Self-directed teacher inquiry in technology integration: Exploring the dynamics of synchronous and asynchronous collaborative teacher learning
Upcoming SlideShare
Loading in...5
×
 

Self-directed teacher inquiry in technology integration: Exploring the dynamics of synchronous and asynchronous collaborative teacher learning

on

  • 297 views

Monica Batac

Monica Batac
Master of Teaching Research Celebration
OISE/University of Toronto
April 3, 2012

Statistics

Views

Total Views
297
Views on SlideShare
254
Embed Views
43

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 43

http://pepper.oise.utoronto.ca 43

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Self-directed teacher inquiry in technology integration: Exploring the dynamics of synchronous and asynchronous collaborative teacher learning  Self-directed teacher inquiry in technology integration: Exploring the dynamics of synchronous and asynchronous collaborative teacher learning Presentation Transcript

  • Self-directed teacher inquiry in technology integration: exploring the dynamics ofsynchronous and asynchronous collaborative learning Monica Batac OISE/University of Toronto Dean’s Graduate Student Research Conference April 3, 2012 @monicabatac #mtrp2012
  • I know...What a complicated title.
  • Agenda• My journey & inquiry• Participants• Findings• Next Steps
  • My Journey• Master of Teaching (OISE/UT); Preservice training, seminars, & research• Dr. J Hewitt & Dr. K MacKinnon• Elective in “Computers in the Curriculum”• ISTE Conference; Philadelphia PA - June 26-29
  • INIISTE Inspiration
  • Telling the stories George David Lisa
  • Mirrored theoretical framework TK George David Lisa PK CK TPACK (Mishra& Koehler 2006)
  • Shared beliefs and experiencesAuthentic modeling of technology use for student & teacher learning also means Practice what you Preach (at all levels)
  • “I carry around technology on my“If you want to do Bring person… I just breathe it every day. I have the internet in my pocketYour Own Device, where and can connect with you, withyou get students to the world, and learn. Any-timebring their own devices, learning, 24/7.” - Georgedo you bring your owndevice? Because that’snot an event. That’s a “Every week there’s something newculture you’re going to out there. I have struggled to always want to buy something new.have to develop. And I have to go back and ask if it meetsyou have to be part of my [instructional] needs, or whythat culture.” – David am I changing my plan… I am always showing the kids my learning.” – Lisa
  • What does this look like? “I got connected to people who I formed relationships with, who taught me things… I met people who helped me be a better teacher.” - David How? “By getting tapped on the shoulder. From them being introduced… by learning very slowly but surely to become a networked professional. To surround myself with people I looked up to and learning with them, instead of learning by myself or only in my school.” But, how did we meet?
  • I met Lisa & David first on-line through Twitter, reading their blogs …“I really, really need the on-line professional learning community because that moves me forward in my thinking and learning. No one here knew [how to solve issues], so I was the only one in the school, in the whole town who was using the iPad [for learning] last year. I didn’t have anyone that I could really bounce ideas off of. I needed that on-line community.” – Lisa just-in-time, differentiated support; for her needs
  • “There needs to be the face-to-face support, the on-line support, and you need to have communities.” - LisaLisa’s context“Two years ago, none of us [face-to-face colleagues] were on[line]. We were craving ourface-to-face meetings. We’d get together & it’d just be talk, talk, talk, talk, talk. Wewouldn’t actually accomplish as much in our meetings because we would have all theseother questions to share and ask… Now, when we arrive, the conversations continue because we are all on[line] sharing… follow[ing each other’s] thinking… when we meet now, it’s just to pick up on our last tweet [Twitter] and go forward with our planning.”
  • Shared beliefs and practices• Build and maintain professional Self-directed inquiry relationships with both face-to-face and & professional on-line peers growth using• Different blended environments/networ ks environments
  • What can we learn from their stories?
  • How can we support teachers’ learning (new and experienced alike) in technology integration? … comes back to my own inquiry As researcher As practitioner
  • Various titles• On-line and Offline Relationships: Exploring the dynamics of teacher learning for technology integration (OTF/OADE)• Self-directed teacher inquiry in technology integration: Exploring the dynamics of synchronous and asynchronous collaborative teacher learning (Dean’s Conference & Research Celebration)
  • Upcoming May presentations• Toward a Sustainable Professional Development Model: Action Research and Teacher Inquiry (ConnectED Canada)• Transforming Professional Development with Reflective Practice: Personalization Before Prescription – Panel Discussion (MaDLAT; lUniversité de Saint-Boniface)• Personalization Before Prescription: Exploring and examining on-line professional learning for K-12 teachers (4T Virtual Conference at the University of Michigan ) Collaboration; Applications at school, board & institutional levels
  • professional learning & growth self & shared inquiry mentoring sharing knowledgetechnology integration connecting @monicabatac monica@monicabatac.com