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Modeling, Relationships, and Blended Environments:
Three Teachers Narratives of Meaningful Technology Learning and Use
By
Monica Batac
A research paper submitted in conformity with the requirements
For the degree of Master of Teaching
Department of Curriculum, Teaching and Learning
Ontario Institute for Studies in Education of the University of Toronto
This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 2.5 Canada License
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Abstract
There is no one way for a teacher to learn about and integrate technology in his or
her practice. In a qualitative narrative study, three Ontario teachers were interviewed,
chosen for their exemplary use of technology in their classrooms. Publicly promoted and
vetted as model educators, these teachers are at different stages in their careers and have
undergone different forms of professional development and training regarding
educational technology. Their classroom practices and uses of technology also differ, but
all are grounded in Technological Pedagogical Content Knowledge (TPACK) (Mishra
and Koehler, 2006). In discussing their experiences with technology integration,
interesting connections among their practices emerge. The three teachers emphasize the
need for authentic modeling of technology use and mentorship/relationship building with
other educators. They highlight the need to build and maintain professional relationships
with both face-to-face and on-line peers. This paper also explores some of the unique
aspects of the lived experiences of these teachers. Despite the tensions and differences
between their individual experiences, these teachers perspectives shed light onto
considerations and possible avenues/models for professional development - for individual
teachers, whole school, and board-wide initiatives.
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Acknowledgements
I would like to express my gratitude to my research supervisor, Dr. Kim
MacKinnon and program director, Dr. Jim Hewitt. These two professors sparked my
interest and passion in educational/instructional technology and have fully supported my
exploration of diverse interests, research, and projects in education. I would also like to
thank my research participants for sharing their classrooms, pedagogies and philosophies
in education. Most especially, thank you for continuing the dialogue and collaboration
beyond the interviews. You three are my mentors and inspire me to continue to learn
with and from others, and share my own learning and experiences. You three, alongside
our educator friends in Ontario and abroad, serve as exemplary practitioners of authentic,
self-directed teacher learning in blended environments. My research simply serves to
share our stories and experiences, to stress the importance of meaningful mentorship,
sharing, and continuous growth as educators, life-long learners and professionals.
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TABLE OF CONTENTS
Chapter Page
Abstract 2
Acknowledgements 3
1. INTRODUCTION 6
Researchers Narrative: Background of the Study 6
Purpose of the Study 9
Research Topic/Questions 10
Overview ` 10
2. LITERATURE REVIEW 11
Different Factors Affecting Teachers Technology Use, 11
Integration and Learning
Understanding Technology in Teaching and Learning: TPACK 14
3. METHODOLOGY 17
Instruments of Data Collection 17
Participants 18
Data Collection and Analysis 20
Ethical Review Procedures 20
Limitations 21
4. PARTICIPANT NARRATIVES 23
George 23
Georges Technology-Enhanced Teaching 23
Georges Technology Use 24
Before, During and After: George as Technology Learner
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and Consultant 25
David 28
Davids Technology-Enhanced Teaching 28
Davids Technology Use 29
Before, During and After: David as Technology Learner
and Expert 30
Lisa 33
Lisa Technology-Enhanced Teaching 33
Before, During and After: Lisas Technology Use, Learning
and Trials 34
5. SHARED EXPERIENCES 37
Authentic modeling of technology use for student and teacher learning 33
Mentorship/relationship building with other educators 39
Blended environments for mentorship and learning opportunities
(face to face and on-line) 40
6. IMPLICATIONS AND NEXT STEPS 44
REFERENCES 49
APPENDICES
Appendix A: Participant Letter of Information and Consent 53
Appendix B : Interview Protocol 55
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Chapter 1: INTRODUCTION
Researchers Narrative: Background of the Study
My introduction to technology for teaching and learning occurred during my first
year in the Master of Teaching program at the Ontario Institute of Studies in Education
/University of Toronto (OISE/UT). Dr. Jim Hewitt and Dr. Kim MacKinnon modeled
many forms and uses of educational technology in their courses. I also learned that their
research interests involve teacher education in technology integration. This sparked my
interest. Thus, in the summer of 2011 I enrolled in an on-line elective graduate seminar at
OISE/UT with Dr. MacKinnon entitled Computers in the Curriculum.
For six short weeks, I was immersed in virtual discussions with other graduate
students and Dr. MacKinnon revolving issues and practices of technology use in and
outside the classroom. Nearing the end of the course, I began to wonder how I would
continue this dialogue and learning. An excerpt from my final course reflection
illustrates this questioning and curiosity:
For me, I think the entire course was pivotal in showing me a huge spectrum of
teachers' practices and perspectives regarding technology for teaching and
learning. It has helped me be more sensitive and aware of individual experiences
with technology and how that impacts its use/misuse/neglect in classroom
practices. I really enjoyed working with my Module discussion leader group and
participating in online discussions with everyone in the class. I am very much
an advocate for thoughtful integration of technology for teaching and learning.
Now I'm curious about the ways in which I can assist others in implementing
[educational technology] practices in their teaching/learning.
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I am honestly a bit sad that this course is ending... it's nice to have a
responsive and reflective community to discuss a topic and area of my own
personal interest and passion. I'm actually wondering where I am going to
maintain this dialogue and learning.
In order to maintain that dialogue and learning around technology in education, I found
myself booking a flight to Philadelphia for the International Society for Technology in
Education (ISTE) annual conference in June 2011.
I went to Philadelphia alone and with few formalized plans. Before the ISTE
conference began, I attended the EduBlogger Conference. It was an un-conference or
dialogue-driven day of learning, where participants drive the topics and facilitate
conversations. I spent the day talking about multiple issues relating to technology in
education with American educators. I enjoyed this format as I was able to sit in and
participate in topics of personal interest.
When the formal conference began, there was a multitude of workshop sessions to
attend. It was almost overwhelming. In selecting workshops and presentations, I began
to note that I was choosing sessions that shared and discussed how educators learn about
technology use in pre-service and graduate teacher education or in professional
development. However, the majority of the sessions were instructional sessions on
particular software and hardware for specific instructional approaches/activities. In the
sessions I attended, I was often the youngest attendee. I found out that many of the
people in the workshops were staff and faculty from different Faculties of Education or
school district/board administrators. Regardless, I began commenting and sharing some
of my learning on-line via Twitter and Facebook. I enjoyed the in-person and on-line
dialogue with people at the conference.
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I attended a few workshops by myself. Feeling a bit lonely and out of place, I
began to think that I may have attended the wrong technology conference for my personal
and professional interests. However, the feelings of isolation and displacement were
quickly dissipated, as I happened to coordinate meeting a few Ontario and Canadian
educators face-to-face. They had connected with me on-line. I found myself enjoying
their company and this began a wonderful social learning experience. We often ended up
skipping many of the formal sessions in favour of meals and conversations. They
connected me with other colleagues from Ontario and abroad. As the conference went
on, we maintained our conversations on-line to coordinate locations and places to meet,
to continue the jokes or questions after we had retired for the night. When the conference
wrapped up, my new Ontario educator friends and I parted ways with promises to
continue the dialogue and relationship building once back to our respective hometowns.
