Digital Futures in Teacher Education workshop

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This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.

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Digital Futures in Teacher Education workshop

  1. 1. Workshop 1DeFT: Digital Futures inTeacher EducationAnna Gruszczynska and Richard Pountney,Sheffield Hallam University
  2. 2. Introduction and backgroundLocal teachers and pupils, teacher For more information:educators and teacher education • Project websitestudents involved in: www.digitalfutures.org•sharing and developing good • Project blogpractice in teaching www.deftoer3.wordpress.com•understanding more about digital • Twitter @deftoer3literacy • Slideshare•developing guidance on Open www.slideshare.net/deftoer3Educational Resources in theschool context • Contact:•Project outputs will be shared via a.gruszczynska@shu.ac.uk;an open textbook (pulling together r.p.pountney@shu.ac.ukcase studies and supportingresources) and the "Digital Bloom"installation
  3. 3. Activity no 1.1. List your three favourite digital tools2. Name a tool youre not very familiar with but would be interested in trying out
  4. 4. Research questions and frameworkKey questions Research framework• What is the relationship • Embedded within Bernsteins between Open Educational theory of pedagogic discourse Resources and digital • Drawing on the principles of literacy within professional social sciences knowledge development? production (teacher• What understandings of education as its subset) digital literacy and Open • Exploring tacit aspects of Educational Resources pedagogical practice emerge through a reflexive approach to project • Exploring the "why" (socio- methodology? cultural/institutional context) rather than solely the "how" (technical aspects) of OER/DL
  5. 5. Project methodology: Data collectionReflexive moments• Five staged prompts sent out to team members; responses via e-mail or personal blogs• Each moment is followed by a digest of emerging themes and issues, shared with project participants via project websiteMaterials emerging from the case studies of digitalpractice:• notes from project meetings and school visits• notes from rich media content - photographs and videos• comments from teachers/team members on project blog and Twitter• focus groups with PGCE students
  6. 6. Project methodology: Principles• The case study method 1.The DeFT movie! (Stake, 1985) 2. Alternative Forms of• Schöns reflection-in- action (1983) - sharing Recording for stories of "opening up" teaching and learning pedagogical practice 3.Camp Cardboard• Bernstein’s theory of 4. Reflections on Digital pedagogic discourse Literacy (Bernstein, 1990, 1996, 2000) - exploration of (in)visible pedagogical practices.
  7. 7. Activity no. 2Tell us a bit more about your digital profile 1. What is your digital superpower? 2. What is your digital kryptonite? Available from Dunechaser under CC BY-NC-SA 2.0
  8. 8. Frameworks for digital literacy• Engagement with existing frameworks (JISC, 2011)• Digital literacy as a continuum between the purely social and the purely technological• Move from the singular ‘literacy’ to the plural ‘literacies’ to emphasise the sheer diversity of existing accounts (Lankshear and Knobel, 2008).• Digital literacies as "the constantly changing practices through which people make traceable meanings using digital technologies" (Gillen and Barton, 2010).• Critique of the concept of digital natives (Bennet et al. 2008)
  9. 9. www.digitalbloom.org Activity no.31.Find a partner2. Pick a device - iPod, iPad, your smartphone or penand paper3. In pairs, take turns to answer the following question:• How do you define digital literacy in personal and professional context?Capture the answers using your chosen technology -record the audio/video, Tweet it, write it down.Ideally, email them to us r.p.pountney@shu.ac.uk4. Reflect on the experience with the group
  10. 10. DL and the rules of regulative discourse‘When it comes to e-safety, we seem to livein a culture of fear where we [might be]teaching road safety but never letting thechild out’ (project meeting, teacher)•Web2.0 filters•Technological barriers•Access to devices
  11. 11. DL and locus of control overselection of instructional discourse ‘In terms of teaching and digital literacy the ultimate question we constantly need to deal with is - is this going to help the students when they get to an exam? Because what I would like to see happening is the fostering of a community, personal growth etc. but most of the time it is about having to teach "for an exam“’ (focus group with PGCE students).
  12. 12. DL Tensions: sharing resources ‘polished performance’ vs. accounts of ‘real life’’ ‘you have to be sharing with the kids anyway all the time’ (focus group with PGCE students)‘You don’t know what reaction you would get… can you imagine if you put it on you tube and you got loads of thumbs down?’
  13. 13. Locus of control over pacing: Stories of a digital divide‘My pupils were shocked to discover that Ididn’t have a mobile phone as a teenagerand when you arranged to meet with yourmates you just agreed on a meeting timeand point and then waited. You wouldactually talk to each other, you know,rather than keep texting.’(focus group with PGCE students)
  14. 14. DL investigations: new avenues• Methodological approaches: exploring the ways in which understandings around DL are expressed and shared through reflection in action• Re-examining DL in the context of the debate around ICT in the curriculum and the removal of the programmes of study• Exploring the place of DL and OERs in professional development of teachers
  15. 15. References. Questions? Comments?Bennett, S, Maton, K, & Kervin, L. (2008). The ‘‘digital natives’’ debate: A critical review of evidence.British Journal of Educational Technology, 39, 775–786.Bernstein, B. (1990). The structuring of the pedagogic discourse: Class, codes and control. London:Routledge.Bernstein, B. (1996). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London:Taylor & Francis.Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. (Revisededition). Lanham: Rowman & Littlefield publishers.Gillen, J. & Barton, D. (2010). Digital literacies. A research briefing by the technology enhancedlearning phase of the teaching and learning research programme. London: London Knowledge Lab,Institute of Education, University of London.Joint Information Systems Committee (JISC). (2011). Digital literacy anatomised: access, skills andpractices. Available fromhttp://jiscdesignstudio.pbworks.com/w/file/40474828/Digital%20literacies%20anatomy.pdf (Lastaccessed 29 February 2012).Lankshear, C. & Knobel, M. (2010) New Literacies: Everyday Practices and Social Learning (3rdEdition). Maidenhead: Open University Press.Schön, D. (1983). The reflective practitioner. New York: Basic Books.Stake, R.E. (1995). The art of case study research. London: Sage.

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