Hammond, L. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
Chapters 1-3 Summary: The book begins by providing a brief history and overview of education and teacher preparation, and orients the reader to the chapters which follow. This text is written not only for teacher educators and teachers in training, but veteran teachers as well. It encompasses all manner of teaching training programs, both traditional and nontraditional, with a focus on commonalities which each can share in order to enhance their design. Like many writings, it calls for a revision among historically inconsistent program requirements in a disjointed system, with a move towards comprehensive and organized framework, which is currently found in other professional fields but is missing from education. It is suggested that this signature pedagogy is necessary in teacher preparation programs. The authors posit that teaching is situational, and can and should look different across different contexts and situations. What works well in one setting may not work in another. There is no “right answer” or formula. Instead there are guidelines which can be interpreted and applied based on the needs of the student. Highlights from the chapters include: Three ways teacher education needs to be reformed: working in professional learning communities, a strong sense of moral purpose to create school reform, and partnerships among stakeholders. “In this way, prospective teachers can be prepared for the schools they need in order to teach effectively, and they can learn firsthand how to work in and develop contents that will support the learning of all of their students.” (p.5). Common practices of highly effective teachers include: clear expectations for students, displayed student work, multiple small group activities, teachers who moved around, high levels of student discourse, and an organized classroom. Three general areas of knowledge, skills and disposition that are important for teachers include: knowledge of subject matter and curriculum goals, knowledge of learners and their development in social contexts, and knowledge of teaching. These provide a vision of professional practice. Four types of research evidence were used. These are: how people learn, how learning conditions affect learning, learning development and language acquisition, and how teachers learn successful practices. It’s essential to understand and utilize child development principles when planning and implementing instruction. There may be individual differences among learners, and the effective teacher can differentiate as needed. A student’s prior knowledge, development and experience directly affect their learning. Conversely, learning affects development. Each of these is related to cultural considerations, and tied to student success. Teachers need to learn strategies for acquiring developmental expertise. This includes knowledge of “splintered development”, where children have a great split in their strengths and areas where they struggle, and working in the “zone of proximal development”, as initially put forth by Vygotsky, as well as by scaffolding learning to support the child. Observing students, analyzing their level of development, and teaching to their strengths are ways teachers can best serve the needs of diverse learners. Another area stressed when describing effective teaching is the need to design classroom experiences that support diverse students who are learning challenging content. Examples are given in cases which increased success rates for women and Latinos. The authors stress the importance of “making the tacit explicit”, and taking into account the learner’s context, background and way in which they learn. Further discussion includes metacognition, expertise, connecting content to learners, memory ad information retrieval, assessment, and cognitive processes. Another central theme across chapters is the concept of reflecting on learning as a practice essential for effective teaching, and using this reflection to improve teaching practice. Reflection: In reflecting on these ideas, I find there are many that align with my own philosophy. For example, I agree that high levels of student discourse and multiple small group activities can be indicators of effective teaching and learning. Research shows that both of these interactive activities, which can go hand in hand, are aligned with increased levels of learning when compared with a lecture style of instructional delivery. Friere, in his book Pedagogy of the Oppressed (1970), stresses the importance of dialogical learning, not only for knowledge retention purposes, but as a way to encourage all voices to be heard, both literally and figuratively. This is important if we want our classrooms to be places which value an demonstrate equity. Another idea I found valuable from this reading is that teachers need a balance of academic core knowledge as well as sound pedagogical skills in order to be effective. One without the other is an imbalance. Students deserve a teacher who has content knowledge, as well as effective strategies to convey this knowledge, or to let students discover the knowledge. This includes a need for observing your students and using this information to differentiate as needed. This was always a tricky concept for me, having been trained in a university before differentiation was taught. Many years later, I understand its value and the many ways it can be used in effective student based instruction. The one point that left me wondering was the idea that effective teachers all display student work. In my own classrooms I do this to show students I value their contributions, to allow them to take pride in their work, and to visually reinforce academic concepts. However, I never considered it an essential component. I've been a student in many classrooms where student work was not shown, and from a personal standpoint, did not feel it affected learning outcomes in any negative fashion. This is something I'd like to learn more about, to determine if it's a cause and effect relationship or simply a byproduct.
2 Comments
Part 1 Through Clinical Practice: A National Strategy to Prepare Effective Teachers, often referred to as the Blue Ribbon Report, is a call for reform in teacher preparation. Prepared in 2010, this document presents ten design principles aimed at enhancing the field through clinically based preparation. These principles include: focus on student learning, dynamic integration of clinical preparation, use of pre-service teacher data for judging a candidate’s progress, preparing teachers as experts in content, learning in an interactive professional community, rigorous selection of coaches and clinical educators, intensive embedded clinical school experiences, technology application, a powerful R&D agenda and systematic gathering and use of data, and strategic partnerships among stakeholders. An examination of the challenges currently existing in teacher preparation programs is included, as well as a call to action and encouragement for all stakeholders to “transform teacher education through clinical practice”. The Clinical Preparation of Teachers: A Policy Brief is a similar document prepared in 2010 by the American Association of Colleges for Teacher Education. Beginning with a brief history of teacher education and recent changes, the emphasis then moves to the importance of clinical practice in preparing successful educators. It points to the parallels of preparing professionals in other professions to preparing expert teachers, including the centrality of clients (students), requisite specialized knowledge and skills, and the use of evidence and judgment to determine the best course of treatment. Of particular importance are clinical placements, clinical teachers, coordinating faculty, and school-based clinical curriculum which links theory to practice. Potential models of clinically based preparation programs are outlined, with recommendations for states. Surprisingly, not all states require clinical experiences. Federal requirements and regulations are set forth, as well as recommendations for providers of teacher preparation. My favorite quote from this brief is “It is now recognized that good teaching is not merely a matter of personal style, individual commitment, or a fondness for children.” It’s a continued misconception among some teacher candidates that this is enough. The AACTE points out that it is a much more complex and skill based process. Rethinking the Connections Between Campus Courses and Field Experiences in College and University Based Teacher Education by Ken Zeichner is an article in the Journal of Teacher Education, also published in 2010. It too stressed the importance of not just academically based knowledge in teacher preparation programs, but calls for creation of “hybrid spaces” which create a balance of university course work and