teacher design teams for technology integration in education
TRANSCRIPT
Teacher Design Teams for technology integration
Jo Tondeur (FWO) Natalie Pareja
Ghent University
Meeting ReleQuant Artevelde
Ghent
March 31, 2014
Problem statement
Training can affect teachers’ adoption of technology (e.g. Drent & Meelissen, 2008)
BUT: technology seems under-used by teacher (educators) (e.g. Spector, 2010)
Possible explanations:
Traditional training arragements may not be not enough to prepare teachers to successfully integrate technology
How to bridge the gap? FromTK…
to TPACK
So…
Some preliminary evidence:
From stand alone courses to field-based model (cf. Mishra and Koehler , 2008)
Combination of strategies (cf. Kangro & Kango, 2005)
Collaboration between preservice and (mentor) teachers (cf. Barton & Haydn, 2006)
“The jury is still out on which strategies work best (…). There is a obvious mandate for more thorough analysis”
[Kay, 2006]
SQD-model Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education., 59(1), 134-144
Experiences from across the world sustain such viewpoints while at the same time emphasising difficulties faced in the
implementation of such programmes
See: h&ps://www.youtube.com/watch?v=2vwt-‐f1cuMI&NR=1
Teacher design teams (TDT) as a strategy for ICT integration
‘A group of at least two teachers, from the same or related subjects, working together on a regular basis, with
the goal to (re)design and enact (a part of) their common curriculum’
(Handelzalts, 2009, p. 7)
Goals
• Improve practice (and hence student learning)
• Facilitate teacher learning • Share / generate knowledge about practice
“Ongoing collaboration among educators
produces teacher learning, and this ultimately improves teaching and
learning” (Levin, 2010, p. 110)
Generic activities of TDTs
IDENTIFY A PROBLEM
DESIGN A SOLUTION
IMPLEMENT A SOLUTION
REFLECTION & ANALYSIS
Ermeling, B. (2010). Tracing the effects of teacher inquiry on classroom prac?ce. Teaching and Teacher Educa?on, 26, 377-‐388
Activities of TDTs in SQD
Characteristics of TDTs
¤ Own practice as a starting point (authentic problems)
¤ Design as a core activity
¤ Collaboration
¤ Reflection (design process and products)
¤ Individual and group learning
à TPACK development (Mishra& Koehler, 2003; Polly et al., 2010; So & Kim, 2009)
But…
Little is know about the relationship between
TDTs and the development of
TPACK in teacher education
Conditions
¤ Team level conditions • Team characteristics: composition, size, type of participation
• Organization of team activities: structure, inspiration sources, development of shared values and vision, monitoring of team activities
• …
¤ Organizational level conditions
• Time;
• External support (e.g. coach, expert, literature);
• Coordination mechanisms (between and within teams);
• Leadership support; etc.
Study 1: Focus on the role of the coach
¤ Pilot with 3 TDTs to develop TPACK materials
• Teacher educators (School of Education Leuven)
¤ Goal
• Exploring the role of the coach
• Exploring the communication processes
¤ Method: exploratory case study
• Interviews with coaches
• focus groups with members of the TDTs
Study 2: Focus on the conditions
¤ 4 TDTs in different teacher education institutions
• Teacher educators (School of Education Leuven)
¤ Goal
• Conditions for the success of TDTs
¤ Method: Delphi study
• 3 rounds; 30 experts
Study 3: Focus on output
¤ 4 TDTs in different teacher education institutions
• Teacher educators (ENWAUgent)
¤ Goal
• Quality of the output
¤ Method
• Stimulated recall interviews with members of the TDTs
Study 4: Focus on STEM & classroom setting
¤ 4 primary schools
• STEM in education (FYXXI)
¤ Goal?
¤ Method: Design based research
• To discuss!
Contact: [email protected] I ugent.academia.edu/jotondeur [email protected]
From http://teacherstech.net