mentoring teachers, pre-service teachers and teacher educators in the 21st century
DESCRIPTION
Mentoring teachers, pre-service teachers and teacher educators in the 21st Century. Donna Gronn d [email protected] Presented at Kings College London Wednesday the 2 nd of May, 2012. Tool Technology. Outcome Pedagogically sound use of technology in the classroom. Subject Teacher. - PowerPoint PPT PresentationTRANSCRIPT
Mentoring teachers, pre-service teachers and teacher educators in the 21st Century
Donna [email protected]
Presented at Kings College London Wednesday the 2nd of May, 2012
ToolTechnology
ObjectLearn Technology
SubjectTeacher
OutcomePedagogically sound use of technology in
the classroom
Mentor
New OutcomeNew mentoring
process for learning in the
21st Century
ToolTechnology
ObjectLearn Technology
CommunityRules
SubjectTeacher
Division of Labor
Original OutcomePedagogically sound use of
technology in the classroom
Building the ICTE capacity of Pre-service Teachers
in Australian Universities
AustralianCouncil for Computers in Education
Five images hyperlinked
Teaching Teachers for the Future (TTF)
TPACK
The creators of TPACK have their own websites from which they link all research articles and information: http://www.tpck.org/ & http://punya.educ.msu.edu/research/tpck/
ACU ICT Pedagogy Officer
1. Work with staff from selected units to Make explicit what ICT is currently used in units Elicit what ICT is needed in units
2. Collect examples of ICT use in schools 3 minute videos (think, Graphs, Blogs, blogs2, Twitter)
3. Work with staff from selected units to Select useful examples from component 2 and our school
collection Integrate examples into their units to ensure students gain
an understanding of how they can apply these to their teaching
Data Collection
• All education students across the country• TPACK survey (usefulness of ICTE and confidence
in using ICTE) – online, in April and November
• Staff involved in the project • ICT Pedagogy Officers Feedback• Most Significant Change (MSC) Stories
Accessible Outcomes
• National Professional Standards for Teachers
• Illustrations of practice
• TTF Professional Learning Packages (password protected)
• MSC stories (109 password protected stories)
TTF Project Activity ModelTool
Video Snippets
ObjectLearn Technology
Children - are immersed in digital technology and mentoring- pair and practice- mentor teachers (Structured and informal sessions)Broker assisted in the process by giving children exposure to the digital technologies required and the knowledge of the mentoring process.Teacher assisted in the process (as the ‘teaching and learning’ expert) by supporting and encouraging their mentors with questioning, note taking etc. Scaffolds mentors teaching.
Community- Teacher- University Lecturer- Broker (researcher)- Pre-service teachers
Rules- Teacher availability- Lecturer availability- Ethics requirements- Social behaviour- etc
SubjectUniversity Lecturers
OutcomeNew mentoring
process for learning in the 21st Century
Division of LaborMentoring Process
TTF Project Activity Model
ToolVideo Snippets
ObjectLearn Technology
Children - are immersed in digital technology and mentoring- pair and practice- mentor teachers (Structured and informal sessions)Broker assisted in the process by giving children exposure to the digital technologies required and the knowledge of the mentoring process.Teacher assisted in the process (as the ‘teaching and learning’ expert) by supporting and encouraging their mentors with questioning, note taking etc. Scaffolds mentors teaching.
Community- Teacher- University Lecturer- Broker (researcher)- Pre-service teachers
Rules- Teacher availability- Lecturer availability- Ethics requirements- Social behaviour- etc
SubjectUniversity Lecturers
OutcomeNew mentoring
process for learning in the
21st Century
Division of LaborMentoring Process
ToolVideo
Snippets
ObjectLearn
Technology
CommunityRules
SubjectPST
OutcomeNew mentoring
process for learning in the
21st Century
Division of Labor
Leads to
Children Mentor Teachersimages removed
This doctoral thesis is available online athttp://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010/index.html
Case Study Methodology
• data collection
– questionnaires
– observations
– interviews
– journals
Research Question
• What benefits of student mentors in ICT do teachers report?
• In particular what is the perceived effect of this approach on the teachers’ skills, confidence and classroom practice with ICT?
Method• 22 teachers – across two schools
• 9-10 year olds – 2 classrooms immersed in the use of digital cameras
• Pairing of children– practiced on each other
• Three mentoring session with teachers – plus others if requested by teacher and
– informal chats in the playground
Mentoring Sessions
• Relaxed atmosphere
• Short
• Regular support and follow-up available in
school
• Individually tailored sessions (teacher input
changed sessions)
Child Mentors
http://wordle.net
Pedagogical Interventions
• Broker, moderator, go-between?
• Teachers being mentored
• Child mentors
Children Mentor Teachers Activity ModelTool
Digital Camera
ObjectLearn Technology
Children - are immersed in digital technology and mentoring- pair and practice- mentor teachers (Structured and informal sessions)Broker assisted in the process by giving children exposure to the digital technologies required and the knowledge of the mentoring process.Teacher assisted in the process (as the ‘teaching and learning’ expert) by supporting and encouraging their mentors with questioning, note taking etc. Scaffolds mentors teaching.
Community- Teacher- Child Mentor- Broker (researcher)- Principal- Families
Rules- Children’s availability- Teacher availability- School design- Camera availability- Social behaviour- etc
SubjectTeacher
OutcomeNew mentoring
process for learning in the 21st Century
Division of LaborMentoring Process
Traditional Mentoring
Expert Non-expert
Mentoring in the Digital Classroom
Expert Non-expert
Moderator
Mentoring in the TTF Project
Classroom Teachers
University Lecturers
Donna
Mentoring in the TTF Project
University Lecturers
Pre-service Teachers
Donna
Mentoring with Child Mentors
9-10 year olds
Classroom Teachers
Donna
I am currently thinking about • Pedagogical strategies required in these mentoring relationships
– Underpinned by the mentor and mentees cultural knowledge/expertise with tools
– informed by each participants ZPD
• Role of the mediator in each environment– Being aware of the teachable moment– Finding each participants ZPD
• Intergenerational Knowledge
• Position of Power – after our discussion I am now thinking further about this also
References• ACDE - http://www.acde.edu.au/• ALTC - http://www.olt.gov.au• AITSL - http://www.aitsl.edu.au• ESA - http://www.esa.edu.au• ACCE - http://acce.edu.au • TPACK - http://www.tpck.org/ & http://punya.educ.msu.edu/research/tpck/ • TPACK Survey - http://punya.educ.msu.edu/publications/schmidt-et.al.2010.pdf • Most Significant Change - http://www.mande.co.uk/docs/MSCGuide.pdf• National Professional Standards for Teachers• http://www.teacherstandards.aitsl.edu.au/Standards/Overview• Illustrations of Practice - http://www.teacherstandards.aitsl.edu.au/Illustrations • Children Mentor Teachers (Donna’s Thesis)
http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010/index.html • Activity Theory – http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/ch2.htm and
http://www.youtube.com/watch?v=GAMlJU4HW3Q