The Impact of Tech-Enabled Participatory Practices on Self-Reported and Enacted TPACK
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PRESENTATION OUTLINE
Employing the TPACK Framework to Prepare Preservice Educators to Address Issues of Equity for Students with Special Needs
Elizabethtown College @shannonhmize
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Research Questions
- What is the impact of participatory course experiences on self-reported levels of TPACK skills?
- Are self-reported levels of TPACK consistent with enacted TPACK skills evidenced in lesson planning?
- What are advantages and disadvantages of using digital tools to craft participatory learning experiences?
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Design
- Mixed methods, case study
- 2 cohorts: 50 participants
- series of 5 special education courses
- Web 2.0 tools embedded to create/teach
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course design challenges
- differentiate instruction
- allow participants to co-create aspects of the course
- content creation and sharing
- social
- extend beyond class time into professional networks and spaces
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Web 1.0 vs web 2.0
- publishing vs participation
- centralized expertise vs distributed expertise
- individual intelligence vs collective intelligence
- individual vs collaboration
- ownership vs sharing
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- stability vs innovation
- status quo vs creative "rule-breaking"
- information broadcast vs. relationship
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TPACK
Jenkins' (2009) Participatory Culture
- low barriers to expression
- strong support for creating and sharing
- informal mentorship
- believe their contributions matter
- social connection
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courses
- mobile technology policy
- digital curation assignment
- Personal Learning Network (PLN)
- back channeling
- Twitter chat
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Twitter for learning?
- new literacy practice (Greenhow & Gleeson, 2012)
- course hashtags
- sharing knowledge & understanding
- increased engagement (Junco, Heibergert, & Loken, 2011)
- "new ethos" (Lankshear & Knobel, 2006)
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digital curation assignment
- capitalize on affordances of digital tech and social media
- support lifelong learning
- address research to practice gap
- develop digital literacy skills
- cultivate relationships and build dynamic system
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- develop and document a PLE and PLN over the semester
- reflect and respond to resources and participation
- active participation in professional spaces online
assignment description:
1. Cultivation over the course of the semester of a variety of resources on topics pertinent to education and support for students with ASD/EBD
2. Capturing a synthesis of these resources in Storify.
3. Use Storify to respond, reflect, and examine the PLN that you have created and examples of how the resources, dialogue, and information have influenced your thinking. Your text should provide evidence of your engagement with at least 10 PLN sources. These sources can be Ning groups, Twitter feeds, blogs, wikis, Facebook, social bookmarking.
4. In class sharing
Rubric:
Variety of sources 18 - 25
At least 8 different sources are represented in the PLN at least 4 citations from each. These sources and citations include a variety of media, forums, and digital spaces and clearly relate to education – especially as it is pertains to students with ASD/EBD 10 - 18
Either fewer than 8 sources are cited or fewer than 4 pieces of media from each source are used. Citations represent some variety in media, but not evidence fluent use of different digital spaces. The connection to education and students with ASD/EBD is not well developed. 0 - 10
Five or fewer sources are represented in the PLN. Citations include a narrow choice of digital spaces (for example, the PLN consists primarily of Tweets). The connections to education and students with ASD/EBD are weak.
Effective curation
18 - 25
Storify is used to capture significant contributions from PLN. Citations are organized, captions provided, and commentary included. 10 - 18
Most or all citations are presented without captions and/or commentary, are not organized, and/or do not represent significant contributions. 0 - 10
Few citations are presented with captions and/or commentary. Significance of citations is less clear.
Evidence of reflection 18 - 25
Storify curation includes at least four examples of critical reflection that develops over the course of the semester as new topics are discussed. Insightful and informative sharing with peers during class sharing. 10 - 18
Fewer than four entries that evidence significant and developing critical reflection over the course of the semester. Brief sharing with peers during class sharing. 0 - 10
Little to no evidence of critical reflection or shallow reflection (i.e. “I really liked this article” as the only reflection provided). Limited sharing with peers during class sharing.
