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חזור

חזור

עברית

Promoting teacher professional growth for technology-enhanced outdoor inquiry teaching

תאריך: 
2015
פוסטר אשר הוצג במסגרת סימפוזיון בכנס CSCL 2015 תחת הכותרת: 

Technology-Enhanced Learning Communities on a Continuum between Ambient and Designed

Abstract

Inquiry in the outdoors may promote cognitive, emotional, and social aspects of science learning, however, teachers face various challenges while implementing this approach. Mobile technologies may provide some solutions, yet teachers need support in developing the knowledge and skills required to successfully integrate these technologies in their teaching. 
This poster presents a unique professional development (PD) program that applies a "Teachers-as-Designers" (TaD) approach (Voogt, McKenney & Kali 2014), in which teachers are engaged in collaborative design of learning materials. Our intervention involved 24 teachers of environmental sciences, who used a TEL environment we designed, which integrates mobile applications to support outdoor inquiry. As part of the program, teachers worked in collaborative teams to design a similar learning environment for their students, by customizing a replica of the environment they used as learners. The study examined the potential of the TaD approach to contribute to teacher professional growth, with a specific focus on the integration of technology in outdoor inquiry teaching. Data sources included: observations in the PD program, quantitative measures regarding teachers' activity in the team websites, and interviews with nine teachers. 

In order to follow teacher professional growth, data were analyzed using the Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002). Findings indicate that all teachers developed their knowledge and ways of thinking regarding the integration of technology in their teaching, and some demonstrated professional growth as reflected in long-term changes in their classroom practice (referred to as growth networks in Clarke and Hollingsworth framework). For instance, changes in teachers' practice (reflected in the design of the websites during the PD), led to changes in their personal domain (e.g., higher self-confidence), which further led to long-term changes in their school practice (integration of collaborative documents to enhance collaborative learning) months after the PD ended. 

Lessons learned from the designed to the ambient arena

This poster demonstrates how the use of a theoretical framework of professional growth can track the change sequences in teachers' learning from their experiences in the designed environment (during the PD) to their continued learning and practice in the ambient environment (in their school practice, long after the intervention was over).
רישום בבליוגרפי: 
Levy, K. S., Kali, Y. & Tal, T. (2015, June). Promoting teacher professional growth for technology-enhanced outdoor inquiry teaching. In W. C. Hoadley (Chair), Technology-Enhanced Learning Communities on a Continuum between Ambient to Designed: What Can We Learn by Synthesizing Multiple Research Perspectives? Symposium to be conducted at the 11th International Conference on Computer Supported Collaborative Learning, Gothenburg, Sweden.