On the flight back to Toronto, I began to reflect on this learning trip. I chuckled
to myself at how I traveled to Philadelphia and ended up meeting and learning with/from
colleagues who lived (relatively) close to home. We met either first on-line or face-to-
face through mutual connections and maintained these connections and conversations via
Twitter, text, and email when we were not together in person. This was such a rich
experience for me. As I was just developing my career and interests in educational
technology, I wanted to explore how some of my new friends came to learn about
technology for teaching and learning.
Over the course of 6 months, the core group I met in Philadelphia introduced me
to more K-12 educators locally and abroad. Many of us have been able to meet face-to-
face at different conferences or scheduled socials and dinners. I developed professional
and personal relationships with these educators; they began to mentor me in different
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personal and professional interests: from blogging to action research, baking to media
literacy, philosophy to hand held devices, reflective practice to running. As my interests
in educational technology grew, I developed a strong desire to explore more in depth the
experiences and beliefs of a select few teachers who were effectively integrating
technology into their classrooms.
Purpose of the Study
The purpose of this study is to explore three teachers lived experiences in
learning about technology use and technology integration. They are glimpses of
individual teacher experiences. By no means are they to serve as representative of any
general teacher populations. But their stories and the stories of other teachers that have
yet to be shared publicly can shed light on possible considerations, avenues and modes
of teacher learning and support.
I seek to share the teachers experiences in light of my own experience in
Philadelphia. As a new teacher, learning about how exemplary teachers gained their
knowledge and expertise enables me to consider possible learning opportunities and
approaches I may not have known about had I not asked about their experiences. I have
recognized the importance of asking experienced teachers about their own successes,
challenges, and milestones. What I have learned from and in dialogue with educators in
the past two years would not have been possible through the slower processes of
independently reading lengthy books and articles or attending workshops and
conferences. This study explores how the teachers got to their respective points of
technology use and integration what values and experiences they deem important and
essential to their own learning. Through this exploration, I have been able to relate and
reflect on my own experiences and how I can further my own learning and encourage it
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with peers. At the heart of this study is the illustration of the lived experiences of these
teachers, then to possible commonalities in their stories.
Research Topic/Questions
The main research question for this paper is: How did the teachers come to the point
they are at in regards to technology integration? Focusing on the stories, experiences,
and perspectives of teachers, this study is also guided by the following sub-questions:
1. What are the reported key values and ideas in understanding technology use andintegration?
2. What role does collaboration and dialogue play in the teachers acquisition anddevelopment of Technological Pedagogical Content Knowledge (TPACK)?
3. What kind of training or support do teachers seek when trying to implementtechnology in their classrooms?
4. What kind of training or support is necessary for technology implementationbeyond the individual classroom?
Overview
Chapter 1 includes the introduction of my involvement in this topic and study, the
purpose of the study, and the research questions. Chapter 2 contains a selective review of
literature on this topic. Chapter 3 describes the methodology and procedure used in this
study including information about the participants, data collection instruments, and
limitations of the study. Chapter 4 provides the narratives of the three teacher
participants. Chapter 5 discusses common themes in their experiences. Chapter 6
considers implications of the study and Next Steps. References and a list of appendices
follow at the end.
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Chapter 2: LITERATURE REVIEW
Different Factors Affecting Teachers Technology Use, Integration and Learning
Mishra & Koehler (2006) maintain that integrating technology in the classroom is
complex and contextual. Numerous factors play into the success of or difficulties in
technology use for teaching and learning. Many studies seek to explore the multi-faceted
and numerous factors that affect technology use and integration (Banas, 2010; Cuban,
2001; Cuban, Kirkpatrick & Peck, 2001; Franklin, 2007; Granger, Morbey, Lotherington,
Owston & Wideman, 2002; Palak & Walls, 2009; Rakes, Fields & Cox, 2006; Russell,
Bebell, ODwyer & OConnor, 2003; Wozney, Venkatesh & Abrami, 2006). Among
these studies, Palak & Walls (2009) note that schools abundant with technology tools do
not guarantee use; one of their participants in a technology-scarce school was one of
strongest purposeful practitioners of technology for student-centered and collaborative
learning. Cuban, Kirkpatrick & Peck (2001) also maintain that access to technology does
not equate technology use. They claim lack of time and lack of opportunities for teacher
learning are key barriers to more widespread and frequent technology use. The
researchers note the anomalies in their study were teachers advocating for more
technology and also using computers frequently at home. While Cuban, Kirkpatrick &
Peck did not want to generalize this correlation, Rakes, Fields & Cox (2006) found that
teachers increased and immersed personal use of technology translates into increased
constructivist uses in the classroom. However, Palak & Walls (2009) noted the opposite
in their case study of Sandy. There are teachers who use technology at home yet find
little value in classroom use and as a result, choose to limit its use for teaching and
learning (p. 431-433). Existing research focuses and emphasizes on different, sometimes
contradictory factors influencing teachers technology integration and use. The
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commonalities and discrepancies illustrate that technology use and implementation in
the classroom is a complex endeavour. As Mishra & Koehler (2006) maintain, merely
knowing how to use technology is not the same as knowing how to teach with it (p.
1033).
Quantitative and qualitative studies have also been conducted exploring and
analyzing teacher use (or non-use) of technology in classrooms and teacher beliefs
around technology (Cuban, Kirkpatrick & Peck, 2001; Palak & Walls, 2009; Wozney,
Venkatesh & Abrami, 2006). For instance, Palak & Walls (2009) quantitatively and
qualitatively analyzed teacher beliefs and technology practices to find that teachers
typically use technology merely for lesson planning, organization and teacher-directed
practices. Even though teachers reported that technology was used in their classrooms
for technology for independent and/or student-directed learning, it was observed that it
was contrary to actual practice.
There have also been numerous studies on different teacher education and
professional development programs and models for technology use and integration
(Banas, 2010; Blocher, Armfield, Sujo-Montes, Tucker & Willis, 2011; Cardelle-Elawar
& Nevin, 2004; Chai, Koh, Tsai & Tan, 2011; Doering, Veletsianos, Scharber & Miller,
2009; Galanouli, Murphy & Gardner 2004; Granger, Morbey, Lotherington, Owston &
Wideman, 2002; Guzey & Roehrig, 2009; Harris & Hofer 2011; Jones & Moreland,
2004; Mouza, 2011; Polly, 2011a, 2011b, 2011c). For instance, Granger, Morbey,
Lotherington, Owston & Wideman (2002) found that in Canadian schools noted for
exemplary technology practices, teachers value and desire informal learning
opportunities, collaborative relationships, and supportive administrators. These three
factors contribute to successful classroom technology use and integration.
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While there is much research into particular models and cases of teacher
learning for technology use and integration, the focus is on the model of professional
development itself. The teachers narratives are often part of the data collection
instruments in case and phenomenological studies of technology integration. This study
is to illustrate and focus on the teachers lived experiences themselves.
At the time of the original literature review, only a few qualitative research studies in
technology integration and learning were found to be narrative inquiries. Those that were
found were focused on a particular tool or location, also integrated another qualitative
research method or were self-studies or reflections. Hoge (2010) focuses on Sandys
self-efficacy and learning around the use of document cameras. Friesens (n.d.) narrative
case study shares Lisas lived experiences with integrating technology in her writing
course. Strehle, Whatley, Kurz & Hausfather (2002) share the situated narratives of four
teachers working at the same college participating in a collaborative professional
development and inquiry group for technology integration.