practical field experience. A disconnect has existed between these two in the past, and Zeichner examines the effectiveness of linking these for greater effectiveness. Of particular note included in this article is the lack of compensation and support for collaborating teachers who do their own full time work with students while being asked to offer support and structure for the novice teacher they mentor, while not placing an equal importance on the skills and ideas of the classroom experience when compared to the university based program. Zeichner calls for a “third space” which decreases the hegemony of the traditional system and allows for a greater balance between these entities. “Third spaces bring practitioner and academic knowledge together in less hierarchical ways to create new learning opportunities for prospective teachers.” (Zeichner, 2010, p. 92). I believe the USF Education program aligns closely with these ideas, including bringing P-12 teachers and their knowledge into campus courses and field experiences, incorporating representations of teachers’ practices in campus courses, incorporating knowledge from communities into preservice teacher education, and creating coherency of dedicated professionals to facilitate this process. Constructing 21st-Century Teacher Education by Linda Darling-Hammond is an older article, published in the Journal of Teacher Education in 2006, but one of great relevance. It continues the theme of revising traditional models of teacher preparation, by integrating more field-based experiences in preparing effective student teachers. Darling-Hammond stresses the complex nature of effective teaching, which is often underrepresented by outsiders. Preparing teacher for a changing world involves three pillars. These are knowledge of learners and their development in social contexts, knowledge of subject matter and curriculum goals, and knowledge of teaching. Problematizing Clinical Education: What is our future? is a well written and comprehensive article by Dr. Dennis, Dr. West-Burns, and four other professors at the University of South Florida which focuses on the existing challenges of teacher preparation problems, and solutions for improvement. Like the previous writings, it calls for a great emphasis on quality clinical experiences in order to adequately prepare novice teachers to become effective practitioners. This includes strengthening the relationships between the professional development school and the public school district. Of particular importance in this article is the detailed outline of four models of teacher preparation and the implications of each for pre-service teachers, supervisors, and faculty. These are: clinically-impoverished, clinically-accompanied, clinically-rich, and clinically-centered. Part 2 My background as a teacher is a study in contrast with these readings and recommendations. Although I did have two semesters of clinical field experience, there was little connection between what was taught at the university and my experiences in the classroom. Having earned my teaching degree so many years ago, it’s not surprising that many changes have occurred since I went to the university, most for the better. The emphasis on connecting these experiences benefits my interns, in a way that I was not able to enjoy. I find my more traditional background a solid basis for teaching academic skills, and my own creativity and quest for knowledge a complement to enhancing this in a more refined and current fashion, integrating research based practices for greater effectiveness. I enjoy being a more present and involved supervisor to my interns than the one I had during my own internship. Ethical standards are intended to guide us in carrying out responsibilities we have to the different groups with whom we interact.” (p 320).
“Reflection should never stop, because conscious reflection on values is perhaps the cornerstone of the ethics of teaching.” (p. 327) Svinicki & McKeachie’s chapter 22 is title The ethics of teaching. It examines ethics from the standpoint of a forum for discussion and food for thought, rather than offering specific answers to the ethical quandaries. A wide range of dilemmas are presented, from not being properly prepared to teach to sexual misconduct. Of course, the educators surveyed reported that sexual harassment and sexual relationships with students was a clear violation. However, the more “admonitory norms”, as they are referred to by the authors, create more confusion for some. For example, advisement neglect, inadequate communication, and undermining colleagues were issues that did not create as strong a reaction as some of the more inviolable. These were issues of negativism, inattentive planning, moral turpitude, particularistic grading, personal disregard, uncommunicated course details, and uncooperative cynicism. (p. 321) The authors outlined responsibilities that educators have towards students, including the right of the student to think critically and freely, even if not in alignment with the instructor. The responsibility of the teacher must include coming to class fully prepared, just as we ask our students to do, and staying current in our teaching and research methods. Demonstrating respect for students, both in and out of the classroom is also stressed. This includes being sensitive to student’s emotional needs and considerate of their vulnerability in the relationship which may be construed as an imbalance of power. Confidentiality, honest and fair evaluation, and avoidance of discrimination are considered. The chapter concludes with six strategies to assist educators in dealing with ethical dilemmas. These are autonomy, nonmalfeasance, beneficence, justice, fidelity and acting consciously. These are put forth as guidelines, while acknowledging there is no one right or easy answer. My interpretation of the ethical guidelines is matched with those educators who participated in the research studies cited. However, I had not previously considered some of these issues as being under the ethics umbrella. For example, coming to class unprepared was something I did not do, but until reading this I did not understand was unethical. In hindsight this seems obvious. Not giving students your best effort is a disservice to them, and thus unethical. Students have a right to well prepared and current instruction. The idea of offering special treatment to some students because of their friendly relationship with the teacher also came to mind. It’s tempting to offer extra time and extra chances to students that you like, but this opportunity should be offered to all, not just some, or to none at all. This being said, I believe we should differentiate based on the needs of the students. If a student works more slowly than others, but is giving their best, shouldn’t they be afforded more time? If a student with a sick child asks for a small extension on an assignment, shouldn’t it be given over a student who just didn’t attempt the work until it was past due? I think you have to look at each circumstance and consider each student, dealing respectfully with each on an individual basis. Annotated Bibliography
Using critical incident reflections: A self-study as a mathematics teacher educator 1. Goodell, J. (2006). Using critical incident reflections: A self-study as a mathematics teacher educator. Journal of Mathematics Teacher Education, 221-248. DOI:10.1007/s10857-006-9001-0 Summary: This article represents the work of an educator who spent 4 years in a self-study of her own teaching through the work of her math students. She structured a format for her pre-service teachers to identify and examine critical incidents in their field experiences, and use these as a vehicle for professional growth. Her primary question was “What are the critical incidents preservice teachers encounter during their field experience, and what do they learn about teaching for understanding through reflecting on those critical incidents?” (Goodell, 2006). She found four main ideas of focus which included managing the classroom, content knowledge, motivation, interactions with stakeholders, and school resources and policy. Assessment: The method of study was self-study, with the researcher examining course records, student work, and student opinions expressed in writing, written reports, and researcher journal entries. Qualitative analysis software was utilized for coding and data analysis. These were used to determine themes and examine influencing factors. This study provides a comprehensive history of the reflective practice in teacher education, citing important educational researchers such as Dewey, Dinkleman, Loughran, Pultorak, Lerman, Hole & McEntee, and Zeichner & Liston. It is useful to those interested in reflection as a learning tool in teacher education programs. The focus is on using critical incidents as a catalyst for student