their practice
• What role does teacher’s prior knowledge and learning experiences play in the building of technology supported pedagogy?
![Page 8: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/8.jpg)
Method
Participants• Multiple cases were chosen• Participants were asked to describe
described their technology usage, teaching experience, technology-learning experiences and site based technology resources
• All cases involved the English Language Arts content area
![Page 9: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/9.jpg)
Method
![Page 10: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/10.jpg)
Data Source and Analysis
• Semi-biographical interviews were tape recorded and transcribed
• Three direct observations were conducted• Evidence was compiled and collected and
coded in a database that facilitated analysis
• Each case was analyzed individually and then cross examined
![Page 11: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/11.jpg)
Results: Neil
• Educational technology learning experiences
• Classroom Based Technology Use• Interaction between professional
knowledge, technology learning and practice
![Page 12: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/12.jpg)
Results: Doug
• Educational technology learning experiences
• Classroom Based Technology Use• Interaction between professional
knowledge, technology learning and practice
![Page 13: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/13.jpg)
Results: Roger
• Educational technology learning experiences
• Classroom Based Technology Use• Interaction between professional
knowledge, technology learning and practice
![Page 14: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/14.jpg)
Results: Laura
• Educational technology learning experiences
• Classroom Based Technology Use• Interaction between professional
knowledge, technology learning and practice
![Page 15: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/15.jpg)
Cross Case Analysis
• All four found introduction to technology through an informal learning experienceo Formal training was available, but no connections
were made to current knowledge based, i.e., it didn’t “stick”
• Introduction to new technology made teachers rethink their methodology
• Information on technology outside of content area was not ultimately used
• General technology topics, rather than specific uses, with no connection to content area were not utilized in the classroom
![Page 16: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/16.jpg)
Discussion
• The interpretation of new technology is a result of past experiences and history as a teachero Alternative practices allowed teachers to
examine their own styles and methodso Often times technology simply replaced old
methodologyo Content based technology leads to content
based pedagogy
• Teachers can learn from each other’s practiceso Laura might’ve used Rogers example of
PowerPoint in the classroom
![Page 17: Joan Hughes The Role of Teacher Knowledge and Learning Experience in Forming Technology- Integrated Pedagogy Jessica Barron and Adam Wasilko](https://reader037.vdocuments.us/reader037/viewer/2022103123/56649db05503460f94a9e328/html5/thumbnails/17.jpg)
Conclusion
• The results have significance in the way of professional training and preparation for teachers
• Professional development through content specific collaboration
• Not always true that younger teachers have more to offer, often veteran teachers can make a pedagogical link that new teachers can’t
• Training should deepen teacher knowledge to foster real, and valuable change, in practice
• Future research: subject matter technology groups