The blended course design: The role of agency in a pedagogical shift

We live in an era of learning convergence in which both the digital and the physical play critical roles (Leander & Hollett, 2013). In these hybrid spaces, boundaries are permeable and students are simultaneously involved in many settings; communications and other forms of digital and physical production alternate between the virtual and the physical rather than residing in one. This means that teaching and learning must address the issue of learning convergence. Meanwhile, research indicates that preparing prospective teachers to be proficient in digital technologies in order to use them to meet the needs of 21st-century learners continues to be a challenge in many teacher education programs (Bakir, 2015; Lei, 2009). A major factor is teacher educators’ lack of or limited technology use. Although many factors affect teacher educators’ technology use, the most significant hindrance is their attitudes and pedagogical beliefs (Bakir, 2015). If teacher educators do not model technology use, prospective teachers would not observe systematic authentic technology integration, which in turn will affect their classroom practice. One of the major ways to model technology use is through the blended course design

Increasing Urban Students\u27 Engagement With School: Toward the Expeditionary Learning Model

This paper documents the findings of a case study of one K-10 urban expeditionary learning (EL) school. Drawing on theoretical perspectives consistent with the sociocultural theory, data were collected from a variety of sources that included a survey, interviews, field notes from classroom observations and other school activities. Thematic analysis was used to analyze data. The study revealed that expeditionary learning in York school was successful because of the school culture, structure, teachers’ commitment, and community engagement. This implies that urban school reform hinges on choosing the right reform model, committed teachers and an engaging curriculum

Writing for real purpose

Working to transform his classroom, fifth grade teacher John Blain of Buffalo (New York) public schools infused technology into his literature lessons by adding an online literature discussion to his more traditional classroom discussion. Students were assigned to read Kate DiCamillo\u27s books Because of Winn-Dixie and The Tiger Rising . Blain then set up a threaded discussion at Nicenet (www.nicenet.org), a free online classroom assistant that is a cross between a blog and a wiki. Blain created some discussion threads and invited students to respond to the questions. He also encouraged the students to generate their own questions and discussion threads on any aspect of the book that interested, confused, or intrigued them. Students responded to the discussions at their convenience within a specified time period. Blain then used the students\u27 comments posted online to generate classroom discussion. The discussion format proved to be an empowering activity that enabled students to take control of their learning. It gave them a voice in their learning because they could express themselves without feeling intimidated by the presence of others, including their teachers. The online discussion also created a learning place where students could read, write, and explore around the clock

Integrating Technology in One Literacy Course: Lessons Learned

In lieu of an abstract, here is the article\u27s first paragraph: Teacher education has been subject to both criticism and innumerable efforts designed to reform it and to make it more relevant to teaching and learning in the diverse societies of the 21st century. A much sought after reform includes evidence of programs that utilize a more tightly holistic and integrated approach to instruction (Boyer, 1990) aimed at equipping teacher candidates with skills to teach in the information age of multiple technological literacies (Leu, Kinzer, Coiro, & Cammack, 2004). Rapid digitization of everyday practices means that we need to rethink conventional epistemology that essentially favors propositional and text-book knowledge. While today’s children, otherwise known as the “digitally at home kids” (Lankshear & Knobel, 2006) or the millennials, live their lives with and through the aid of digital technologies, schools have generally remained largely print-based and lukewarm in integrating these technologies. In order to motivate these children and make learning more meaningful for them, it is imperative that teachers balance academic literacies with technological literacies (Author, 2006, 2009)

“I Think Writing is…” A Multi-State Study of Teacher Candidates’ Changing Beliefs about Writing

While writing scholarship framed by sociocultural theory illuminates the complexity of writing, writing in schools is frequently presented in simplistic ways. For this to change, teacher educators must support future teachers to develop complex understandings of writing. The purpose of this multi-state study was to investigate teacher candidates’ changing beliefs about writing and to consider the implications for teacher preparation. Data sources were written responses from 113 teacher candidates to questions about good writing and the purposes of writing that were collected at the beginning and end of semester-long literacy courses in six institutions across the United States. The responses were examined using thematic and discourse analysis. Findings indicate that, almost all teacher candidates changed their beliefs related to writing as a social, personal, and/or school practice, although changes were minor. Responses centering writing as a school activity were pervasive, and certain key sociocultural understandings, such as the connections between writing, context, culture, and power, were absent. Implications highlight ways that teacher educators might work to disrupt and broaden teacher candidates’ beliefs about writing, so teacher candidates might expand how writing is taught in their future classrooms

