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Teachers and Tech

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by

Elizabeth Homan

on 17 February 2014

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Transcript of Teachers and Tech

Teachers and Tech
Some things I've heard...
What if students can't access it at home?
I don't have time to play, time to learn.
We get a few hours -- that's not enough.
How does that fit with my curriculum?
I don't use that in my life, so I don't know how to use it in the classroom.
Driving Questions
1. What factors in teachers’ social and professional lives play significant roles in teachers’ digital literacy learning?

2. As teachers develop digital literacies, how do these literacies translate into new, or transform existing, pedagogical beliefs about and practices with digital technologies?

Previous Studies
Adolescent literacies
Ito et. al., 2009; Lewis and Fabos, 2005; Moje, 2009

Teacher integration and tech attitudes
Shoffner, 2009; Haug, Dockter, and Lewis, 2010; Levy, 2009; Burnett, 2011

Teacher learning and digital pedagogies
Mishra & Koehler, 2006; Hicks, Turner, and Stratton, 2013
Study Design
Setting:

One midwestern high school (Borealis High), for one semester

Participants:
All teachers invited to participate in the survey, with a qualitative focus on teachers in the English department
4 focal participants, all English teachers: Mary Abington, Kristin Lewis, Allison Paul, Donna Snyder
Also: teachers in the English, Math, and Science departments who agreed to be interviewed, to be observed during professional development sessions, or to share curricular artifacts

Methods:
quantitative social network methods: one survey at two time points to gather information about teachers' professional connections to others and current uses of digital technologies within and outside of school
qualitative methods: interviews, observations, and artifact collection and analysis using open/axial coding and triangulation in order to understand teachers' perspectives about and uses of digital technologies in context
Welcome to Borealis High School
Well, for now, Welcome to the Borealis English Department
Finally, welcome to a better view of the Borealis English Department
Mary
Allison
Kristin
Donna
digital learning spaces as intimidating
I’ve seen our class discussions improve so much as we’ve been doing the forums too, and I’ve seen the forum discussions improve. This year, when I added the exit strategy piece, versus last year when I didn’t do that, it just gives them more to keep it going, but in class I’m so impressed by the kids. They use their strategies from the forums in class by saying, “I definitely agree with what so and so just said,” and they’ll sort of repeat it, and then kind of take it in their own direction, and that is something that we’ve practiced in their replies. So it’s exciting that they’re doing that on their own, they’re extending that into our discussions.
technology as a means to other pedagogical ends
I would like to, it’s that issue of time. [my colleague] is planning on spending all this time over the summer putting it together and I’m just more selfish with my time now. […] So I’m not in the same place and I feel intimidated by it, because they are all much more advanced than I am, and just having the time to sit down and learn it, I’d like to do it.
Digital literacy learning as collaborative and ongoing
We brought Eli, and one of the reasons they’re here is because some of the people that started Eli, somebody I worked with at the [university] writing center, and he was involved with that, and then the writing and digital environments at [the university] that I… My masters is writing and rhetoric so I worked with some of those people there. So they contacted me directly and asked, “Could we be involved?” Then I brought it to different faculty members and things like that over the years.
Digital pedagogies as integrated with content
When I met with him, I took the Facebook page that he created and marked all the logical… [laughter] I was the argument teacher and I was like, “This is a logical fallacy. I think we’ve talked about this. This is what this means. Here is where this argument is not supported by evidence,” and so we talked about that. The threat was the bigger issue of course, and so he thought that he was being cute with words and it was a play on words.
So what makes the difference?
network connections
tangible resources (access to COWs)
intangible resources (access to university courses)
existing digital practices (blogging, social networking)
other obligations and priorities (children, fitness)
perceptions of student practices

Implications and Future Directions
more attention needs to be paid to teacher networks in conjunction with their lived experiences and teaching contexts
digital writers make for digital writing teachers --
procedural knowledge
is important!
professional development experiences need to be ongoing and collaborative, and focused on the development of teachers' technological pedagogical content knowledge (Mishra & Koehler) -- on integrated digital pedagogies.
Future Directions:
Write the dissertation.
Then maybe some Design-Based Research!
Welcome!

Elizabeth C. Homan (call me Liz)
“Translating Teachers' Digital Literacies into Classroom Practices”

@lizhoman
http://liz-homan.com

If you want to follow along, my "slides," along with a transcript of my talk can be found on my website, under the "blog" tab (first post)

Full transcript