The Technology in Rural and Small Schools (1995) report provides four
descriptive narratives of teachers using technology in the early 1990s. These teachers
were nominated by their administrators and received recognition for their technology use
in the classroom. The report serves to celebrate and share their stories, relating back to a
particular technology-enhanced project for which they received the recognition.
Power (2011) shares Adriennes narrative of her technology integration. An
illustrative study, this narrative emerged from and is part of an extensive and extended
study of an Australian education institution and school boards professional learning
support program. As well, Adriennes journey is not limited to her technology learning.
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Two instances were true narrative inquiries and also self-authored. Chen (2011)
shares her journey in technology integration as an EFL teacher. In How I Arrived on the
Web: A History Teacher's Tale. Wach (2002) shares his journey with technology for
instruction and student learning. Wach and Chen both provide detailed, extensive
descriptions of their lived experiences. However, these narratives have not been
negotiated through dialogue with a writer/researcher or another individual.
This study seeks to bridge the gap in the research in narrative inquiry illustrating the
lived experiences of teachers who use technology in their classrooms. This research looks
at teachers not in particular cases or contexts, but rather in different geographic locations
and with diverse positions and prior experiences in education. While a few researchers
and teachers share their stories about their technology learning, they are often self-
reported narratives. In this study, the researcher explores the teachers lived experiences
of technology use and learning for personal and classroom use, providing a somewhat
more objective look in and comparison of these three individuals stories.
Understanding Technology in Teaching & Learning: TPACK
This study relies on Mishra & Koehlers (2006) framework for understanding
technology use in education. The variety and diversity of the existing research illustrates
that teaching and learning with technology is complex, contextual, and multidimensional.
There is no one way for a teacher to implement and use technology in his or her practice
(Mishra & Koehler, 2006; Bebell, Russell & ODwyer, 2004; Granger, Morbey,
Lotherington, Owston & Wideman, 2002). Teaching and learning is often dependent on
many factors, including course/curriculum content; physical/digital environments;
students prior knowledge, skills, and current attitudes and practices using different
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technologies; and the teachers own skills, knowledge, attitudes, and approaches to
teaching and learning with or without technology.
Expanding the work of Shulman (1986), Mishra & Koehler (2006) created a
comprehensive theoretical framework to understanding and implementing technology for
teaching and learning. A grounded theory developed through a design experiment with
both K-12 and higher education teachers/instructors, the Technological Pedagogical
Content Knowledge framework (TPACK) encourages an intertwined and purposeful
approach towards technology integration in education. In blending pedagogical,
technological, and content knowledge, TPACK provides a purposeful approach to
technology use in the classroom that encompasses all three arenas [Figure 1].
Figure 1: Technological Pedagogical Content Knowledge (TPACK) (reproduced
with Rights free permission from http://tpack.org)
Superficial professional development and teacher training for technology use and
integration, according to Mishra & Koehler (2006), is often unsuccessful. Focusing on
pedagogical knowledge about effective approaches to teaching and learning and
combining it with both technological and content knowledge will provide a holistic and
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purposeful implementation. Thus, technology integration is not so much about what
the technology can do, but how we can use it for teaching and learning.
As the main research question for this paper is How did the teachers come to the
point they are at in regards to technology integration?, the literature review aims to
inform myself and the readers on this studys narrative emphasis in light of the different
emphases in research on teachers technology learning and integration, as well as the
complexity of technology use and integration in and of itself.
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Chapter 3: METHODOLOGY
This research study is grounded in the narrative inquiry work of Clandinin &
Connelly (2000). Narrative inquiry was chosen as the qualitative research method in
order to capture the participants experiences and possibly uncover shared experiences in
the teachers learning for technology integration. Such a research approach enables the
researcher to seek the nuances of the teachers experiences.
Instruments of Data Collection
Semi-structured, face-to-face interviews were used as the primary mode of data
collection as they would allow the participants to share their experiences in detail while
providing the interviewer opportunities to ask follow-up questions. The protocol allowed
for general exploration of pedagogies and practices as well as conversations about
particular experiences of teacher learning and support for technology integration.
The interviews took place in the schools in which the participants worked. It is
important to note that these situated interviews were intentional. I was able to see and be
present in their learning and work environments. Informally, I spent time observing some
of their instruction. This allowed me to experience firsthand their teaching approaches
and practices.
Clandinin & Connelly (2000) discuss the importance of the research interview:
The way an interviewer acts, questions, and responds in an interview shapes the
relationship and therefore the ways participants respond and give accounts of their
experience (p. 110). Thus, before conducting the interview, I explicitly framed it as a
conversation. In my email correspondence to the teachers, I wrote: Its [the interview]
more of collaboration and discussion - a conversation - more than an analytic piece. I'm
not so much analyzing your responses, but rather trying to find connections or uniqueness
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in your experience versus a few other teachers. I suggested a 40 minute time frame
for the interview. Two of the three interviews ended up being an hour and 15 minutes.
Had the third participant not have scheduled commitments, perhaps the conversation may
have extended beyond 45 minutes.
As well, a limited search and review of the research in teacher learning for
technology use and integration in the classroom was conducted (as reported in Chapter
2). Clandinin & Connelly (2000) discuss how many of their graduate students would
often write their narrative inquiry dissertations without a specific literature research
chapter. Cresswell (2007) states that narrative begins with the experiences as expressed
in the lived and told stories of individuals (p. 54; italics mine). It was my intention to
delay the literature review until after the research interviews were conducted. I wanted to
avoid merely confirming the existing literature through these narratives. Instead, I began
this study focusing solely on the experiences of the participants. The literature review is
also limited in scope and depth due to the time constraints and program obligations of the
Master of Teaching program.
Participants
The search for participants was focused and in-depth. Over the course of four
months, a large number of Ontario educators were considered.
Prior to asking any teacher to participate in this study, prospective interviewees
on-line contributions (websites, blogs, and tweets) were read. Their explicit and
intentional sharing of their teaching philosophies, classroom experiences, and ongoing
learning allowed me to envision their classrooms without visiting them yet. Extended
exploration and consideration of their experiences and pedagogical/instructional
approaches allowed me to get a grasp of their personalities, teaching values, and
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classroom instruction. The final three participants, George, David, and Lisa, were
intentionally chosen as they have all been publicly promoted and vetted as model Ontario
educators using technology. They teach in different schools across the province. They
were chosen for their knowledge and integration of technology for professional and
student learning.
While technology serves as a common link between them, the teaching
approaches, philosophies, and personalities of the three teachers are diverse. Their
classrooms practices and uses of technology differ. They were also intentionally chosen
by virtue of the diversity of their technology-enhanced instruction.
It was also noted that George, David, and Lisa have undergone separate and
dissimilar professional development and training regarding educational technology. They
vary in their years of experience of classroom teaching. The roles they previously and
currently hold and their instructional emphases are also different.
Originally, I considered 5 possible participants in this research study. However,
after the three interviews with the final participants, the sheer complexity and depth of the
conversations provided ample data for consideration. As this is a narrative study,
additional participants may have served as a hindrance in adequately sharing George,
David, and Lisas stories.
