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SITE 2011 Conference Presentation

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  1. 1. Donna Anderson Grosse Ile School, QC, Canada Marie-Helen Goyetche Arundel School, QC, Canada Dorothy Taker Grosse Ile School, QC, Canada Gyeong Mi Heo , Ph.D. CEFRIO, QC, Canada Alain Breuleux, Ph.D. McGill University, QC, Canada Distributed Leadership Facilitating Collaboration in a Teacher Community of Practice
  2. 2. Building Community through Telecollaboration (BCT) <ul><li>A province-wide initiative with educators and administrators from English school boards across Quebec ( Breuleux, Heo, Wall, Morgan, & Flores, 2009 ) </li></ul><ul><li>G oal of the BCT Project </li></ul><ul><li>“ T o encourage, facilitate and support collaboration among students, teachers and educational leaders to enhance learning across the community.” </li></ul>
  3. 3. <ul><li>The BCT project is based on a notion that ICT allows us to overcome the challenges of distance, professional isolation, and educational success in small and remote schools. </li></ul><ul><li>Phase 1 (2007-2009): Design research approach </li></ul><ul><ul><li>( Bereiter, 2005; Brown, 1992; Collins, Joseph, & Bielaczyc, 2004; Schoenfeld, 2006 ) </li></ul></ul><ul><li>Phase 2 (2009 - present) : Participatory design research approach ( Silva & Breuleux, 1994 ) </li></ul><ul><ul><li>- T o emphasize the engagement of users and participants in the design process. </li></ul></ul>Building Community through Telecollaboration (BCT)
  4. 4. <ul><li>Elementary Education System in Quebec </li></ul><ul><li>Cycle 1 (Grades 1 and 2) </li></ul><ul><li>Cycle 2 (Grades 3 and 4) </li></ul><ul><li>Cycle 3 (Grades 5 and 6) </li></ul><ul><li>The cycle group leaders </li></ul><ul><ul><li>Engaged voluntarily and actively in the process of the project </li></ul></ul><ul><ul><li>W ork ed in close collaboration with the researchers and the practitioners </li></ul></ul><ul><ul><li>Were representative s of the BCT teachers </li></ul></ul><ul><ul><li>F acilitated and supported communication and collaboration among the teachers   </li></ul></ul>Cycle Group Leaders
  5. 5. Conceptual Framework <ul><li>Conceptual and methodological context of participatory design research, including notions of professional learning networks within a community of practice. </li></ul><ul><li>( Blankenstein, Houston, & Cole, 2008; Hofman & Dijkstra, 2010; Little, 2002; Palincsar, Magnusson, Marano, Ford, & Brown, 1998; Schlager & Fusco, 2003; Wenger, 1998 ) </li></ul>
  6. 6. A Distributed Leadership Community <ul><li>Teacher ownership is an important principle that guides the leadership and management. </li></ul><ul><li>BCT leadership team : R esearchers , consultants, and c ycle group leaders as representatives of the teachers </li></ul><ul><li>BCT Coordinating Committee : BCT leadership team, CEFRIO, LEARN Quebec – To provide feedback and strategic advice </li></ul><ul><li>Support groups for the BCT project: English school boards in Quebec , principals and other administrators in the 15 BCT schools, local techno-pedagogical consultants a nd IT staff s . </li></ul>
  7. 7. <ul><li>A goal of the BCT project is to create and foster a culture of reflection and sharing among the network of teachers. </li></ul><ul><li>A professional learning network fosters the move from individual practice to collaboration, professional engagement, and teacher leadership. </li></ul><ul><li>It allow s teachers to make sense of the challenges they face in practice and to find out creative solutions . </li></ul><ul><li>The teachers and administrators have shaped the shared vision that facilitating the use of ICT in support of effective teaching practices for students learning in the classroom. </li></ul>A Culture of Sharing
  8. 8. <ul><li>In the BCT project, conditions are created that allow students and teachers to build and share knowledge together through the use of ICT. </li></ul><ul><li>Collaboration through ICT tools is both (a) T he object of the project and (b) A n element of solution to other challenges of teacher professional development . </li></ul><ul><li>ICT tools </li></ul><ul><ul><li>BCT Website ( </li></ul></ul><ul><ul><li>BCT Sakai portal (Discussion Forum - Asynchronous) </li></ul></ul><ul><ul><li>Live Classroom (Synchronous) </li></ul></ul><ul><ul><li>Web 2.0 for classroom projects: Blog, Wiki, VoiceThread, Skype, Google Docs, Google maps, and so on. </li></ul></ul>ICT for Collaboration
  9. 9. <ul><li>The essence of the BCT Project is professional learning. </li></ul><ul><li>Through engag ing in the activities of the BCT community, the teachers become knowledgeable regarding how to use ICT for students ’ collaborati on in classroom. </li></ul><ul><li>Face-to-face meeting (4 times/year) </li></ul><ul><ul><li>Agendas and topics mostly depend on collegial consensus. </li></ul></ul><ul><ul><li>H ands-on sessions about ICT tools are mainly lead by experienced teachers. </li></ul></ul>Professional Learning
