Teaching, learning, and knowledge building : the case of the remote networked school initiative

The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building in small rural schools. The first eight years of the RNS are examined applying Engeström’s activity theory framework, and more specifically the concept of expansive learning wherein we document the 7 stages. Tensions and contradictions are identified to provide an “inside” understanding of what matters when new technologies designed to support co-teaching and co-learning within and between classrooms are introduced. Two activity systems or more shared the same object such that students would engage actively in collaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiative had to overcome contradictions. As a result an expansive learning cycle was documented

INNOVATIVE MODELS OF WEB‐SUPPORTED UNIVERSITY‐SCHOOL PARTNERSHIPS

This study explored how the Internet bridges theory and practice. Teacher educators, teachers, and prospective teachers used collaborative technologies to design networked communities embedded in three distinct perspectives: the networked learning community, the networked community of practice, and the knowledge building community. Networked communities prompted the development of solutions for integration of information and communication technologies (ICTs) at the elementary, secondary, and post‐secondary levels. These communities provide opportunities for sustained theory‐practice dialogue between teachers at different stages of their professional development and opportunities for ‘boundary spanning’ between courses, practica, pre‐ and in‐service education, graduate seminars, and collaborative research activities. Key words: teacher education, professional development, collaborative reflective practice, networked communitiesCette étude explore les possibilités d’Internet, entre autres, le Web et certains de ses outils pour soutenir des échanges propices à l’établissement de liens théorie‐pratique au sein de communautés en réseau. Trois modèles sont présentés, chacun ayant conduit à la mise à l’avant de solutions novatrices pour l’intégration réussie des technologies de l’information et de la communication (TIC) aux niveaux primaire, secondaire et postsecondaire. Les communautés en réseau ont fourni des occasions de réflexion et de mise en relation d’activités de cours et de stages, de formation initiale et continue ainsi que de recherches réalisées en collaboration. Mots clés: formation des enseignants, développement professionnel, pratique réflexive, communautés en réseau

Enhancing pre-service teachers’ knowledge building discourse with a hybrid learning environment

The main objective of this design experiment (Brown, 1992; Collins, 1999) was to evaluate the characteristics of a hybrid learning environment (onsite/online interactions) for knowledge building (Scardamalia & Bereiter, 1994) purpose during a practicum where pre-service teachers needed to tackle a pedagogical and technological innovative context. The concept of affordance (Gaver, 1991; Gibson, 1979) was helpful to understand how participants interacted with the characteristics of the environment. Research results are coming mainly from qualitative analysis and they illustrate how onsite and online interactions can combine to create a collaborative learning environment enhancing pre-service teachers’ knowledge and skills

Improving Educational Technology Integration in the Classroom

Teachers\u27 ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by assessing key aspects of the teachers\u27 technology proficiency and needs. A nonexperimental quantitative cross-sectional study design was used to examine the educational technology integration practices and deficiencies at the focus school. A Likert-style instrument, comprised of parts from 3 existing instruments, was completed electronically by 62 purposefully sampled certified teachers at the focus school. Descriptive statistics identified technology integration levels, training factors, and support needs of focus school educators. Correlational analyses failed to reveal any significant relationships between technology integration levels of the focus school teachers and the variables of interest: self-perceived barriers to technology integration, self-perceived confidence using technology, and participation in onsite professional development. In light of the survey findings, a 3-phase technology integration improvement plan was designed. The study yields social change for the focus school by improving their technology integration practices based on empirical evidence

The Crazy Ideas You Had: The Impact of a Literacy Course Design, Delivery, and Teacher on Preservice Teachers\u27 Reading Attitudes

This study sought to determine whether the design and/or the instructor of a required literacy course impacted preservice teachers\u27 attitudes toward reading. Furthermore, the study sought to contrast the attitudinal impact of varying course delivery (onsite versus online). Additionally, the study attempted to identify those course activities and/or instructor behaviors perceived by the preservice teachers to have most affected their reading attitudes. Using mixed methodology research design, this study made use of empirical data obtained from three subscales of the Adult Survey of Reading Attitudes, or ASRA, (Smith, 1990a): Reading Activity and Enjoyment; Social Reinforcement; and Tutoring. Preservice teachers enrolled in two sections (online versus onsite) of an undergraduate literacy course completed pre- and post-course instruments. In order to determine whether the design of a required literacy course impacted preservice teachers\u27 attitudes toward reading and if varying course delivery (onsite versus online) affected any such impact, the pre- and post-course data was subject to statistical analysis. The study also utilized qualitative narrative analysis of pre- and post-course writing pieces, Reading Autobiographies and Final Reflections, to identify specific course activities and instructor behaviors perceived by the preservice teachers to have affected their reading attitudes. Statistical analysis in this research confirmed that intentional course design and delivery of both online and onsite literacy classes does significantly impact respondents\u27 attitudes in terms of Reading Activity and Enjoyment. Participation in an onsite section was also determined to significantly impact respondents\u27 attitudes with regards to the Social Reinforcement of reading; however, no statistically significant result was obtained on the Social Reinforcement subscale in the online section. Neither online nor onsite course delivery significantly impacted respondents\u27 reading attitudes as displayed on the Tutoring subscale. Qualitative narrative analysis of preservice teachers\u27 assigned writings was consistent with previous studies indicating that social modeling, learning communities, and authentic experiences with literature most influence students\u27 dispositions towards reading. Narrative analysis also provided subjects\u27 perceptions about those course activities and teacher behaviors believed to have most affected attitudinal change. Because these activities and behaviors are replicable, future teacher education courses may be intentionally modified to attain similar results