George and I had met at a conference on instructional technology. Immediately
taking on a mentoring and father-like persona, George introduced me to many of his close
colleagues. He took the time to learn about me what brought me to the particular
conference, my professional and personal background, and so on. After we had parted
ways at this conference, George and I maintained contact via Twitter.
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I was first introduced to David and Lisa, the other two participants, on-line by
reading their professional and/or classroom blogs. It was not long until I met David in-
person at a conference. When informally asked, he spoke highly of Lisa and her effective
classroom instruction and technology integration.
Data Collection and Analysis:
This narrative inquiry seeks to explore and share the participants told
experiences and perspectives. Each semi-structured interview was digitally recorded and
a reflective memo was written shortly after the interview. The interviews were
transcribed by the researcher and written analytic memos followed. The transcripts and
memos were read and re-read multiple times in search of common themes and unique
experiences and statements.
These common themes have been discussed at three different conferences prior to
the final draft of this research paper. I shared my interpretations and the dialogue, and
the questions and comments received have influenced further interpretation and
alternative considerations. In short, I am continuously sharing and discussing the
participants experiences and the studys findings. The learning, interpretations and
dialogue continue beyond this papers publication.
Ethical Review Procedure
The study followed the ethical review approval procedures for the Master of
Teaching program. All three teachers provided written, signed consent of their voluntary
involvement and were aware of their ability to withdraw, at any point, their participation.
The teachers were assured of anonymity and that they could decline to answer any
questions. The transcriptions and findings were all shared with the participants;
clarification and feedback was encouraged. The participants all received a copy of the
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final draft of this research paper and are informed and invited to the conference
presentations and discussions that involve this study.
Limitations
As already discussed, this research study has been intentionally small in its
sample size and review of the literature. The study was conducted within the time
constraints and requirements of the Master of Teaching program. Additional time would
have allowed for extended and deeper discussions with the participants and a deeper,
interwoven, and comprehensive literature review.
The narrative inquiry approach is often deemed not theoretical enough, as
discussed by Clandinin & Connelly (2000, p. 42). The tension remains and is maintained
Clandinin & Connelly, leading narrative inquiry researchers, seek to explore the
dynamics of narrative inquiry, rather than to define it (p. 49). Similarly, this research
study does not seek to define important experiences, approaches, and supports for
technology integration, but rather to explore specific, shared instances.
Clandinin & Connelly (2000) state that:
There is no such thing as a pristine text, one that is relentlessly and exclusively
narrative from beginning to end. All writers, each time they write, work through
the tensions and compose a text that can always be otherwise, always be
improved, a text that is inevitably only a step, a kind of placeholder, from which
still other inquiries with still more field texts may be imagined and pursued (p.
156).
They maintain that narrative inquiry is always a work in progress (p. 167). The ideas
and interpretations stemming from a narrative study are forever developing and changing.
Narrative inquiry often seeks to explore the chronology and development of particular
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experiences. In conducting this narrative study, I continue to extend the knowledge and
understanding of the participants experiences and the multifaceted implications. There
has been a tension for me in terms of formal writing and publication. As soon as this
paper is written, there is the opportunity to revise my understanding and retell the
participants stories in different ways, for different purposes, and for different audiences.
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Chapter 4: PARTICIPANT NARRATIVES
George
Currently George has a special role in his K-6 school. His time is divided
between teaching Grade 3 and 6 Physical Education and Gym classes and providing
technology and/or media literacy support for other teachers in the school. Starting his
career first as an Education Assistant then teacher, he served 17 years in classrooms
before serving as an educational technology consultant with his board for 12 years.
Georges current principal is aware of his skills and experiences as a technology support
and has ensured that George is available to co-teach with other teachers.
Georges Technology-Enhanced Teaching
Georges teaching philosophy is grounded in developing meaningful relationships
with students and having them explore their passions. He shares, I basically base my
entire professional self on developing a personal relationship with the students, taking
interest in what they do, finding out how they learn and what their passions are, and
going from there [in terms of planning instructional activities]. He brings technology
into the classroom so students can share their life stories and interests in multiple formats.
He was proud to share the reported benefits of digital storytelling for student learning and
motivation, especially with boys. George encourages students to tell personal narratives
and non-fiction stories about their lives. He finds that this ensures the activity is
meaningful, and at times transformative. George shares:
One particular story that I remember was a little boy in Grade 7 who had been
bullied and he had to change schools. He wrote a very passionate story about how
he was bullied and what changes he had to make in his life, and the changes his
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parents helped him make. He put it all in about a 250 word story, added images
and some music, and it was very powerful
[Another example] One girl she had never talked about or written about her
mother dying from cancer when she was three. At Grade 8, she was finally able
to talk with her grandma and her dad and get some information about that event in
her life, which was very meaningful. She wrote this incredibly touching story
about her mother and what she meant to her... how she missed her when she
wasnt there. The teacher then said to me, She really needed to write the
story. thats part of that transformation. Its just meaningful, its heartfelt. At
one point, we were debriefing and I had my supervisor there and the teacher stood
up and said, Well, this is the probably the most meaningful writing weve done
all year.
Georges Technology Use
George has experienced and seen the rapid developments of technology over the
course of his adult life and professional career. George was proud to talk about his
constant and embedded technology use: I carry around technology on my person. I use
it all the time I just breathe it every day. I have the Internet in my pocket and connect
with you, with the world, and learn. Any-time learning, 24/7.
George uses technology for social learning learning about different topics with
individuals who share common interests. He primarily writes and reads both blogs and
tweets. George blogs and tweets himself not merely to just send out or receive
information, but to build two-way relationships: Its really to connect to other people, to
come in [virtually] and chat with me about what they think about it [ideas and practices].
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Maybe they have some new ideas, something to change or do. During our interview,
George paused for a moment to think about what he shares and writes about on-line.
Mirroring his instructional focus on personal experience, he blogs to discuss the
affective domain of teaching: the personal and professional [experiences, rather] than
the actual technology. Georges on-line contributions go beyond sharing his technology
learning and use; rather, he writes about the relationships and interactions in and outside
the classroom with students and colleagues alike.
Before, During and After: George as Technology Learner and Consultant
In the 1990s, George took two of the Computers in the Curriculum Additional
Qualifications in on-line learning environments. Learning on-line was new to him, I
never had more difficult courses in all of my life. Ill never forget it... it was so
challenging, so interesting, so much work. Reflecting back, he talks about this turning
point in his professional learning:
I realize[d] that I can work on-line collaboratively with 24 other people and the
professor, doing research projects together as a group, on-line, which was unheard
of back then. But that flipped the switch for me - that I can learn in that [on-line]
environment. That gave me the confidence that I could carry on and keep
learning that way.
Around the same time of these AQ courses, Georges technology team leader was
appointed by an Ontario Faculty of Education to develop its first AQ courses on
technology. He had asked George to co-develop some of the courses. George then co-
taught some of these AQs, one being the first blended course a mix of face-to-face and
on-line. Soon after, George began his consultant position with the board.
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Reflecting back to his first influential experience in his technology learning,
George shared how he began to learn about technology from this technology team leader
from his board:
Actually, my very first mentor for all of this back in 1998 was my team leader...