  10. 10. Collaborative Activities in Cycle Groups 2009-2010 <ul><li>BCT Project 2009-2010 </li></ul><ul><li>15 English schools in the Province of Quebec </li></ul><ul><li>A pproximately 45 teachers and administrators </li></ul><ul><li>Three cycle groups participated in collaborative activities </li></ul>
  11. 11. Cycle One Collaborative Activities <ul><li>Voice T hread </li></ul><ul><ul><li>learned about the tool </li></ul></ul><ul><ul><li>Introductions project </li></ul></ul><ul><ul><li>Class projects </li></ul></ul><ul><li>Sakai portal </li></ul><ul><ul><li>share and access projects </li></ul></ul><ul><ul><li>commenting and responding </li></ul></ul><ul><ul><li>keeping up on events </li></ul></ul><ul><li>Cycle 1 W ikispace </li></ul><ul><ul><li>Olympics project </li></ul></ul><ul><ul><li>D isplay voicethreads, blogs, other collaborative projects </li></ul></ul>
  12. 12. Cycle Two Collaborative Activities <ul><li>Use of Wikispaces, digital photography, Voice T hread, Sakai portal , Chat Room and e - mail </li></ul><ul><li>E LA and/or FSL based on novels </li></ul><ul><ul><li>Flat Stanley project </li></ul></ul><ul><ul><li>Tales of A Fourth Grade Nothing project </li></ul></ul><ul><ul><li>What Makes a Good project </li></ul></ul>
  13. 13. Cycle Three Collaborative Activities <ul><li>Use of Sakai Portal </li></ul><ul><ul><li>P roject development and planning </li></ul></ul><ul><ul><li>A sking and answering questions concerning their projects </li></ul></ul><ul><li>Cycle 3 Wiki s pace </li></ul><ul><ul><li>B ook talks </li></ul></ul><ul><ul><li>M eet our characters </li></ul></ul><ul><ul><li>Literature Circles </li></ul></ul><ul><ul><li>Various activities around the 2010 Vancouver Olympics ( A rticles, Pictures, and V oice T hread) </li></ul></ul>
  14. 14. Roles of the Cycle Group Leaders <ul><li>A core group to participate in the development of the project with the BCT leadership team </li></ul><ul><li>R epresentatives of the members of their cycles </li></ul><ul><li>E ncouraging teachers’ collaboration in a community of practice of teachers </li></ul><ul><li>D eveloping professionally and improving teachers’ professional practice and students learning </li></ul><ul><li>T eaching of ICT tools for collaborating and sharing projects </li></ul><ul><li>S upporting and coordinating the cycle group online and in face-to-face sessions </li></ul><ul><li>H elping teachers overcome the challenges of distance and professional isolation </li></ul>
  15. 15. <ul><li>Lessons learned related to T eacher learning : </li></ul><ul><ul><li>have developed an increased expertise related to the use of ICT in their classrooms </li></ul></ul><ul><ul><li>developed some valuable student collaborative learning projects </li></ul></ul><ul><li>Lessons learned related to S tudent learning : </li></ul><ul><ul><li>enjoyed sharing their work with authentic audiences </li></ul></ul><ul><ul><li>understood the importance of internet etiquette and internet safety </li></ul></ul><ul><li>Lessons learned related to Expertise: </li></ul><ul><ul><li>taking baby steps as not to discourage newcomers </li></ul></ul><ul><ul><li>more experienced members helped others, gave presentations on ICT tools and help lead Cycle groups </li></ul></ul>Lessons Learned (I)
  16. 16. <ul><li>Lessons l earned r elated to Support : </li></ul><ul><ul><li>support of the principal and other admin i strators in providing the resources, time and technical support </li></ul></ul><ul><ul><li>support from the Cycle group leaders as well as the BCT leadership team for on line and during face to face sessions </li></ul></ul><ul><li>Lessons learned related to T ime: </li></ul><ul><ul><li>be aware of the danger by overloading the teachers </li></ul></ul><ul><ul><li>involvement in the project should blend in and not be an add on or something extra </li></ul></ul>Lessons Learned (II)
  17. 17. Conclusion <ul><li>Benefits from the Participatory Design approach </li></ul><ul><li>The roles of the cycle group leaders are crucial: </li></ul><ul><ul><li>Designing, building, and cultivating a teacher community of practice </li></ul></ul><ul><ul><li>Facilitating communication and collaboration through ICT among teachers </li></ul></ul><ul><ul><li>Exemplifying and supporting the BCT project and the BCT teachers along the way </li></ul></ul><ul><li>Professional development of the cycle group leaders </li></ul><ul><ul><li>Leadership skills and teaching practice </li></ul></ul><ul><ul><li>Confidence and strengths in using ICT </li></ul></ul>
  18. 18. Gyeong Mi Heo , Ph.D. [email_address] Donna Anderson [email_address] Marie-Helen Goyetche [email_address] Dorothy Taker [email_address] Alain Breuleux, Ph.D. [email_address] <ul><li>Building Community through Telecollaboration (BCT) Project </li></ul><ul><li> </li></ul>