21st Century Innovative Teacher’s Development - PETE&C2014
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21st Century Innovative Teacher’s Development
Beth Rajan Sockman PH.D & Regina Sayles
East Stroudsburg University of Pennsylvania
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Most teachers do NOT reach an “inventive stage” of teacher development, even with ubiquitous computing, the stage needed for teaching for the knowledge age.
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Times are changing…
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Industrial Age Vs. Knowledge Age
Industrial Age
Standardization
Top-down organization
Compliance
Conformity
CEO as King
Knowledge Age
Customization
Team-based organization
Initiative
Diversity
Customer as King
Adapted from Duffy, 2010
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Converging Dynamics
LEARNER Centered Classrooms!
Learning
Theory
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Learning – Meta-Analysis
Learner-Centered Teacher-Student Relationships (Cornelius-White, 2007) examined 119 studies showing that learner-centered
strategies positively correlated to student affective, behavioral, and cognitive outcomes by reducing drop-out rates, resistant behavior, & increased student participation
Problem Based Learning (Strobel & van Barneveld, 2009) Reviewed 10 Meta-analysis students and teachers are
motivated in problem-based learning environments, and that long-term retention increases
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Converging Dynamics
LEARNER Centered Classrooms!
Technology
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Technology in Classrooms
What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study (Tamin, Borokhovski, Abrami, & Schmidv, 2011) 25 meta-analyses with minimal overlap in primary
literature, encompassing 1,055 primary studies Greater student achievement with technology Greater difference when students created rather than
merely viewed.
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Converging Dynamics
LEARNER Centered Classrooms!
Global Needs
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Converging Dynamics
LEARNER Centered Classrooms!
Global Needs
Learning Theory Technology
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It is all about being fair…Picture from http://weknowmemes.com/tag/please-climb-that-tree/
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What would it look like if teachers were teaching for the 21st Century?
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Take Aways!
Describe 2 major developmental change models
Identify Internal & External forces that influence change
Evaluate the way this research extends what we know
Reflect on your own learning environment to describe the possible internal/external forces and/or where teachers are in developmental stages
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How do we get there?
Nation
School – One to one? Doesn’t always work!
Teachers – The focus of this study
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Extend-knowledge construction versus traditional education with Tech
ACOT, 1995
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Technology as enabler for new paradigm of education
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Most teachers do not reach, so What would it take for teachers to develop into a knowledge age educator?
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Development Processes (stages) & Forces that influence
Teacher
Internal External
12
34
5
PROCESS - Stages Forces
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Stages of Technology Integration 10 Year Study 1 to 1(Sandholtz, Ringstaff, & Dwyer, 1997)
Entry
Adoption
Adaptation
Appropriation
Invention
Focus
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Entry and Adoption
DISPOSITION
Teachers gain confidence
Teachers have a positive attitude
Learn Computer Basics
Most common - Testing software.
Skill and Drill
Test score increase
Off load
Internet resources - play
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Stage 3 Adaptation
Disposition
In Daily lesson plans (word processing, spreadsheets, interactive white board, internet)
Increase Student productivity
Engagement increase
Students initiate learning
Teachers react differently to student initiation!
More entertainment
Student Initiation
Teacher excited
Teacher threatened
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Stage 4 Appropriation
Milestone!
Disposition
Interdisciplinary
Interdependent Groups begin
More learner centered
May over compensate
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Stage 5 - InventionClassroom BUZZES. Teacher sees the students and themselves as learning together! Students may challenge the teacher.
Project Based InterdisciplinaryTeam TaughtCustomizationLearner Centered
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Roger – Adoption Innovation
Knowledge State – awareness Knowledge & How To knowledge
Persuasion
Implementation
Confirmation with Invention
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What are the things that affect the teacher moving through the stages?
Teacher
Internal External
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Internal Forces
Teacher
Knowledge
Self-efficacy
Pedagogical Belief
Ertmer and Ottenbreitt (2010)
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Belief
Belief Practice
≠=
Learner-centered
Teacher centered
Brinkerhoff, 2006; Buehl & Fives, 2009; Hattingh & de Kock, 2008; Levin & Rivka, 2006-2007; Li & Ni, 2010; Palak & Walls, 2009; Sockman & Sharma, 2008
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Belief Vs. Practice – Chicken or Egg
Inan & Lowther , 2010; Levin & Wadmany, 2007; Levin & Nevo,2009
Practice can influence belief
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External Forces
Teacher
School policy
Teacher Development - Customized
Distributed teacher
leadership
Curriculum
Anthony, 2012; Bonifaz & Zucker, 2004; Hanson & Carlson, 2005; Overbay, Mollette, & Vasu, 2011
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Both External & Internal – Culture!
Collaborative culture & Situated learning (Caskey & Carpenter, 2012; Davis et al., 2009, Glazer, 2009)
Class size Inverse relationship (Ritzhaupt, Dawson & Cavanaugh,2012)
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Question
1. From an innovative teachers’ perspective and observations of the environment, what are the valuable experiences including the salient internal and external forces in the process of becoming an innovative teacher within a contemporary learning environment?
2. How do the experiences support, challenge or add perspective to what we know about teacher change especially, when looking at the need to develop teachers for the knowledge age?