He was a project-based learning type of guy I think he saw in me that I was
self-directed. In 1998, he was asked by a university to write the AQs for what they
used to call Computers in the Classroom, Part 1, 2, 3. I actually ended up
writing Part 2 we sat with the other writers, talked about writing courses, adult
learning, lots of neat things. And then we ended up teaching the face-to-face
course together and then the university asked us to teach the very first hybrid
course, that was in 1999 it was 2/3 face-to-face, 1/3 on-line so I had to learn
[the software]. This was the turn of the century so he was an incredible mentor
to me. He encouraged and supported me to apply for the job that I ended up
getting. He continued to be a mentor and I still talk to him.
George spoke positively about his time as an educational technology consultant.
However, he openly stated that he was not always the best instructional coach or mentor
for teachers in their technology integration. He first began by somewhat telling people
what to do. He mirrored much of the way he was supported by previous consultants.
Before he became a consultant himself, George said, I remember just being told what
to do. It didnt feel collaborative, it was more, Heres what to do, just go and do.
George reports it took him a few years to become the mentoring and collaborative
consultant, much like his first mentor. He now supports teachers much like the way he
supports young students: working from their interests. Additionally, he supports teachers
in ways that reflect his own affective, personalized, and meaningful learning.
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Roughly 3 years ago, while still serving as a technology consultant, George was
starving for other people who were doing technology in a way that would be interesting
[to me] [for] someone to talk to about it. Similar to my experience, he happened to
meet a group of like-minded Ontario educators in person at a conference and continued to
maintain on-line professional relationships. Another pivotal experience for George, this
meeting rejuvenated and improved his professional learning:
After that, it was easy to find like-minded individuals, people who had different
ideas, that you can learn from. It didnt matter about the technology whether its
social media or RSS feeds or QR codes it didnt matter what it was. There was
somebody you could always talk to and get a dialogue going.
George delved into other educators practices by reading and commenting on their blogs
and tweets, as well as writing and tweeting about his own experiences.
This dialogue-driven and teacher-focused approach is integral to Georges current
coaching mentality and mantra:
Now its all about working together. Nine out of ten of the ideas are coming from
the teachers. I just kind of suggest and guide. They usually have an idea of where
they want to go I just come in with little technology tweaks They have an
idea, they just dont know how to get it going I think, part of my role is to
suggest what would be meaningful and doable.
At his school, George has worked with at least 25 teachers. At the time of our
conversation and interview in December 2011 three months into the school year he
had taken the time to talk to every single staff member about what they might like to
explore with technology. His smile and demeanour illustrated his enthusiasm to improve
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and promote technology use in his school. George motioned to pause our
conversation, Come on, Ill show you all the cool stuff were working on.
David
David is a Grade 7 teacher. Despite only being in his 9th year of teaching, David has
taken several leadership positions within and outside his school board, presenting and
consulting on numerous areas in education, including effective literacy instruction,
educational technology, technology integration support, social/digital media for teaching
and learning, and educational change/reform. While teaching full time, David is working
on many projects. His involvement enables him to learn about and utilize cutting-edge
technologies and leading research in his classroom. He extends and shares the practices,
research and resources by organizing and leading professional learning opportunities with
colleagues in and outside of his board.
Davids Technology-Enhanced Teaching
As soon as I began the interview, David stated four key values of technology:
creativity, collaboration, communication, and critical thinking. Technology can help
develop these four skills with students. David spoke openly and eloquently about using
technology to drive student-centered learning, that it allows him to release power to his
students.
Im most proud of the fact that I use technology as a means of releasing power to
students, as opposed to gaining power over students. What I mean by that, you
can use technology in a lot of different ways in education. One of the ways you
can actually use it is as a means of maintaining more control and helping to
maintain status quo, in terms of traditional, in some cases outdated, forms of
pedagogy. I am very proud of the fact that I try my best to leverage technology to
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learn in new ways so that students will leave with skills that will enable them to
be greater people.
He spoke of key applications and software that allow the students to develop those four
skills, values and power. David is an advocate for social media and Web 2.0 tools:
Im most proud of the fact that were using the tools in an embedded way, not just
as a means of doing culminating projects or to decorate or fancy up something
that could have otherwise been done on paper. Were trying out best to do things
that actually arent possible in any other way. For example, connecting on-line as
a group, collaborating on a document, sharing work in a transparent way so that
people can write feedback on it, and so on its not really possible in any other
way without that technology.
As I note the different devices around the classroom, David continues to describe his
philosophy behind handheld devices: I try to bring the students every day lives and the
tools they would normally seek to use in trying to connect for social purposes into the
learning environment. He encourages a BYOD Bring Your Own Device program
and embeds the technology in every day learning activities: I am really hoping that in
my class, we can move far beyond that to the point that its [the technology] not really
considered a novelty in any way its more something thats just part of learning.
David Technology Use
David is not only an advocate for handheld devices, but also a true practitioner.
At school, he uses multiple devices for different instructional needs. Calling them his
assistants and external brain, David believes technology allows him to be a more
efficient and effective teacher. He speaks openly about cloud computing and device
syncing:
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If I have to write down an assessment note about a kid, I can do it quickly,
either by recording or writing a[n electronic] note down, then it will sync to all of
my devices. For me, I dont go home with a big box full of stuff. For me, every
day when Im leaving my classroom, Im like, Do I have my laptop? Ok, Im
ready to go. I go home, I open up my laptop everything is there.
At home, he uses technology for social purposes just like his students. A frequent
blogger, Tweeter, and amateur photographer, David shares aspects of his personal and
family life openly with his students, colleagues, and the world.
Before, During and After: David as Technology Learner and Expert
Davids use of handheld devices and cloud technology speaks to his exemplary
technological skills and understanding of the pedagogical benefits of the tools.
Interestingly, Davids career interests in educational technology was actually a chance
introduction:
At first I think it was just circumstance. I was never really a computer geek or
anything, I wasnt like one of those people who came into teaching already being
a computer nerd. Its hard to even pinpoint. My first teaching position involved
using some technology, where I was the computer teacher. It sort of just happened
from there. I kind of had to learn some stuff on the computer, when I was literally
teaching a class called Computers, and then its just one of those weird things.
The ball started rolling in this direction.
David claims he gained his technology expertise and experience through meeting and
working with other practitioners. Mentors were integral to his learning. I was lucky
enough to meet people who tapped me on the shoulder and was like, You need to go and
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do this and learn. I met people who helped me be a better teacher. David learned
from a network of exemplary teachers. They mentored him to share his learning and
continue learning with others. Over the first few years of teaching, David shares how he
learned of and experienced the power of networking in education:
[I learned] very slowly but surely to become a networked professional. To
surround myself with people I looked up to and learn with them, instead of
learning by myself or only in my school. [Its] reaching out to people beyond my
school as well. I can always bounce ideas off [them], and in some cases literally
learn from people, like receive actual instruction about how to be a better teacher.
Arguably, David has become an exemplary and expert techie teacher. Although he is
publically known for and sought out for his expertise on educational technology, David
hinted that he was not too fond of this fame. Many media outlets have reported on his
classroom practices; as well, external companies and boards seek his consultation and
expertise. David seems a bit critical of this spotlight on his practice. He maintains that
he does not want to make it seem like he is doing anything novel or out there. He uses
technology to improve student learning, not to be deemed some expert, some person
people want to mimic. David does not use technology to receive compliments and
praises from education or technology circles. Its very easy to make a name for yourself
just by saying you know how to do it [use technology], he says. He is extremely critical
of the self-named technology integrationalists.