understanding and professional development. A possible limitation of the study was in the veracity of student self-reporting or the incomplete reporting where grades were involved Reflection: This connects to my research in several areas, mainly self-study in the field of pre-service teacher education, and in the area of students identifying critical incidents for the purpose of professional growth. My research also deals with pre-service teacher education, as well as having interns identify events in their practice that make the teacher “question the decisions that were made, and provide an entry to improving teaching” (Hole & McEntee as cited by Goodell, 2006). They will be deciding what to focus on when coding the video of them teaching, choosing what was important or critical to them in their self-reflection. It informs me of ways to record my data and offers insight into the use of critical incidents in reflection. Key terms: critical incident reflection, teaching for understanding, self-study, pre-service teacher education Self-study in action research: two teacher educators review their project and practice 2. Kitchen, J.,& Stevens, D. (2004). Self-study in action research: two teacher educators review their project and practice. Accessed via Researchgate.net/publication on Nov 1st, 2015. http://www.researchgate.net/publication/253479927_SELF-STUDY_IN_ACTION_RESEARCH_TWO_TEACHER_EDUCATORS_REVIEW_THEIR_PROJECT_AND_PRACTICE Summary: This article is the final entry in a four-part series conducted by two pre-service teacher educators. It concerns itself with self-study, action research, reflection for professional growth, and action research. They consider the benefits of self-study, reflection and action research for those teaching pre-service teachers in education. Conclusions include the importance of self-study as a vital part of professional growth, reflection as a necessary component, and the effectiveness of action research for practitioners. One limitation of the study included lack of self-professed knowledge by one of the authors regarding action research which he felt may have impacted his effectiveness. Additionally, tensions around collaboration were described, as well as time limitations for meetings affecting the process. Assessment: They employed a method of self-study that involved what they call S-STEP, which involves examining the role of self in the project. The study included researcher written reflections, teacher conversations, letter examination written to pre-service teachers, and self-analysis at various points in the research. These reflections provided data which informed future changes in their actions. The authors concluded their study with a final reflection synthesizing their discoveries. One of the ideas put forth in their conclusion was the importance of trust emanating from the PST in order for them to feel the environment is safe for sharing and honestly reflecting on their own teaching. Reflection: This research connects to my own research. I also feel that self-study, reflection, and action research are important parts for a teacher educator to participate in for professional growth. My study includes each of these components. I am also using some of the same methods, such as using teacher journaling, self-analysis, and communication with pre-service teachers. This study validates the research I am doing, and aligns with the goal of self-study as a teacher educator supervising PSTs. Key terms: self-study, action research, teacher education, pre-service teacher education Researching Teacher Education Practices: Responding to the Challenges, Demands, and Expectations of Self-Study 3. Loughran, J. (2007). Researching Teacher Education Practices: Responding to the Challenges, Demands, and Expectations of Self-Study. Journal of Teacher Education, 12-20. Summary: Researching Teacher Education Practices looks at the act of self-study, which the author also refers to as “narrative inquiry”. The need for and benefits of teacher educators examining their own teaching is made clear, with cautions regarding proper documentation, sharing results with others, drawing on differing perspectives, and considering the connection between teaching about teaching and learning about teaching. He calls for teacher educators to voice their pedagogical understandings after sincere and analytical reflection. Assessment: The methodology of self-study is teased out and brought to light. Loughran claims there is no one right way to conduct this, but that each goal of understanding will determine how it might be approached. The views and expectations of types of data may be in a state of flux as the study is conducted, offering some flexibility. He cautions the reader to make note of the distance between honest reflection and researching to back up the ideal of their teaching. “There is a need to resist the temptation to privilege such knowledge that can be inadvertently lead to romanticizing or justifying existing practice.” (p. 13) Loughran references to S-STEP, the Self-Study of Teacher Education Practices, whose members work towards dealing with these types of issues. Reflection: This article is helpful to those conducting self-study, narrative inquiry, and enhancing knowledge of their own practice. It highlights the field of teacher education and working with pre-service teachers. I found it particularly useful in terms of justification and understanding the type of research I am conducting, self-study including narrative. It encouraged me to examine my data honestly and critically, considering my actual practice versus the ideals I have about my teaching. “An important aspect of self-study that is crucial in understanding this methodology is embedded in the desire of teacher educators to better align their teaching intents with their teaching action.” (p. 12). I have found that often there is a disconnect between what teachers think they are doing and what they are actually doing. This article spotlights that conflict and reminds me to remain objective. Key terms: pedagogy of teacher education, professional knowledge of practice, reflection, self-study, teacher education, teaching about teaching Promoting collaborative practice and reciprocity in initial teacher education: Realizing a ‘dialogic space’ through video capture analysis. 4. Youens, B., Smethem, L., & Sullivan, S. (2014). Promoting collaborative practice and reciprocity in initial teacher education: Realizing a ‘dialogic space’ through video capture analysis. Journal of Education for Teaching, 101-113. Summary: The purpose of this article is to examine the benefits of utilizing videotaped lessons in the preparation of pre-service teachers. There is a focus on not only the effectiveness of videotaping as part of the collaborative process, but on how allowing the intern teacher to select portions of the video to view with the mentor and collaborating teacher (CT), and to plan and lead the conference, affects the power base and perceived hierarchy between these three roles. Some examination occurs of the relationship between the sponsoring university and the hosting public school, and the traditional disconnect between what the intern learns in one which can differ from what is learned in the other. Research questions include: What is the potential for video capture to enhance a pre-service teacher’s development? Does this disrupt the traditional hierarchy of the intern, CT, mentor relationship? How can this process connect what is learned at the university level to the practicum experience? How does leading the conference change the dynamic of the group interaction and effect PST learning? Assessment: The design method of this study was to set up a conference opportunity in which the intern selected a portion of their videotaped lesson to share with their mentor and CT, and took the lead in analyzing the lesson. Comments from this conference were then analyzed, as well as what resources were prepared by the interns for these meetings, their written work, and evaluation questionnaires for each participant. The researchers found that the intern experiences indeed resulted in changes, such as a greater connection between university courses and practicum experiences, which they call “bridging the theory-learning divide”. Additionally, a change in the role of power between the intern, mentor and CT was noted. A more balanced collaboration occurred, with each member of the team contributing their own perspective, referred to as an “interactive triadic dialogue”. This study would be of interest to those in teacher education, pre-service teachers, those who would like to learn about connections between fieldwork and course work, and collaborating teachers who work with interns. Reflection: The implications of this study were of note to my inquiry, in that when interns took the lead in the preparation and implementation of the