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Dissertation Presentation v2

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Erin Davis

on 14 April 2014

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Transcript of Dissertation Presentation v2

TEACHER PLANNING PROBLEM SPACE OF EXPERT
TECHNOLOGY INTEGRATING TEACHERS

Dissertation Presentation
Erin Leslie Davis
April 15, 2014

Background/Problem
Designing meaningful technology integrated learning remains a challenge for teachers.

Technology integration exists as “islands of innovation”
Innovative pedagogical practices in <15% of teacher population in a school (Forkhosh-Baruch, Mioduser, Nachmias, & Tubin, 2005; Tubin, Mioduser, Nachmias, & Forkosh-Baruch, 2003).

Cuban (2003) suggested that without respect for the expertise that teachers bring to existing conditions in their classrooms, there is little hope of integrating technology into teaching and learning.

The experts: Teacher Innovation Award (TIA)
Use digital media to enhance student learning
Purpose/Research Objectives
This proposed study attempts to shed light the problem solving processes teachers encounter when designing meaningful technology integrated instruction.

Recognizing the TIA recipients as expert teachers, the purpose of this study was to describe the planning strategies these expert teachers used in designing technology-integrated instruction.

The research questions associated with this objective were:
1. How do expert teachers negotiate the
planning task environment
?
2. How do expert teachers negotiate the
planning problem space
?

Methodology
Design: Single case study

Participant Selection
Purposeful sample
TIA winners who agreed to participate

Data Collection Process
18-week period
1 survey
3 interviews (via Skype or Hangout)
audiovisual materials
lesson documents

Security
Literature Review
Results: Planning Task Environment
Conceptual Framework


Problem Space (Newell & Simon, 1972).


Process Model of Teacher Planning (Yinger, 1980).

Additionally:
Schemas (Anderson, 1984, Glaser, 1985)
Literature Review & This Study
Much of the research on teacher planning took place prior to the introduction on technology in the classroom (Richardson, 2009).

There is gap in the research on how teachers plan for the use of technology, which needs updating (Mccutcheon & Milner, 2002; Richardson, 2009; Tubin & Edri, 2004).
Data Analysis Process
Questions
Conceptual Framework
The conceptual framework of this study draws from information processing theory (relating computer processing to human cognitive processing) and combines two existing constructs:
Significance
The teacher is the most important element in transforming teaching and learning and determines if technology will be successfully integrated (Chen, 2008; "U.S. Congress. OTA EHR 616," 1995; Wang & Reeves, 2004).

The significance of this study is that it adds to the already existing body of research on the complex nature of technology integration expertise and contribution that experts can make.

Where it is unique:
focuses on the planning process that occurs before the performance of teaching
the conceptual framework.
Limitations
Planning process NOT actual teaching situations

Definitions of:
technology-integrating expert
innovation

Identification of experts

Self-report data
1. Context: the
teacher planning problem space
(TPPS).
2. Bounds: winning the TIA.
3. Case: how expert teachers negotiated the TPPS.
4. Unit of analysis: how individual experts negotiated the TPPS.
Participants
FELICITY: ....every time there’s a grade level change, there’s 15 minutes [in between classes] so that’s not planning time for me…that is tearing down the set-up and switching out the digital files and getting everything physically ready for when the next group comes in, in those moments between classes...There’s no time to get anything done…So I have to just think about using my time as wisely as I can Monday, Tuesday and Wednesday because Thursday and Friday is just crazy (F., Interview 3, Nov. 6, 2013).
Ronan served as a “lead for technology” in his school (R., Interview 1, September 4, 2013). As a technology lead, “in terms of professional development and teaching other teachers how to use technology appropriately, I do quite a bit of that and then for troubleshooting, I probably roughly split those duties with our systems administrator.”
Henry stated, “I’m very blessed to not only have a school that supports technology but also to have a school that supports me and my ideas” (H., Interview 1, September 4, 2013).
Brandon’s principal allowed him the freedom to “establish what my position did” in terms of designing school-wide strategies for technology integration and he thought his work in this role contributed to “a culture of not being afraid if something doesn’t work right. We kind of adapt and overcome as they say” (B., Interview 1, September 12, 2013).
Results: Planning Problem Space
Results: Planning Problem Space
HENRY: I have to see the end result. I have to see where this is going. I have to know what I’m going to expect. When I do that, when I have an endpoint, then I start talking about or start thinking about how am I going to get there. What am I going to do? I want to make it challenging. I want to make it interesting. A lot of these ideas come about with a lot of iterations. I’m constantly thinking about it. Even when I go to bed at night, I have these ideas going through my mind and …when I get up [the next morning], I [think] “Oh, hey! That’s a great idea! Let me go for it!” [Planning is] not something that I put five minutes in, ten minutes in. It is an ongoing series of iterations. So once I have something set in my mind that I think is going to work, it is going to be creative, it’s going to be innovative, [and] involve different components, then I start writing with pen and paper and putting it on paper.
Implications
Rethinking
technocentrism
in technology integration expertise.
Special ability to understand affordances

Adding to the concept of
expertise
in technology integration.
Arete: effective action, true human excellence

Images, © 2014 Common Craft®.
Images, © 2014 Common Craft®.
Images, © 2014 Common Craft®.
Images, © 2014 Common Craft®.
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