Near the end of our conversation, David shared his current questions in another
area in education: effective mathematics questioning and problems to promote higher
order thinking.
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D: Like right now, I want to be a better math teacher. I want to know: How do
you ask questions in a math class so that theres better learning? What dont you
do? What do you do? What resources do you use? How do you make a math
problem so that it brings out the most high-level thinking in your students? Those
kinds of things.
M: So how do you hope to get that knowledge or tap into that resource bank?
D: To connect myself with the people that are recognized as, I guess experts.
Even though thats a dirty word, a little bit.
M: Do you do that face-to-face or on-line or a combination of both?
D: A combination of both, for sure, but definitely with a face-to-face element to it.
Not resting on his awards, recognitions, and digital laurels, David seeks to become a
better educator. He utilizes technology to support his own learning. Seeking instructional
leaders in his board and asking questions to his on-line colleagues, David seeks to find
mentors to support and extend his professional learning in mathematics instruction. David
gives credit to his colleagues who have ensured that he continues to innovate and develop
his practice.
Thats why I feel lucky. Part of it was by choice, partly by fate, I ended up being
surrounded by people who did ask those [pedagogical] questions, who didnt
make me feel like, You rock, David, because you know how to align the
SMART board. Thats when I realized you need to be around people who push
you in that way.
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Interestingly enough, in our interview, David pushed my own thinking around
technology use. His integrated BYOD program was intriguing. I mentioned to him that I
would like to return to learn more about his digital workflow, device syncing, set-up for
student portfolios, and assessment using multiple technologies. For sure, he replied, as
he pulled out his iPhone to check his messages.
Lisa
Lisa is a Grade 3 teacher teaching Literacy and Math and is also in her third year as a
Literacy Coach for Kindergarten to Grade 4. With 20 years of teaching experience, Lisa
also spent three years as a curriculum consultant. Lisa has been part of an iPad pilot
project with her board.
Lisas Technology-Enhanced Teaching
As she works with young learners, Lisa integrates technology to support her
primary goal of developing confident readers and writers. In addition, technology
supports her daily media literacy instruction. Lisa sums up her classroom goals:
The big picture, I want them to all feel like theyre confident readers and writers
and that they have an understanding of media literacy, so that they are not easily
persuaded by different texts they see. I want every student in my room to leave
being able to be successful encounter a variety of texts and know how to decode
them and find out the purpose behind them.
To achieve this, she teaches the students to use different applications and assistive
technologies to support writing and reading processes. Her instruction and student
products incorporate multiple literacies or modalities including visual and audio texts
for multiple opportunities for engagement and success. She shares their current writing
project:
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[Using the iPad,] The students have been using first [1] Audio Memo to record
and talk through their stories and brainstorm and then listen back, and then [2] use
Dragon Dictate, so they record their voices and it converts it into text. And theyre
not perfect at that, and we have to work through with fixing it and working with
them on Dragon Dictate. Through Dragon Dictate, [3] they then go into Puppet
Pals and publish a story thats all about their ideas There are no words on
Puppet Pals, its just movement and recording their voices. When we show that to
the whole class, when we have our Puppet Pal show, every kid feels successful
and feels like theyre work is equal, as opposed to holding up their page and at the
end its like a mess or theyre not able to read through what they have.
Lisa also incorporates current events and commercials to bring the outside world
into our classroom. Lisa maintains a classroom blog for parent communication and
sends weekly emails. Her classroom has various technologies, including desktop
computers, iPads, iPods and a SMARTboard.
Before, During and After: Lisas Technology Use, Learning and Trials
Lisa discussed her on-going learning process and journey with her iPad pilot
project. She explicitly focused on her pedagogical and curriculum aims, instructional and
student needs, and the affordances of particular software.
When she began the iPad implementation pilot, Lisa was the sole educator in her
school using the device for primary literacy instruction. She needed support. The
learning curve was steep as she was one of few in her board using the devices. Lisa
tapped into internal resource supports such as the boards IT and Curriculum
departments. She also connected with educators on-line and collaborated with them in
the iPad integration. Lisa shares her experience so far:
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Its actually been a frustrating process, the iPad pilot project. Last year there
were only two classes. We were given 10 ipads in our classrooms we had to
prove whether it worked or if it didnt, what obstacles were in place, and how we
could get past them. I had no idea, I hadnt used one before either. The first part
was the purpose of it, trying to establish what the purpose was. [The other iPad
pilot project teacher] and I did a lot of emailing and Skype we have created a
few projects together we would share, and it was amazing because my Grade 2s
could give feedback to Grade 7s It was really good for my kids to see that it
was real learning that they were equals. Ive involved my computer resource
teacher as well as curriculum consultants they both support the implementation
of the iPads. I had to learn how to sync them, how to manage them, so Ive relied
a lot on Twitter first, just asking who else is using iPads. I connected to a school
in Australia through their blogs and their troubleshooting. And then I started my
own blog, and now people are contacting me to find out how to do integration.
Lisa has been able to locate supports for different needs, using them as a springboard,
asking questions like, Im thinking of this, do you think it will work? What could I do
to make it better? Lisa does not see her technology integration and learning as
something done in isolation. She learns with and from different communities and
networks. Previous to these communities, she did indeed feel isolated and alone.
Particular to the iPad, Lisa was often tempted to purchase many applications. She
had to pause and think:
There are tons of apps in the app store that are fun, engaging, look like theyre
entertaining, could keep them busy. But I always have to be really critical about what
app Im using, what the purpose is, and how that will help student achievement.
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As she desires her students to become critical consumers, Lisa shares this learning
process with the class. She even has them test and review similar applications, to figure
out the best tool for particular purposes, design, and so on. It is her aim to have the
students go into Grade 4 knowing what tools are available to support their learning. Lisa
also reviews iPad applications, sharing her thoughts with educators around the world also
seeking effective classroom uses for the iPad.
Lisas learning about iPad integration has been trial and error, reflection, and
connection with other educators. Lisa blogs about the iPad pilot: I started my blog to
glean on each struggle and success and document it, so others can learn from that process.
So I really looked at how do I make all my learning transparent, so that others can learn
from it? Having that is really important. Her honesty is helpful. Other educators can see
the full picture that iPad implementation has not been so easy. By no means does she
claim to be an expert iPad user or educator. But other educators in Ontario and
internationally now seek her guidance in their own explorations and integrations of the
device.
Lisa showed me around her classroom, shared some of her key teacher resources,
and thought out loud as she set up her classroom for the literacy block. For some
unknown reason, some of the iPads did not have the applications required for the days
activities. Lisa paused the interview to reinstall the programs. I wrote down the names of
the applications unknown to me, noting to download and explore them later that day.
However my delayed and independent play was rather unnecessary; Lisas students were
able to show and tell me how they worked.