post-conference, the results were positive. Student teachers showed ownership of the process and product, made leaps in their intellectual and professional growth, and became more a part of the process – doing, not being done to. Their role was more active than passive, and thus more effective. Key terms: teacher preparation, partnerships, video capture, student teachers On the Threshold of a New Century: Trustworthiness, Integrity, and Self-Study in Teacher Education 5. Hamilton, M., & Pinnegar, S. (2000). On the Threshold of a New Century: Trustworthiness, Integrity, and Self-Study in Teacher Education. Journal of Teacher Education, 234-240. Summary: Hamilton & Pinnegar present information about addressing the ongoing call for educational reform. They ask probing questions in the realm of teacher education, including foundational queries of the role of trustworthiness, self-study, and a unified pedagogy of teacher education. They find that self-study is an important part of being an effective role model in the field of pre-service teacher education, of value to both the researcher as well as those s/he teaches. Assessment: This article would be useful for teacher educators, student teachers, those interested in self-study and the role of trust, and educational reformers. The scope of their study is limited, and could be expanded to provide further information on the effect of self-study to foster reform. Reflection: The most interesting piece of this article to me was on trustworthiness as the basis of teacher education, and the role of self-study. They stress that there is no one right answer or one right way to approach teaching and self-study, but that the professional must determine what is best. “Teaching, learning, and the practice of teacher education would provide the basis for their study.” (p. 239). Additionally, I felt a connection to the author’s sentiment that as teacher educators, “Ultimately children in classrooms across the country will be blessed or injured by the teachers she educates. She recognizes that she has a primary obligation to them to continually improve teacher education.” This is my goal for participating in research, so that I can better support and assist my pre-service teachers, and their effect on future students is as positive as it can be. Key terms: self-study, trustworthiness in teacher education, teacher educators, educational reform Self-Study In Teacher Education: A Means And Ends Tool For Promoting Reflective Teaching 6. Dinkelman, T. (2003). Self-Study In Teacher Education: A Means And Ends Tool For Promoting Reflective Teaching. Journal of Teacher Education, 6-18. Summary: This article consists of examining the importance of teacher self-study to enhance one’s own practice, and as a means of promoting reflective thinking. It discusses the alignment between reflection and teaching, and the history of these bedfellows. The author proposes that the best teachers engage in critical reflection in order to constantly improve their own teaching practices and address the conflicts which they face. This reflective process is an important part of what teacher educators model for their pre-service teachers as well, thus passing on the torch of inquiry as a professional responsibility. “If indeed students learn from the methods and manner of their teachers, and reflective thinking is an aim of instruction, then teachers should consider the ways in which their own work models reflective thinking.” (p. 11). Additionally, Dinkleman asserts that this type of research can create a positive change in the educational programs for pre-service teachers. The value of self-study is indicated, and the place it has in educational research, despite the claims by some that the rigor of this type of research can be lesser than others. Assessment: This article goes into great detail about the value of self-study for teacher educators. It is helpful in outlining the purpose of engaging in this type of research, and discussing the usefulness of the process and results. It provides a well-documented and well connected history of the field, and then moves forward into discussion of how it can positively impact the field of teacher education. Reflection: Connections between this article and my own research are clear. I am engaging in self-study, with the purpose of enhancing my effectiveness as a supervisor for pre-service teachers. I value the role I play in the development of PSTs, and always look for ways to improve my expertise, and thus their educational experiences. Dinkleman’s writing supports my path, and focuses my thinking not only on the immediate goal of working with these interns, but in the role this type of research could play in enhancing the entire teacher preparation program. --------------------------------------------------------------------------------------------------- Reliability of pre-service physical education teachers' coding of teaching videos using Studiocode analysis software. 7. Prusak, K., Dye, B., Graham, C. & Graser, S. (2010). Reliability of pre-service physical education teachers' coding of teaching videos using Studiocode analysis software. Journal of Technology and Teacher Education, 18(1), 131-159. Chesapeake, VA: Society for Information Technology & Teacher Education. Summary: This article examines the use of video coding software by pre-service teachers (PSTs) as they code and analyze videos of them teaching. The incorporation of technology in reflecting on their own teaching had the benefits of enhancing feedback accuracy and timeliness. The authors concluded that PSTs can be trained to use the software to their benefit within a brief time, and that the PSTs findings when they code for content are matched closely with experts who also coded these same videos. This lends itself to the idea that digital video (DV) use in teacher education preparation programs could become reality. Assessment: This information is useful to those interested in integrating technology into teacher preparation programs, with a variety of benefits. It is recommended for teacher educators, pre-service teachers, technophiles, collaborating teachers, and education reformers. One limitation is that the study was only conducted with pre-service teachers in the field of physical education. More study would have to be done to extrapolate the data to other fields. Reflection: The obvious connection to my research is the use of digital video coding in pre-service teacher education. The authors used video coding software, StudioCode, having students code as they watched videos of themselves teaching. I plan to do the same, but add the supervisory component during the process, journaling, recording data, and reflecting on my role throughout the process. These students were physical education majors, and I will be working with elementary education majors. It will be interesting to see if any of the results are similar, as well as if there are differences. Key words: teacher education, pre-service teachers, technology in teacher preparation, video coding =========================================================== The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. 8. Santagata, R., Zannoni, C., & Stigler, J. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 123-140. Summary: This is an investigation into the use of video analysis in a teacher preparation program, and its implications for future use. The study involved 140 pre-service teachers (PSTs), asking them to watch teaching videos in their area of choice, and then code what they saw within provided frameworks of teacher actions, student behavior, and math content. The study found that PSTs were able to accurately code what they viewed in the video, creating a synthesis between classroom theory and practice. Assessment: Methodology includes an open ended pre and post assessment given to the two groups of students who took part in this study, over the course of two years. A coding system of five criteria was provided to the students, including math content, elaboration, student learning, critical approach, and alternative strategies. The benefits included increased student expertise in identification and analysis of these five constructs, and the exposure to positively modeled teacher instruction as designed by the preparation program. This research is beneficial to those interested in ways to use technology to enhance pre-service teacher preparation, particularly through the use of video analysis. Pre-service teachers as well may benefit from this information, as well as supervisors, college professors, and collaborating teachers with interns. Reflection: My studies are directly related to these, in the use of video analysis to help pre-service teachers become better prepared to teach. It shows the benefits of using video technology in teacher education. A similarity is that students are given some choice in what they focus on