The Teacher’s Role in Writing: A Study of Teacher Candidates’ Perceptions

A team of teacher education researchers conducted a qualitative study to explore how teacher candidates viewed the teacher’s role in teaching students to write. Participants (N = 107) enrolled in writing-focused methods courses across four universities completed a reflective quick write near the end of the course. Since writing is a complex and multidimensional activity, these responses were analyzed through the theoretical framework of social cognitive theory. When describing the role of the teacher, the data indicated candidates across all institutions primarily focused on the affective aspects of teaching writing, specifically supporting and developing students’ confidence in writing. Some mentioned the need for explicit instruction such as developing students’ writing skills and use of strategies. A smaller percentage included both the importance of affective and explicit instruction. Many candidates indicated the significance of the role that teachers play in students learning to write. Implications for writing pedagogy support within and beyond teacher preparation are discussed

Integrating Technology in One Literacy Course: Lessons Learned

In lieu of an abstract, here is the article\u27s first paragraph: Teacher education has been subject to both criticism and innumerable efforts designed to reform it and to make it more relevant to teaching and learning in the diverse societies of the 21st century. A much sought after reform includes evidence of programs that utilize a more tightly holistic and integrated approach to instruction (Boyer, 1990) aimed at equipping teacher candidates with skills to teach in the information age of multiple technological literacies (Leu, Kinzer, Coiro, & Cammack, 2004). Rapid digitization of everyday practices means that we need to rethink conventional epistemology that essentially favors propositional and text-book knowledge. While today’s children, otherwise known as the “digitally at home kids” (Lankshear & Knobel, 2006) or the millennials, live their lives with and through the aid of digital technologies, schools have generally remained largely print-based and lukewarm in integrating these technologies. In order to motivate these children and make learning more meaningful for them, it is imperative that teachers balance academic literacies with technological literacies (Author, 2006, 2009)

The blended course design: The role of agency in a pedagogical shift

We live in an era of learning convergence in which both the digital and the physical play critical roles (Leander & Hollett, 2013). In these hybrid spaces, boundaries are permeable and students are simultaneously involved in many settings; communications and other forms of digital and physical production alternate between the virtual and the physical rather than residing in one. This means that teaching and learning must address the issue of learning convergence. Meanwhile, research indicates that preparing prospective teachers to be proficient in digital technologies in order to use them to meet the needs of 21st-century learners continues to be a challenge in many teacher education programs (Bakir, 2015; Lei, 2009). A major factor is teacher educators’ lack of or limited technology use. Although many factors affect teacher educators’ technology use, the most significant hindrance is their attitudes and pedagogical beliefs (Bakir, 2015). If teacher educators do not model technology use, prospective teachers would not observe systematic authentic technology integration, which in turn will affect their classroom practice. One of the major ways to model technology use is through the blended course design

Writing for real purpose

Working to transform his classroom, fifth grade teacher John Blain of Buffalo (New York) public schools infused technology into his literature lessons by adding an online literature discussion to his more traditional classroom discussion. Students were assigned to read Kate DiCamillo\u27s books Because of Winn-Dixie and The Tiger Rising . Blain then set up a threaded discussion at Nicenet (www.nicenet.org), a free online classroom assistant that is a cross between a blog and a wiki. Blain created some discussion threads and invited students to respond to the questions. He also encouraged the students to generate their own questions and discussion threads on any aspect of the book that interested, confused, or intrigued them. Students responded to the discussions at their convenience within a specified time period. Blain then used the students\u27 comments posted online to generate classroom discussion. The discussion format proved to be an empowering activity that enabled students to take control of their learning. It gave them a voice in their learning because they could express themselves without feeling intimidated by the presence of others, including their teachers. The online discussion also created a learning place where students could read, write, and explore around the clock

A Multi-State Study of the Dominant Discourses in Teacher Candidates\u27 Memories of Writing

Work published in Teacher Education Quarterl