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Method
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Instrumental Case Study
(Yin, 2003 & Stake,2000)Interview
7 cases Teachers – 2.5 hours
ObservationsClassroom & School Document Analysis
Lesson PlansNCLB school statisticsWebsitesNewspaper
35 Hours of Interview and Observation Time
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Participants
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InterviewsQuestions Rationale
1. Please tell me about yourself, anything that might shed some light on your decision to become a teacher.
2. Could you go back in time for me? Do you remember when you and the students made the move to one-to-one computers? What was the story behind this for you?
3. Now that you have had ubiquitous computing, can you tell me what your classroom looks like now? How did you get there? If you were to compare your transition to something, some picture or analogy – what was it like for you?
4. What is your job now – as a teacher? What do you hope to do this year? Please tell me what this one-to-one computing meant for you and your students.
1. Rationale: Ascertain belief system and influencing internal/external forces (Kuhn, 1999; Palmer, 1997).
2. Rationale: Unearth the attitude and emotions in the transition to ubiquitous computing (Fullan, 1993; Sandholtz & Reilly, 2004; Saunders, 2012).
3. Rationale: Understand the current teacher role and then, uncover how he/she developed (Brookfield, 1990; Fullan & Stiegelbauer, 1992; Tondeur et al., 2012).
4. Rationale: Gain a sense of evolving philosophy – the paradigm that the teacher holds (Covey, 1989; F. M. Duffy, 2010; Senge, 2000).
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Analysis
Software HyperResearch©
Interviews transcribed
Approximately 250 open codes
Trustworthiness – participant checks
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Findings - Valuable Experiences with Salient Forces in the Journey & Stages
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Forces: Teacher Identity Growth
"Boring teachers.”
Identity growth: teachers comparing themselves to others.
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Forces: Beliefs about Teaching and Learning & Teaching and Learning Skills Shaped with Technology
Beliefs: all teachers held a belief that there can be multiple representations of reality or identified within constructivism – research never said…
Praxis: Influence by undergraduate and graduate college, teacher workshops, formal colleague feedback, personal colleague feedback, and observation of students influenced the category.
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Forces: Joy & Fear
JOY: when observing students who deeply understood information, displayed creativity, or self initiated extended learning
Fear: when students did not comprehend the content or waste time
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What surprises or confirms your experience and why/
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Findings - Stages
Entry& Awareness Knowledge
Adoption - Persuasion
Adaptation-Implementation
Appropriation - Implementation
Invention & confirmation - reinvention
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Stage 1 Entry – Awareness Knowledge.Theme 1: Dissatisfaction with the status quo influenced teachers’ perception of classroom needs to include authentic learning using technology.
“awareness-knowledge” (Rogers, 1995) - an awareness of societal needs
Boring past teachers
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Stage 2 Adoption – Persuasion. Theme 2: Change evoked strong emotions that evolved over time with awareness of the technology needed
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Stage 3 Adaption - Implementation.Theme 3: Small trials with computers opened doors to create options for pedagogical change.
One of the kids just flipped up his laptop, went on to Google and typed it in (the question) and he raised his hand.” The student yelled out, “I know the answer!” Wyatt was bewildered by the student’s responses and declared, “You know you cheated,” since the student used the Internet to find the answer. But, the student retorted, “I didn’t cheat!” Wyatt then realized that searching the Internet for an answer was what he did, and reflected, “I think that’s what we do now.”
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Stage 4: Appropriation - Implementation.Theme 4: Technology influenced a disposition toward collaborative growth.
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Stage 5 Invention – Confirmation with Reinvention – 3 THEMES
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Theme 5: Technology aided in project-based learning while illuminating new challenges
Planning projects was more complex than traditional lesson planning.
“I could see the logic” of projects, but they were “more a spider web, intertwining and connecting in so many ways.”
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Theme 6: Observations of engaged creative students reinforced various instructional methods in technology rich environments.
Direct instruction, project based learning, creativity
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Theme 7: Experience with technology-integrated project based learning raised concerns for learning and traditional scheduling
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Did anything surprise, confirm or concern you? Why?
Entry& Awareness Knowledge
Adoption - Persuasion
Adaptation-Implementation
Appropriation - Implementation
Invention & confirmation - reinvention
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Discussion
Using stages & forces helped
Awareness knowledge - Key
Collaborative culture – Situated cognition
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Discussion
In the study, the beginning developmental stage was motivated by individual dissatisfaction which is more completely described with awareness knowledge based on Innovation-Decision Process (E. Rogers, 1995)
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Collaborative Culture (stages 2,3,4)
Fears – wasting time, colleague disappointment
Joy – student creativity
Administrative support
Colleague Sharing
Teacher experimentation
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Further Research:
How to use DissatisfactionWorkflow Activity/ learning alignment
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Tech Courage
“You have to be, if not tech savvy, kind of tech courageous...not afraid to just go out there and experience…”
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Where are your teachers?Where could you research?
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Thanks!
Beth Rajan Sockman Ph.D. [email protected] http://www.linkedin.com/in/rajansock https://twitter.com/rajansock
Groups AECT – Systemic Change Division http
://systemicchange.wordpress.com/ ISTE Twitter #edreform Linked In - http://www.linkedin.com/groups/Systems-
Thinking-Design-Change-in-4985248 Voices of Vision - William Spady [email protected]
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References
Please request access through Mendeley!
Beth Sockman – and you can see all references!