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Action Research Leads to
Teacher-Initiated Changes




   Nathalie Lemelin & Rachel Gendron
         Lower Canada College
Overview

Who we are

Objectives of the study

Theoretical framework

Our research questions

Results
Who we are
A group of highly motivated teachers & administrators
sharing a common vision

9 teachers (+1 on leave)

Junior...
Objectives of the Study
 Reflect, analyse and assess our use and
 integration of ICT across the curriculum.

 Achieve somet...
Theoretical Framework
  Adopt and Adapt (Prensky, 2007)

Dabbling
Doing old things in old ways
Doing old things in new way...
Why action research?
Research by teachers which represents a
distinctive way of knowing about teaching and
learning.

Prof...
Action research spiral
Research Questions
What constitutes technology
integration in our school?

How can action research be used
as a tool for p...
Data Sources
Journals

Film

Peer observation

Meeting every 6 to 8 weeks

Reflective questionnaires

NING
Results
                   Shift in ICT integration
                        • letting go of control
                      ...
Digital Literacy Skills

Information Literacy: 1) Access information
efficiently and effectively; 2) evaluate
information c...
Digital Literacy Skills


ICT Literacy: 1) Use technology as a tool to
research, organize, evaluate and communicate
inform...
ICT Professional
           Learning Community

                            Transform                  Subvert
     Sustai...
References
Eihorn, S. “Are We Moving Too Slowly in Using Technology in Our Schools?”, CAIS Best
Practice Conference, 2009
...
Nathalie Lemelin -
nlemelin@lcc.ca

Rachel Gendron -
 rgendron@lcc.ca
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Action Research Leads to Teacher Initiated Changes in ICT integration

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How a group of K-12 teachers took professional development in their own hands.

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Action Research Leads to Teacher Initiated Changes in ICT integration

  1. 1. Action Research Leads to Teacher-Initiated Changes Nathalie Lemelin & Rachel Gendron Lower Canada College
  2. 2. Overview Who we are Objectives of the study Theoretical framework Our research questions Results
  3. 3. Who we are A group of highly motivated teachers & administrators sharing a common vision 9 teachers (+1 on leave) Junior, Middle and Senior School French, English, Geography, Biology, Media Studies 3 to 25 years teaching experience 25 and 50 years of age Year three of a three-year initiative
  4. 4. Objectives of the Study Reflect, analyse and assess our use and integration of ICT across the curriculum. Achieve something new in terms of ICT integration. Take PD in our own hands
  5. 5. Theoretical Framework Adopt and Adapt (Prensky, 2007) Dabbling Doing old things in old ways Doing old things in new ways Doing new things in new ways Incremental vs. fundamental change (Einhorn, 2009) Sustain Supplement Subvert and transform
  6. 6. Why action research? Research by teachers which represents a distinctive way of knowing about teaching and learning. Professional, Personal, Political (Noffke, 2009) Practical and collaborative process Engaged practitioners in examining their knowledge = PAR
  7. 7. Action research spiral
  8. 8. Research Questions What constitutes technology integration in our school? How can action research be used as a tool for professional development in our school? How do our technological initiatives help us achieve differentiated learning in our classrooms? To which end do we integrate technology into our curriculum? How do we teach new literacy skills?
  9. 9. Data Sources Journals Film Peer observation Meeting every 6 to 8 weeks Reflective questionnaires NING
  10. 10. Results Shift in ICT integration • letting go of control • skills A sense of community • COP vs. PLC • Peer coaching and mentoring • Web 2.O and NING • Staying current * Other Digital Literacy Skills positive gains • Information literacy • Media literacy • ICT literacy
  11. 11. Digital Literacy Skills Information Literacy: 1) Access information efficiently and effectively; 2) evaluate information critically; and 3) use information accurately Media Literacy: Teaching students how to best apply media resources available for learning and to create effective communication products
  12. 12. Digital Literacy Skills ICT Literacy: 1) Use technology as a tool to research, organize, evaluate and communicate information; and 2) Apply a fundamental understanding of the ethical issues surrounding the access and use of information technologies.
  13. 13. ICT Professional Learning Community Transform Subvert Sustain Trying out new things To change the way we Using technology in a letting go of control do things. safe comfortable and transforming one’s To question what we do manner and maintaining practice through and how we do it via successful initiative membership in the AR AR learning community
  14. 14. References Eihorn, S. “Are We Moving Too Slowly in Using Technology in Our Schools?”, CAIS Best Practice Conference, 2009 Hord, S.M., Sommer, W.A.. (2008) Leading Professional Learning Communities; Voices from research and practice. Thousand Oaks, Corwin Press Noffke, S. and Somekh, B. (2009) The SAGE Handbook of Educational Action Research. London, Sage Prensky, M. (2006) Adopt and Adapt; 21st-Century Schools need 21st Century Technology, Edutopia, Dec/Jan: 42-45 Trilling, B., Fadel,C. (2009) 21st Century Skills; Learning For Life In Our Times, San Francisco, Jossey-Bass Wenger, E. (1998) Communities of Practice; Learning, Meaning and Identity. Cambridge, Cambridge University Press
  15. 15. Nathalie Lemelin - nlemelin@lcc.ca Rachel Gendron - rgendron@lcc.ca

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