when watching the videos, such as student behavior, content, or teacher actions. They can gain information from watching and attending to these particular areas of focus. However, my studies have students watching videos of themselves teaching, rather than videos of expert teachers in the field. The areas of focus are similar, but have greater variety and are more open ended based on the self-identified goal of the PST. Key words: Teacher education, lesson analysis, video, math, field experience, pre-service teachers, video ------------------------------------------------------------------------------------------------ 9. The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: A follow-up study Hennessy, S., & Deaney, R. (2009). The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: A follow-up study. Teachers and Teaching CTAT Teachers & Teaching, 617-638. Summary: This study examined the use of video analysis by collaborative groups in the process of their “T-Media” project. Videos of teachers were viewed and analyzed of teacher’s own classroom activities, including their use of projection technology. The goal was to examine the pedagogical rationale behind their use of these tools. This structure was expanded to other subject areas as well with similar results. Assessment: The research involved eight secondary school teachers in the United Kingdom, aligned in four pairs. Semi-structured interviews were conducted after analyzing the videos, to examine the pedagogical impact and impact on their teaching. A positive correlation was found between teachers taking part in this study and their own collaborative and reflective processes. This study is of interest to persons wanting to further incorporate technology into education, those interested in the use of video analysis in teacher professional development, and for classroom teachers working to enhance their use of technology and to increase their effectiveness in the classroom. Further research could be done on the exact changes these teachers were able to implement in their classrooms based on taking part in this study, as well as information about others who took part in the T-Media structured project. This study was conducted in the UK, so further research conducted in American schools would be beneficial to see if results remained fixed in different teaching systems. Reflection: I chose this article because of the correlation between this study’s focus on video analysis for the purpose of teachers’ professional growth and the inclusion of video analysis in my own research. Having teachers use video to reflect and analyze their own teaching practice is a common component. I found the information useful in noting the structure used by these researchers as well as the results indicating a positive correlation between participant growth and enhanced self-awareness in their practice. It reinforces that this type of research can reap great benefits for participants. Key words: reflective teaching, video analysis, theory practice relationship, professional development ----------------------------------------------------------------------------------------------------- 10. Reliability of Pre-Service Teachers Coding of Teaching Videos Using Video-Annotation Tools Dye, Brigham R., "Reliability of Pre-Service Teachers Coding of Teaching Videos Using Video-Annotation Tools" (2007). All Theses and Dissertations. Paper 990. Summary: This research study examines the reliability of pre-service teachers (PSTs) when using video analysis through coding teaching skills. PSTs watched expert teachers in the classroom and were asked to code and analyze their skills. The outcome was a match up to more experienced teachers with a degree of accuracy of 49-68%. Interestingly, when these PSTs watched videos of themselves teaching and coded these, their accuracy increased significantly to 91%. The conclusion of the researchers was that using teaching videos as part of a pre-service teacher program was beneficial, helping create a common event between a supervisor and her/his intern which could be viewed many times and analyzed to assist the PST in their professional development. Assessment: A limitation of this study can be seen in the discrepancy of how coding proficiency was measured, with a need for more uniformity leading to more reliable results. The research would be of interest to pre-service teachers, PST supervisors, those interested in using technology to enhance learning, and collaborating teachers working with interns. Reflection: This study connects to my research closely. The authors designed a study with pre-service teachers viewing their own teaching (as well as the teaching of others) in order to examine the components and allow both the PST and the supervisor to come to consensus on the effectiveness of that lesson. I find that it supports what I propose to do in my own study, and can find common ground in many aspects and approaches. Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Chapter 21 in the Svinicki and McKeachie text is about teaching students to think. This means to think critically, make decisions, to reflect and seek answers to unique problems, to be original, think creatively, and make connections. Critical thinking is defined as analysis, evaluation and synthesis. The authors outline challenges to getting students to think critically, which are: students may have limited practice, patience, time, direction and expectations. As part of the “confused landscape” of pedagogy, an important process also included is reasoning. This includes syllogistic thinking, induction, deduction, and making inferences. The differing types of thinking can vary in application by academic discipline. (p. 308). A framework that supports teaching thinking is the well-known Bloom’s taxonomy (Bloom, 1956), with later revisions by Anderson and Kratwohl (2001). Lower level thinking may be what students are more comfortable with, but as educator’s seeking a more lasting level of understanding, the higher levels of the framework are sought, such as create, synthesize/analyze and evaluate. A second thinking framework is Perry’s work from 1970 which stressed metacognition, “awareness and understanding of one’s own thought processes.” (p. 310). These stages include multiplism, relativism, and commitment. A third framework which deals with motivation is Biggs and Collis’ SOLO approach. SOLO stands for structure of observed learning outcomes. This taxonomy also stresses metacognition and encourages complex thinking versus shallow learning. One specific ways to improve thinking quality is writing clear thinking based goals into the syllabus. This sets the expectation for learning, emphasizing this over simply going through the motions or finishing a checklist of assignments. Recognizing and acknowledging examples of positive student thinking can also help them understand expectations. The keys to helping students develop thinking skills are opportunities for practice, fostering reflection on successes and challenges, adequate feedback for growth, and strategies and frameworks which support their progress. There are many useful tips I can use in my own teaching, such as revising my syllabus to emphasize learning goals rather than tasks, pointing out examples of critical and creative thinking, and continuing to provide time for reflection of strengths and areas of focus. One way I do this is by providing time at the end of class for students to write what they learned, how they can apply what they learned into their field experience. This allows students to move to the higher level of Bloom’s taxonomy, applying the new information to their real world experiences. I also ask them to assess their own level of learning and give them space to ask questions they may still have. One example that comes to mind when reading this chapter was when co-teaching with a colleague. A student shared an idea in class that I immediately thought to me was not in alignment with the syllabus. Instead of correcting the student, this professor praised the student for her unique and creative idea. The whole class seemed to take note of this, and it fostered a more meaningful and open discussion on how to implement this particular skill. I reflected on that moment and realized it was alright to “break the rules” because the actual goal was still being met, even though it was not the specific way it was written into the syllabus. The student was proud of her idea. It wasn’t shot down or criticized, but praised. This was a great example to me about being flexible and thinking outside the box. It was a small moment which I bet no one else noticed or remembered, but it was pivotal to me. Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth. Chapter 19 Laboratory Instruction: Ensuring an Active Learning Experience “Lab teaching assumes that firsthand experience is superior to other method of developing the same skills” (pg. 277). Like all types of effective instruction, labs should be student centered, engaging and involve active learning strategies. Svinicki and McKeachie discuss how to facilitate this in chapter 19 of their book, McKeachie’s teaching tips (2014). There are a variety of styles of laboratory instruction, including expository, inquiry, discovery, and problem based learning (PBL). In brief summary, expository is a convergent style, with a “cookbook” approach of following the given instructions and finding the correct answer.. Inquiry has no predetermined outcome, and students are allowed to formulate problems. Discovery, also known as guided inquiry, has a prescribed outcome, with students design and input. The final category is problem based learning, commonly known as PBL, where students generate their own questions and conduct an authentic investigation. These categories are original to Domin, 1999, but referenced in the Svinicki & McKeachie text. Further, the chapter talks about convergent assignment labs with one right answer versus divergent labs which are open ended and allow interpretation. Another comparison is a “wet” lab, with hands on experiments and student data collection, contrasted with a “dry” lab, in which students receive the data but do not actually do the experiment. Their task is to interpret and analyze that data. There are advantages to each, according to the research. A final category for labs is studio instruction. This is a hybrid method combining lab and lecture in the same place, to allow for real world experiences connection to the academic instruction. This chapter is practical for anyone who teaches. It includes a brief discussion of how labs fit not only into traditional science courses, but that a lab can be diverse and can fit into other subjects as well, including but not limited to history, math, and writing. I feel it’s important to note that hands on labs are typically effective methods of instruction for minority students. “Seymour and Hewitt (1977) showed that the most effective way to improve retention among women and students of color, and to build their numbers over the longer term, is to improve the quality of the learning experience for all students – including non-science majors who wish to study science and mathematics as part of their overall education.” (pg. 284) Having taught middle school science for a number of years, I have first-hand experience with each of these lab types. I personally prefer the wet lab over the dry, because I feel students learn more when they are doing the experiment, but I also understand the need for dry labs if there is a time constraint or the amount of data to be collected is quite large, or the lab is extensively time consuming. Additionally, safety must be considered, and a dry lab allows for mistakes without harm. The use of technology in either is motivating to students, and allows for ease in data collection and analysis. I had not considered the divergent versus convergent lab style, and doing so now can see value in both. Sharing the knowledge of those who came before is important, to build a foundation on which to further explore. But fostering creativity and exploration in a unique individual is critical. I believe these can be combined, by scaffolding labs and lessons. Teaching Philosophy
I have chosen to teach at the post-secondary level to make a difference to future educators, current educators working with these pre-service teachers, students in these classes, and in each of the PSTs’ future classrooms. The students I teach will have a great impact on their students, each in their own way. This ripple effect can be far reaching. I want it to be a positive one. Having seen how teachers can struggle in their profession and thus negatively affect hundreds or even thousands of students, I want to go back to the source and make a difference proactively with pre-service teachers. Svinicki & McKeachie (2014) stress that learning is more important than teaching. I wholeheartedly agree. In planning and implementing instruction, the question I always refer back to is “Will this benefit my students?” If the answer is no, then I don’t do it. The authors also stress the importance of active versus passive learning. I also uphold this as a pillar of my educational philosophy. I believe we learn best by doing, by teaching others, by actively participating in the evolution of our own education. We are not empty vessels to be filled with knowledge by all powerful instructors, but instead authors of our own experience. As an instructor and a critically conscious person, my role is to question the status quo, to realize that there is not a single correct right way to approach education, but the task is constantly evolving and reflecting the individuals we teach. “Critical theorists deny that there is only one credible version of reality. Instead, they insist that to deepen our understanding of the world, we must learn to perceive from as many perspectives as possible.” (Hinchey, 2010). This knowledge has changed the way I think about education, teaching, learning, and life. My mind is open to other points of view and new ideas. This means my work as an educator will never be done. I will never achieve perfection or arrive at the right way to teach, but will eternally strive to do just that. My discipline should be taught in a manner that emphasizes equity, respect, connections among learners and teachers, and active learning. Reflection and inquiry are also critical pieces. Each of these is equally important, and contributes to effective teaching. Inquiry is an integral part of my professional growth as an educator and teacher educator. John Loughran, in his book "Developing a Pedagogy of Teacher Education" cites Korthagen, 2001, saying “A teacher’s professional learning will be more effective when the learner reflects in details on his or her own experiences” (pg. 136). I continually reflect on my teaching and learning, study my own practice, consider interventions and enhancements, put these ideas into action, and analyze results. This is inquiry. Dana & Yendol-Hoppey (2014) refer to inquiry as a “powerful vehicle for learning and reform” (pg. 12). I find this to be a permanent part of my educational philosophy and practical implementation. I feel it’s important to constantly analyze and reflect on your own work to continue to grow and evolve. “Through the inquiry process, teachers can support with evidence the decisions they make as educators and, subsequently, advocate for particular children, changes in curriculum, and/or changes in pedagogy. Inquiry ultimately emerges as action and results in change.” (pg. 27) By reflecting on my experiences, developing wonderings on how to enhance my practice, putting ideas into practice, evaluating and revising my strategies, and continuing this cycle, I can and do improve my skills in an ongoing manner. An examples of this is my previous study into best practices for pre-service teachers in a post-conference setting using cognitive coaching tools (based on the work of Costa & Garmston, 2002), which I presented at the MOSI inquiry conference in April of 2014. After conducting this research, I was able to collect evidence which demonstrated the effectiveness of the cognitive coaching strategies in this setting, and adjust my post-conferencing strategies to align with what I learned. This has now become a permanent part of my teaching platform, which in turn benefits my pre-service teachers. One of the most important shifts to come in my professional development recently is the emphasis on equity in education and the preparation of teacher educators. Friere, in his well-known book Pedagogy of the Oppressed (1971), discusses at length the need for a more equitable system of education. He references groups of people that are oppressed and those who are the oppressors, and ways to overcome this unjust system. He refers to the traditional method of “banking”, in which students are empty vessels and teachers are the knowledge bringers who fill these vessels with their expertise. This is where I started 23 years ago as a teacher. However, through growth and education, I’ve aligned myself more with Friere’s methods which allow students to have a voice, to share a balance of power with the educator, have a say in what and how they learn, and to engage in dialogue which furthers their own development. “Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality.” (pg. 68) Learning about this critically conscious theory of education has been transformational in my professional and personal growth. I find myself questioning the status quo of our educational system, and empowered to strive towards beneficial changes where necessary. Evaluation of my teaching, my students, and my program should come from those knowledgeable in the field of supervision and teacher education. It