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Chapter 5: SHARED EXPERIENCES
The original research question of this narrative inquiry was How did the teachers
come to the point they are at in regards to technology integration? In sharing their past
experiences and current roles and projects, George, David and Lisa promote three
components behind their successful technology learning and support:
1. Authentic modeling of technology use for student and teacher learning2. Mentorship & relationship building with other educators3. Blended environments for mentorship and learning opportunities (face-to-face and
on-line)
Authentic modeling of technology use for student and teacher learning
George, David, and Lisa have strong understandings of why they use technology
for student learning. Their pedagogical stances are grounded in personal learning
experiences using technology. The three teachers understand the benefits to the particular
tools and hardware they choose to utilize. They use these technologies in and outside of
the classrooms.
Davids Bring Your Own Device (BYOD) approach reflects his personal use of
his handheld, synchronized devices. David remains skeptical of those who ask for advice
and mentorship about BYOD, as he believes teachers must practice what they preach:
If you want to do Bring Your Own Device, where you get students to bring their
own devices, do you bring your own device? Because thats not an event. Thats a
culture youre going to have to develop. And you have to be part of that culture
If you really want your students to use handheld devices for productive purposes,
show how you do it, without instructing on it. Literally just do it and the kids
notice.
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Similar to BYOD, David is also critical of those who try to incorporate blogs and other
Web 2.0 tools in the classroom. An avid blogger and social media user, David believes
that teachers must understand the benefits of such tools for themselves before they
assume students will find them meaningful and useful.
George also utilizes technology on a daily basis and wishes for his school
colleagues to understand the benefits of any-time learning. Slowly but surely Georges
colleagues are starting to purchase technology for personal use. George happily assists
them with their questions before and after the purchases: In the last four months, there
have been some serious hardware purchases, just personal stuff for teachers. A big 24
inch iMac for one teacher. Those people tend to come and talk to me. As well, George
is trying to model the use of Twitter for professional and social purposes: We introduced
Twitter during our PD day. But there hasnt been any adoption of that yet, but our
principal is on it. He asked me, Come and teach me about this.
Lisa similarly models her learning and purchasing of iPad applications with her
students:
Every week theres something new out there. I have struggled to always want to
buy something new. I have to go back and ask if it meets my [instructional]
needs, or why am I changing my plan. Something better might be there, so
instead of wasting time on an app that is taking twice as long to do a product, I
might find one next week thats faster. I am always showing the kids my
learning.
Lisas focus on media literacy is also modeled here with technology consumption and
purchasing.
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Mentorship/relationship building with other educators
George, David, and Lisa all maintain that personal connection and relationships
are key to their learning about technology integration and use. In some capacity, they all
serve as mentors for others.
Georges personal and professional experiences as learner, teacher,
designer/instructor, and consultant have shaped his current perspective and approach to
technology support.
You know what? Thats probably one of the most important things [Start from]
where theyre at. And thats been a skill I had to develop over the years. If you go
in with too much or something that cannot be followed up or supported, then its
not going to fly.
As previously mentioned, George is helping the school staff with their technology use for
both personal and teaching purposes. George attributes the staffs openness partly to his
explicit intention to build meaningful connections and start personal and personalized
conversations. George seeks to earn the teachers trust before they can collaborate,
illustrating his focus on the affective side of teaching and learning: Its all about
working together.
David attributes his success and professional satisfaction to his supportive
mentors within and outside his board. He also seeks to be a mentor for other educators or
to direct them to others: Im a much bigger fan of connecting people together so they
form relationships, networks of learning, helping people to become networked learners.
That whole idiom of teaching a man to fish. Teaching someone how to use technology
in the classroom is not just a technical conversation or hardware purchase. As David
maintains, [With] Bring Your Own Device, Im not actually talking about technology.
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Im talking about student-centered learning [chuckling]. Im talking about
constructivism [chuckling]. David encourages the discussion and learning on pedagogy,
not tools:
If you had to ask me who Id want to work with, to facilitate and build their
capacity in technology use, I will always say I dont even care if they know
anything about technology. If they get pedagogy, its going to be easy. Someone
who understands, for example, the importance of assessment for learning or
descriptive feedback. If you say, Hey, did you know that theres a tool that helps
you do it at a ten-times better level, theyre never going to be like, No. Theyre
always going to be like, Oh, I have to learn. Whatever I do, I must learn to do it.
They understand how important that is for the learning in their class, so theyll
persevere to learn it. And then they wont worry about whether its in a pink case
or a blue case or a purple case, or all that stuff.
Lisa echos David and George positive sentiments and emphasis on collaborative,
professional mentoring relationships: You get energy from sharing and learning with
others... Everything is about mentoring and coaching each other, so that youre never
making decisions alone. You always have another sound board, you are always gaining
more information, very much a team-approach.
Blended environments for mentorship and learning opportunities (face-to-face and
on-line)
Lisa, David and George emphasize authentic collaboration as an essential
component to their technology learning. Lisa values her on-line colleagues, primarily
because they have helped her tremendously with the iPad pilot:
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I really, really need the on-line professional learning community because that
moves me forward in my thinking and learning. No one here knew [how to solve
issues]. I was the only one in the school, in the whole town who was using the
iPad [for learning] last year, so I didnt have anyone that I could really bounce
ideas off of. I needed that on-line community.
Lisa speaks positively of her meaningful, on-line professional relationships. She
emphasizes the importance of knowing about them in depth, about their families and
lifestyles.
There is a social aspect to it. You dont necessarily learn with someone if you
dont engage with them socially. I trust someone who I know a little bit about
their family, their work situation, as opposed to someone saying Read this
article. Why should I read that article? Oh, well, I know what youre about, what
you stand for, I know how you interact with others. If you suggest that article,
Im going to read it
I think there are certain people within the network who I feel very close with,
even though I havent met them face-to-face I still know about their families,
some of their struggles, I know what theyre doing in the classroom, and I feel
very connected to them, probably moreso than some of the people face-to-face in
my own building. Just because you see someone face-to-face doesnt mean you
have a rich conversation or connection I have to say that there are a few people
that I feel connected to and that I trust and will share back-and-forth, and reach
out to when things are rough.
Lisa now also supports and communicates with some of her face-to-face colleagues in on-
line environments. She describes their transition to a blend of face-to-face and on-line
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interactions:
Two years ago, none of us [face-to-face colleagues] were on Twitter. We were
craving our face-to-face meetings. Wed get together & itd just be talk, talk, talk,
talk, talk. We wouldnt actually accomplish as much in our meetings because we
would have all these other questions to share and askNow, when we arrive, the
conversations continue because we are all on Twitter sharing follow[ing each
others] thinking Twitter is just a conversation, and when we meet now, its just
to pick up on our last tweet and go forward with our planning.
Similarly, David prioritizes the colleagues with whom he has both in-person and on-line
interactions. He describes his colleagues as follows:
I think there are three types of people in my life. There are people who I only
have a connection with face-to-face, people who I only have a connection with
on-line, then theres the people I have a much deeper connection with because I
have both. I can contact them at any time, on-line or through a text or something
like that, and I see them relatively frequently. Thats the deepest. Those are the
people I can learn with the most.
George also enjoys the face-to-face connections with his on-line colleagues:
Its more meaningful to connect with those people [in person] because youve
already been speaking about it with them and then when you can sit over coffee or
something its just magical, its wonderful. You just feel as if youre having a
good conversation. And thats what happened with [the last conference]. There
were a few people I hadnt talked to in a long time, four months! The last time I
spoke to them was on-line. We could sit and have a conversation, it was
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wonderful.