School-Based Health Centers Versus Telehealth Programs on Professional Quality of Life of Public School Teachers in Arkansas

This dissertation aimed to determine by type of school-based health program—schoolbased health centers (SBHCs) or telehealth programs (tSBHC)—and years of teaching experience on the effects of compassion satisfaction, burnout, and secondary traumatic stress among public school teachers in Arkansas districts. Mandates legitimize the additional mental health supports for students; however, supports for teachers who interact with those students is almost non-existent. The Professional Quality of Life survey measures compassion satisfaction, burnout, and secondary trauma in the work setting. Data were collected from novice and experienced teachers from nine Arkansas school districts and analyzed using factorial ANOVAs. SBHC and tSBHC did not affect the professional quality of life of novice and experienced teachers; however, experienced teachers had higher levels of compassion satisfaction and burnout than their novice peers. Further, school-based health programs did not affect teachers’ professional quality of life. School-based health programs and other support services, such as professional training and development focused on teachers’ professional quality of life, are imperative for ensuring the mental health supports for the teaching profession

Preparing Tomorrow’s World Language Teacher Today: The Case for Seamless Induction

This essay is a call to action. It offers a comprehensive overview of the challenges facing world language (WL) teacher educators and their employers, the K-12 schools, during the teacher induction period. We propose a new paradigm for WL teacher education based on national accreditation standards, best-practice pedagogy, insights from the professional literature on methods education, and the enhanced role of the methods instructor/supervisor. In order to become successful in the classroom, the pre-service educator undergoes a seamless period of induction that is student-centered and college/university-supported beyond the classroom arena

Beliefs vs Behavior of Elementary Teachers Integrating Technology in Mathematics

Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this qualitative case study was to explore elementary math teachers\u27 technology integration self-efficacy, their level of technology adoption, and their actual technology integration behavior. The conceptual framework used in this study included Bandura\u27s social cognitive theory, which is often used in the investigation of self-efficacy. Additionally, the International Society for Technology Education Classroom Tool, which is in alignment with the National Educational Standards for Teachers, was used to gauge the level of technology integration in the classroom. Nine volunteer teachers in Grades 3-5 participated in surveys, observations, and follow-up interviews. Data were analyzed using open coding to identify themes and patterns. The findings from this study indicated that the teachers\u27 perceptions were positive as they believed technology could have positive implications for the teaching and learning process. However, findings also indicated that not all the teachers in the study felt confident with using technology in their practice. These teachers indicated that there was a need for onsite support, peer mentoring and professional development geared towards effectively aligning content, pedagogy, and technology. The information from this study may add more to the body of knowledge on information and communications technologies adoption and integration. The social change potential in this study is that through confident teachers in mathematics, and technology integration, students may improve their skills to be competitive for employment and opportunities in a global marketplace

Site-based technology facilitators: catalysts for achieving teacher technology proficiency in K-12 classrooms

The primary purpose of this study was to investigate the extent to which professional development implemented by a school-based instructional technology facilitator impacted the technology proficiency of teachers in SCHOOLTech sites. A second purpose was to identify the types and frequencies of professional development implemented by school-based facilitators in SCHOOLTech sites, as well as, in five case study sites that had shown increases in teacher technology proficiency. The final purpose was to determine if there was a significant difference in student achievement levels between SCHOOLTech and non SCHOOLTech schools. Investigation was carried out through a within-stage mixed model design requiring the parallel use of both quantitative and qualitative research methodologies throughout various stages of the research (Johnson & Christensen, 2004). Quantitative study was conducted with 22 SCHOOLTech schools and 29 non SCHOOLTech schools. Results of a teacher technology proficiency survey showed that the percentage increase of teachers reaching technology proficiency from year zero to year two was significantly higher in the experimental schools with school-based facilitators than those without. Analysis of student achievement data indicated higher achievement in the experimental schools than control schools; however the difference was not statistically significant. Follow-up qualitative case studies were conducted with five SCHOOLTech schools that had more than a 10% increase in teachers achieving technology proficiency. Analyses of multiple data sources indicated that student achievement was significantly improved in three of the five schools. In all five schools, students were reported as being more engaged and motivated to learn. The technology professional development practices that were identified as having the most positive impact on teacher technology proficiency include: one to one interaction with teachers, integration of technology into the curriculum, needs-based, online resources, and job-embedded professional development