Download - SLU Graduate Symposium
EDUCATORS’ PERCEPTIONS AND REPORTED BEHAVIORS ASSOCIATED WITH PARTICIPATION IN
INFORMAL, ONLINE PROFESSIONAL DEVELOPMENT NETWORKS
Debbie Fucoloro, Ph.D.19th Annual Graduate Research Symposium
Saint Louis University, St. Louis, MOApril 26, 2013
Computers are not being utilized as education tools as expected.
Bauer and Kenton (2005), Toward Technology Integration in the Schools: Why It Isn’t Happening
Overriding sentiment: “It’s been 30 years since the advent of the personal computer and we’re still struggling to get teachers
and administrators to integrate digital technologies into their daily work in ways that are
substantive and meaningful.” ~ Scott McLeod (2011)
Purpose
Investigate educators who use social media for informal professional learning.
What motivates them: • to seek out and connect with other educators• to advance their professional learning• on their own time
Importance of the Research
filling the gap in literaturehttp://globaltoynews.typepad.com/.a/6a0133ec87bd6d970b014e86e58ea8970d-500wi
Foundation of Conceptual Framework
• Paulo Freire – learning is a social act and dialogue is the heart of education
Foundation of Conceptual Framework
Literature Review• Adult Learning Theory• Professional Development• Personal Learning Network
“Friends educating each other” Basil Yeaxlee, 1925CoPs = adults learning with and from each other
Wenger
Adult Learning Theories
Adult LearningConnectivism focuses on theamplification of learning, knowledge, and understanding through the extension of a personal network via social media
Professional Development
self-directed, ongoing and job
embedded—not an eventGuskey
Personal Learning Networks
PLN = connections to people and resources, both
offline and online, who enrich our learning
Richardson & Mancabelli
PLN = “friends educating each other” revived
Typical Teacher Networkby Alec Couros
The Networked Teacher
Socially Networked Teacher
New Paradigm Suggested
• Self-directed• Differentiated• Ongoing• Job embedded• Flexible• Encourages self-analysis and personal
reflection
New Paradigm
• PLNs should be validated as a powerful professional development component
• Not: Traditional vs Informal
• But a mix of: traditional & emerging, formal & informal
Research Questions
Q1 What are educators’ perceptions and reported behaviors associated with participation in informal, online professional development networks?
Research Sub-Questions
Q1a motivationQ1b typesQ1c specific
Q2 Do educator’s perceptions and reported behaviors differ based on:• current assignment• years in education• age
Research Questions
Methodology
“Unless researchers first generate an accurate description of an educational phenomenon as it
exists, they lack a firm basis for explaining or changing it.”
~ Gall, Gall & Borg
Respondent Demographics
Average Age43 years-old
Key Descriptive Findings
FindingsFavorite social media application to use for informal professional development:
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Open-ended Themes - Why Twitter? Community & Convenience
“It is the modern equivalent of the 18th century coffeehouse—a place teaming with ideas, opinions, research, discussion, collaboration, and bold vision.”
http://blog.songcastmusic.com/wp-content/uploads/2012/07/twitter-community-600.jpg
Open-ended Themes – Why Twitter? Informal Learning & Sharing
“I have created a PLN that I feel meets my needs by providing resources, ideas, and challenges to improve learning for my students.”
http://images.wisegeek.com/people-independently-working-in-a-cafe.jpg
Open-ended Themes – Why Twitter? Professional Improvement
“I have developed more as a professional since participating in #edchat than I did in the last five years.”
http://appliedsimplicity.org/files/u2/group_3w.jpg
Open-ended Themes – Why Twitter? Isolation Reduction*
“The largest difference is that I no longer feel alone in the classroom. I think it is hard for those outside of education to realize how isolated teachers were before social media.”
Findings
• Educators (99%) believed they should take personal responsibility for continued professional growth and improvement.
Findings
How well did each of the following prepare you to make effective use of technology for instruction?
Key Comparative Findings
Administrators vs Classroom Teachers
http://leadershipfreak.files.wordpress.com/2010/08/disagreeement.jpg
Current Assignment - Position• Administrators perceived that employers used
more methods to support technology integration than classroom teachers.
• Administrators had a more positive view of the effectiveness of PD in educational technology provided by school, district, or campus than classroom teachers.
Yes
No
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As age increased:
• confidence using technology decreased
• PD activities made respondents feel more prepared
• use of social media decreased
Other Relevant Findings
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Key Recommendations & Implications
• Researchers• Educational leaders• Teachers
Key Recommendations to Future Researchers
1. Examine successful programs currently supporting the use of, and giving credit to and recognizing educators for participation in informal, online professional development networks.
Key Recommendations to Future Researchers
2. Is there a correlation between participation in informal, online professional development and:- Improved practice- Increased student learning- Increased technology integration- Increased confidence in tech integration and lesson
planning- Increased feeling of belongingness—less isolation- Increased satisfaction with personal professional
development
Key Implications forEducation Leaders
1. Make technology integration a priority. Focus on sound pedagogy and lesson planning rather than just tools and application use.
http://www.flickr.com/photos/kjarrett/4138613146/
Key Implications forEducation Leaders
2. Allow educators input regarding professional development:- differentiated- self-directed- example – unconference and edcamp models
Key Implications forEducation Leaders
3. Provide professional development that is ongoing and job embedded.
4. Encourage (don’t demand) participation in informal professional development networks and support development of PLNs.
Key Implications forEducation Leaders
5. Explore ways that would support, honor, and give credit for time spent in informal, online professional development.
6. Administrators need to lead by example by modeling effective use of technology—for example, in communicating with students, parents, and staff.
Implications forEducators
1. Participate in informal, online professional development by starting your own PLN built on your needs and passions—start small, find mentors, be patient.
2. Take responsibility for your own professional growth and improvement.
Implications forEducators
3. Advocate for the legitimacy and recognition of time spent participating in informal, online professional development networks.
4. Advocate for professional development that is self-directed, differentiated, ongoing, and job embedded.
Implications forEducators
5. Be bold and share what you learn in these environments and encourage others to join in the conversation.
6. Model lifelong learning by staying as up to date as possible regarding technology integration.
The next best thing to being wise oneself is to live in a circle of those who are.
~ C. S. Lewis
The next best thing to being wise oneself is to live in a circle of those who are. ~ C. S. Lewis
http://sociability.ca/blog/thanks-21st-century/
Find me at:Twitter: @debbiefucoBlog: The Educators’ CaféEmail: [email protected]