George cultivates on-line relationships as he yearns for professional growth and
meaningful connection. As a technology leader in his school, he supports the teachers
learning for and with technology. His own technology and instructional interests are
explored on-line. However, unlike David and Lisa, Georges face-to-face and on-line
networks remain fairly separate:
I live in different worlds. The world of my Personal Learning Network in Ontario
and beyond, we talk about technologies and methodologies that are different from
the four walls that were in [the school]. Thats part of why Im here. Theres a
real dissonance
I appreciate my on-line network of Twitter people I seem to follow many, many
conversations but I do value a few number of conversations over the whole. Its
like in real life, if you connect with somebody, and you get each other, thats the
same thing on-line.
David, George, and Lisa all believe authentic modeling of technology and mentoring,
collegial relationships using blended environments are key supports for technology
learning and integration.
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Chapter 6: IMPLICATIONS AND NEXT STEPS
Much of the existing research in teachers lived experience in technology
learning, use, and implementation is bounded to a particular context be it a curricular
subject, professional development model, school or institution, or singular narrative
voice. This study intends to fill the gap and provide three narratives. In sharing the lived
experiences of three teachers teaching in different subjects in different areas of Ontario,
with diverse professional development experiences, and varying years in the education
field, shared experiences have emerged. Indeed, these teachers are known for using
current, exemplary technology practices in their classrooms; however this was not always
the case. In sharing their development of their technology use and implementation,
David, George, and Lisa have reported three factors and experiences that are integral to
their successful implementation. They all share the importance of personal and authentic
modeling of the technologys affordances in learning. This personal internalization of
technology use and understanding ensures that teachers move beyond any short-lived
challenges. Lisa openly shares the challenges of her iPad pilot project. George provides
that modeling and support for both students and teachers in his school. David explains the
need for teachers to begin using technology to recognize the applications for student and
teacher learning alike. In going beyond the logistics and focusing on pedagogical
affordances of technology, any challenges or obstacles are irrelevant:
What I truly mean, there are some mechanics involved here, youre going to learn
that through trial and error. It depends on your building, on all these technical
things. If you really want to do it [use BYOD and more generally, use technology
in the classroom], thats not going to be a barrier
Id just like to see more people modeling it, just living it in the various levels of
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our organizations. If that was happening, then it would not even be something
that you had to do to people. It would just spread like a virus. In particular,
people in positions of leadership. [David]
The teachers in this study emphasize different technological affordances and practices for
student learning in their classrooms; the one commonality is that they also personally
employ those practices. As George himself describes it, they all breathe technology:
not merely in action but also in essence. They understand the affordances and benefits of
the technologies, practice it themselves, and seek to share this with students and
colleagues.
Combining the second and third shared experiences, David, George, and Lisa note
the value of creating and maintaining both on-line and face-to-face mentoring and
collaborative relationships with other educators. They attribute much of their
professional success to these supports.
For a beginner teacher or teacher beginning his/her own learning for technology
integration, the experiences of George, David, and Lisa show that learning about
technology use in the classroom can be done at individualized levels and in meaningful
ways. Their experiences illustrate that the most meaningful and noted learning is not
from workshops and professional development sessions, but rather from dialogue and
connection with educators.
It is important to note that George, David, and Lisa incorporate modeling,
relationships, and blended learning environments not just for their professional learning
about technology, but any learning. Thus, their stories speak beyond technology
integration; they discuss how they use technology to support their own meaningful
professional learning and growth. They try to encourage and create similar experiences
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for their colleagues. They model meaningful, blended learning relationships for their
teacher peers in hopes that they too will take to this personalized and meaningful
professional any-time learning. They share their classroom activities as well as their
technology integration learning their successes, struggles, and questions on-line for
others to read. This transparency speaks to their constant learning and growth as
professionals. True reflective practitioners, they aim to help other teachers participate in
meaningful instructional innovations and professional learning.
For new teachers, the question as to how to find effective mentors or supports is
one question. The self-directed nature of George, David, and Lisas professional learning
speaks to the need to be self-directed. Reflecting back at the original inspiration of this
research, I myself directed my own learning in technology integration. Flying out to
Philadelphia was a personal choice and that first step resulted in meeting many educators
who in turn connected me to other colleagues. The connections continue to expand and
also deepen. Along this journey, I met George, David, and Lisa.
The three teachers experiences speak to possible ways to support this type of
meaningful learning for technology integration and other instructional areas. Sharing,
collaboration, and dialogue are already common practices. The question is, how can we
provide this kind of support among colleagues within the same school?
George, David, and Lisa all focus on the pedagogical foundations of the
technological tools they employ. In their work with other educators, they all seek to learn
of the current pedagogies of their mentees. George claims the most effective technology
support is when one works from the teachers interests. David believes a strong
pedagogical grounding is the basis of sound technology integration. As an in-school
coach, Lisa maintains that working from the teachers context and within the classroom
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enables them to try things out together, to use technology for student learning
immediately.
The goal of this study is to focus on the key experiences that supported the
participants technology learning and integration. However, David, George and Lisa all
discuss obstacles and challenges at the individual, school, and board level. The
limitations of this study do not permit exploration of these experiences and perspectives.
Further narrative inquiry can be written with the collected data or with further elaboration
and discussion with the participants. Regardless, their reported obstacles and challenges
are diverse. In their own ways, David, George, and Lisa are trying to combat different
obstacles in their own leadership and mentorship roles.
The multi-faceted experiences of David, George, and Lisa illustrate that there is
no particular way to learn about and develop meaningful and effective technology
integration. Mishra & Koehler (2006) emphasize this complexity and contextual
component to TPACK. All three teachers focus on pedagogy and maintain that it is not
enough to merely use technology for its own sake. David, George, and Lisas use of
technology are at the center of Mishra & Koehlers TPACK model [Figure 1]; they also
mentor their peers to place at the forefront the teaching and learning goals. Once the
pedagogical approaches and objectives are explicit, any technology tool can be easily
analyzed for its applications in the classroom.
The purpose of this narrative inquiry is to shed light on the individual experiences
of three teachers who integrate exemplary and purposeful technological practices in their
classrooms. From their narratives, we can begin to understand the complexity of teacher
learning and support for technology integration. Arguably, consideration of this
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complexity should guide the ways in which we provide learning and support
opportunities.
Clandinin & Connelly (2000) maintain that as narrative inquiry researchers, We
ask others to read our work and to respond in ways that help us see other meanings that
might lead to further retelling(p. 60). In sharing my own experience and the experiences
of these teachers in our individual journeys in technology integration, it is hoped that
readers will be prompted to consider these narratives in light of their own experiences, to
begin or continue their own self-directed learning, then share their narratives with others.
In sharing the stories of David, George, and Lisa, I have already recognized that it
can instigate, inspire, or reignite teachers learning journeys in technology integration and
general professional learning. Prior to the publishing of this paper, I have had many
opportunities to share David, George, and Lisas narratives, as well as my own. These
lived experiences spark further discussion and the sharing of other educators narratives,
which in turn create the face-to-face and on-line mentoring connections these teachers all
emphasize.