should involve reflection, self-evaluation, and uniform standards. It should include dialogue with stakeholders, and opportunities for growth based on feedback and inquiry results. Peer to peer discourse is also an important aspect of evaluation. An example of this type of evaluating can be seen in my teaching. I ask students to reflect and self-evaluate at the close of each lesson. Sample questions include “What was your level of involvement today? How could you maintain or increase your level of involvement? What ideas that we learned about can you apply to your field experience? Describe and give examples.” These types of questions posed to individuals can be used as summative evidence of student progress, but also as formative evidence to plan future instruction. In evaluating myself, I often dialogue with peers to find out how my lesson plans and implemented strategies compare to theirs, while also taking advice and informal feedback to enhance my learning. This occurs in a formal setting, for example at our course instructors meetings, but also informally through conversations and sought out collaborations. USF ranks in the top 100 best public schools in the 2014 Best Colleges edition of U.S. News & World Report. USF graduate level programs, including education, continue to rank among the nation's 50 best in the U.S. News & World Report graduate school rankings. (Points of Pride.usf.edu. University of South Florida). Our program is continually self-evaluating using nationally approved models, earning awards and accreditations. They invite evaluation from outside sources, and seek to constantly improve. Supervision of pre-service teachers is a critical task. A supervisor is the coach, mentor, support system, teacher, counselor, and ultimately gatekeeper for their students. To be the most effective supervisor possible is essential. You are shaping someone’s career, and in this case, not only their future but the future of every student who enters their classroom for 20 years or more. Thus, I take my role as a supervisor seriously. In agreement with Glickman (1985), I feel the goal of supervision is to improve instruction for my students. There are many ideas on how to best implement this concept. Here are my thoughts. Teacher education is turning more towards strong preparation in the classroom through internships, aligned with university coursework. This clinical experience must be coordinated, so that the skills interns acquire in academic settings are transferred to the classroom practice. Yendol-Hoppey and Franco refer to this as linking “theory and research typically taught at the university to the field” (2014). Research shows that when there is a disconnect between what an intern is taught as part of their university coursework and what they are taught by their mentor teacher in the classroom are not paralleled, the intern sides with the mentor’s view. This is powerful, and can turn out teachers whose skills and strategies are not aligned with current best practices. Therefore, there needs to be a rapport and relationship with open communication between the supervisor, mentor, and intern, to address this historical issue. In order to create this type of relationship, time and energy must be devoted. The supervisor needs to work closely with both the intern and the mentor, and get to know them and their students. The triad of adults ideally works together as a team, to the betterment of each, as a collaborative support system. I agree that supervision can be done to teachers, for teachers, or, as Sergiovanni and Starratt propose, with teachers. (2007, p. 5) Previously, I have been on the “done to teachers” side, unknowingly participating in a system which devalued educators and did not foster the professional growth I envisioned. However, it’s my hope that my recent enhanced education regarding best practices in supervision has led to a positive change. My approach to supervision has undergone a dramatic change. Costa and Garmston (2002) propose that an important approach to supervision is cognitive coaching. As mentioned above, I have come to align my practice with this idea. Many interns, particularly those in their senior year, are ready to take charge of their own professional development. This is especially true if they are engaged in self-study and inquiry. If able, a supervisor can recognize the emotional and professional needs of the intern, recognize their level of development and allow their thoughts and ideas to take center stage. This can manifest itself in a formal observation cycle, which consists of a pre-conference, observation, and post conference. For me, this means allowing the intern to identify the area(s) they would like to focus on, and develop a plan for growth. They identify their own critical incidents (Cogan, 1973). My role is a support facilitator. I answer questions when asked, offer ideas if solicited, listen reflectively, ask probing questions, and collect data during the observation. In the post conference, I bring the data and then let the intern share their insights based on this data as well as their own. In accordance with cognitive coaching strategies, I monitor my vocal patterns and body language, referred to as “paralanguage” by Costa and Garmston (2002, pp. 74-78), as well as refrain from offering unsolicited feedback. This non-directive approach allows the student teacher to direct their learning and reflect upon their teaching, while I listen and support non-judgmentally. Although it can be disquieting to a student who is used to taking a backseat and being a passive participant in their own education, then suddenly finding themselves “visible, accountable, and if you will, vulnerable” (Schulman, 2005, p. 9), this active engagement in the coaching cycle is an important one. However, that being said, if an intern is not at a developmentally ready stage for this type of self-directed learning to occur, then a more directive approach is called for. The directive approach indicates I should take a more active role, providing ideas, feedback, directing and informing the intern of my insights into their teaching proficiencies and deficits. This can occur for as long as there is a need. The ultimate goal, however, is to foster their professional growth until they are able to assume the leadership role in their own development. It’s important as a supervisor to assess the needs of the intern, and adjust to the supervisory approach which best fits their current situation. As stated above, the aim is to go from doing “to” and “for” the teacher to doing “with” the teacher (Sergiovanni and Starratt, 2007). Although my evolution began with the Charlotte Danielson based evaluation model, I have walked far down the path. I still hold that many of her ideas about education, evaluation and supervision hold true. Her four domains: planning and preparation, the classroom environment, instruction, and professional responsibilities, are an accurate summary of the most important points in examining teacher effectiveness (Danielson, 2005). My previous approach was one of an evaluator, as the expert in a partnership with novice teachers. I was trained in the “three to glow on, three to grow on” idea of providing feedback. I didn’t know there was another way! But having studied the seminal pieces in the field of supervision, I feel that my repertoire has grown dramatically, and thus so have my skills as an effective supervisor. References: Cogan, M. (1973). Clinical supervision. Boston, MA: Houghton Mifflin Costa, A. & Garmston, R. (2002). The mediator's toolbox. Cognitive coaching: A foundation for renaissance schools (2nd Ed.). Norwood, MA: Christopher Gordon. Dana, N. F. & Yendol-Hoppey, D. (2009). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Thousand Oaks, Calif.: Corwin Press. Danielson, C. (2005). Enhancing Professional Practice: A Framework for Teaching (2nd Ed.)Princeton, New Jersey: Danielson Group, Inc. Freire, P. (1971). Pedagogy of the oppressed. New York: Herder & Herder. Hinchey, P.H. (2010). Finding freedom in the classroom: A practical introduction to critical theory (revised edition). New York: Peter Lang. Glickman, C. (1985). Supervision of Instruction: A Developmental Approach . Boston: Allyn and Bacon Loughran, J. (2006). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. London: Routledge. Sergiovanni, T. J., & Starratt, R. J. (2007, p. 5). Supervision: A redefinition (8th Ed.). New York: McGraw Hill. Shulman, L. (2005). Signature Pedagogies In The Professions. Daedalus, 134(3), 52-59. Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth. Yendol-Hoppey, D. & Franco, Y. (2014). In search of signature pedagogy for PDS teacher education: A review of articles published in school-university partnerships. School-University Partnerships, 7(1), 17-34. Loughran, J. (2006). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. London: Routledge.
Chapter 5 of John Loughran’s book, Developing a Pedagogy of Teacher Education, is titled “A shared language: Conceptualizing knowledge for a pedagogy of teacher education. Episteme is defined as “expert knowledge of a particular problem derived from scientific understandings” and “cognitive in nature.” (pg. 63). In contrast, phronesis is “practical wisdom; it is knowledge of the particularities of a situation. It is knowledge of the concrete not the abstract.” (pg. 64). These terms set the stage for further discussion of the exploration of teacher education programs and the problems that plague them. The author points out a theory to practice disconnect, arguing that there needs to be cohesion in the form of common language and knowledge. Specifically, he proposes the use of “principles, paradoxes, tensions, axioms, summary statements, and assertions” (pg. 80). Various assumptions and program principles are outlined, with the theme being a need for a unified front in programs that prepare teachers. The ideas of self-study, reflection, and teacher inquiry are also included. I specifically enjoyed the description of the program principles developed by Northfield and Gunstone (1997). I agreed with their philosophy of education programs which understands that students arrive with prior experiences which should be considered when implementing instruction. This prior knowledge influences how new ideas are absorbed. Additionally, collaborating with peers is an important part of learning. Most importantly, the instruction at the university should model the types of learning experiences being taught. It’s not enough to tell students use active learning and collaborative strategies, you have to show this in your class. I go back to the co-teaching I did with a professor who week after week taught about active learning by displaying a PowerPoint slide and lecturing while her students sat still and silent for an hour. The dichotomy was obvious and students learned more by what she did than what she said. I think of the Emerson quote, “Your actions speak so loudly I cannot hear what you’re saying.” We need to be that exemplary example for our pre-service teachers, or the message is meaningless. Svinicki, M. & and McKeachie, W. J. (2014) McKeachie’s teaching tips: strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Ch. 18, Teaching Large Classes (You can still get active learning!) Chapter 18 is another well written, practical guide for teacher educators working at the university or college level. This section explains how to handle important considerations such as using blended learning as an alternative strategy, meaning portions of the class can be held face to face, supplemented by online learning. These online experiences can take the form of online discussions, assessments, portfolios, podcasts, and using websites as resources. Facilitating active learning comes next, with ideas on how to manage large groups while still facilitating discussion and dialogue based learning, which is supported by research as resulting in greater learning than the more passive lecture format. Here again, technology is seen as enhancing instruction. Further, writing can also be incorporated, but in a more truncated format, such as the minute paper, quick summaries, social media related sharing (tweets and posts) or half sheet responses. Calibrated peer review is seen as a way to provide feedback and teacher feedback to groups who share the same ideas or questions. Student anonymity is discussed, and ways to enhance the personal connection with students, even in very large classes. The main idea is that every effort on the part of the teacher supports this goal, even if not all students are reached. Methods such as coffee discussions, online office hours, notes to students, feedback on their work, expressions of concern when not doing well, and encouraging students to form study groups have shown some success. Above all, being organized and planning ahead is essential when teaching a large course. Test preparation, having an online communication method and a class website are critical. Training and supervising teaching assistants is considered, with concrete tips about planning together in weekly meetings and observing classes is advised. Designing courses for active learning is still possible with a large group, though it can take more advanced planning and reliance on technology. Not having taught a very large group of students at the university, the connections I made were of being a student myself many years ago. I recall being one anonymous kid in a class of 200, not knowing the professors name and them certainly not knowing mine. As a good student, I was able to still thrive in these industrial type settings, though I can’t say the learning was significant or permanent. I remember being shocked at the size of these classes and that the professors never know if you attended or not. I don’t want my students to ever feel this way. I pride myself on getting to know each and every student in my classes, and developing a personal yet professional relationship with them. Having taken online courses as part of my master’s degree, I see that there can be a more personal connection if the professor makes the effort, but the connection again is largely anonymous and devoid of personal connection which can enhance learning. Svinicki, M., & McKeachie, W.J. (2014). McKechie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
Ch. 17 Technology and Teaching written by Erping Zhu & Matthew Kaplan, University of Michigan Technology can be used to enhance teaching and learning when aligned with course goals and teaching philosophy. Zhu and Kaplan examine the role of technology through three questions: How will technology enhance teaching and learning? What considerations go into teaching with technology? What is the impact of technology on teaching and learning? Under the heading of how technology can enhance teaching and learning, the authors stress the opportunities now available through online resources such as class blogs, wikis, posted study guides, notes, primary sources, art and design, simulations, social networks, PowerPoints, and webinars. Email and real time discussions also offer opportunities for enhanced learning opportunities, when used correctly. Technology is not a guarantee that learning will occur, but do provide resources which can open the door for further opportunities. Within this, “teaching with technology involves four major components: the students, the instructor, course content, and technology tools”. (pg. 235) The students and instructor are obvious pieces, with course content including specific subjects and goals, and technology as it is accessible and relevant to the learning and the learner. A warning is sent to teachers to beware the trap of teacher centered learning when using software such as PowerPoints or clickers, or watching lectures and reading electronically. The authors go into more detail for certain technology tools, such as clickers, blogs, wikis, lecture capture, course management systems, course websites, and student technology projects. The tips are practical and easy to read. I was able to connect to the reading in many ways, including the role of the instructor in using the technology. There are areas I would love to incorporate into my teaching but do not feel skilled enough to do so confidently. For example, I would like to use Smart board or Promethean board technology more often. I attended a training in the iTeach lab about this, which was amazing. But not having actually done it myself, I hesitate. I know most of my students are well versed in this technology, and I don’t want to appear technically illiterate. I know I should seek their help and co-teach with one or two of them, and I do plan to do so. But it’s a leap of faith to trust them and trust myself in making this a permanent part of my repertoire. Would it enhance learning? Yes, I think it would. The interactive and engaging nature of this technology is alluring. I think my students would enjoy it and it could increase engagement and motivation. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
April 2016
Categories
All
|