Participation 18 - 25
Ample evidence of active participation in 2 of the 10 spaces included in the PLN. Participation includes contribution to ongoing dialogue and engagement with group activities. Participation grows and is active throughout the semester. 10 - 18
Sufficient evidence of participation in 2 of the 10 spaces included in the PLN. Evidence of participation is sporadic or limited (i.e. the last few weeks of class) 0 - 10
Little to no evidence of participation in spaces in the PLN. Evidence of participation is limited (i.e. liking a post on Facebook) and limited to a short time frame (i.e. all comments made during the last week of class)
Total Points: ______________________/100
1. Cultivation over the course of the semester of a variety of resources on topics pertinent to education and support for students with ASD/EBD
2. Capturing a synthesis of these resources in Storify.
3. Use Storify to respond, reflect, and examine the PLN that you have created and examples of how the resources, dialogue, and information have influenced your thinking. Your text should provide evidence of your engagement with at least 10 PLN sources. These sources can be Ning groups, Twitter feeds, blogs, wikis, Facebook, social bookmarking.
4. In class sharing
Rubric:
Variety of sources 18 - 25
At least 8 different sources are represented in the PLN at least 4 citations from each. These sources and citations include a variety of media, forums, and digital spaces and clearly relate to education – especially as it is pertains to students with ASD/EBD 10 - 18
Either fewer than 8 sources are cited or fewer than 4 pieces of media from each source are used. Citations represent some variety in media, but not evidence fluent use of different digital spaces. The connection to education and students with ASD/EBD is not well developed. 0 - 10
Five or fewer sources are represented in the PLN. Citations include a narrow choice of digital spaces (for example, the PLN consists primarily of Tweets). The connections to education and students with ASD/EBD are weak.
Effective curation
18 - 25
Storify is used to capture significant contributions from PLN. Citations are organized, captions provided, and commentary included. 10 - 18
Most or all citations are presented without captions and/or commentary, are not organized, and/or do not represent significant contributions. 0 - 10
Few citations are presented with captions and/or commentary. Significance of citations is less clear.
Evidence of reflection 18 - 25
Storify curation includes at least four examples of critical reflection that develops over the course of the semester as new topics are discussed. Insightful and informative sharing with peers during class sharing. 10 - 18
Fewer than four entries that evidence significant and developing critical reflection over the course of the semester. Brief sharing with peers during class sharing. 0 - 10
Little to no evidence of critical reflection or shallow reflection (i.e. “I really liked this article” as the only reflection provided). Limited sharing with peers during class sharing.
Participation 18 - 25
Ample evidence of active participation in 2 of the 10 spaces included in the PLN. Participation includes contribution to ongoing dialogue and engagement with group activities. Participation grows and is active throughout the semester. 10 - 18
Sufficient evidence of participation in 2 of the 10 spaces included in the PLN. Evidence of participation is sporadic or limited (i.e. the last few weeks of class) 0 - 10
Little to no evidence of participation in spaces in the PLN. Evidence of participation is limited (i.e. liking a post on Facebook) and limited to a short time frame (i.e. all comments made during the last week of class)
Total Points: ______________________/100
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Storify
- Web 2.0 tool designed to allow curation
- allows user-created content
- easy drag and drop format
- mobile app and desktop versions
- bookmarklet
Sample student storify:
http://storify.com/B__Hansberry/classroom-management-for-autism-spectrum-di...
http://storify.com/B__Hansberry/classroom-management-for-autism-spectrum-di...
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back channel
- use of social media as an "along side" dialogue
- 2nd classroom display
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Methodology
- Pre/post administration of the Survey of Preservice Teachers' Knowledge of Teaching and Technology (Schmidt et al., 2009)
- Qualitative analysis of focus groups
- Review of lesson plans
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process & results
- setting up the back channel was a pain
- the feed was difficult to manage
- students posted random stuff
- students did not always make good choices
- students were not prepared to use storify or twitter
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- students struggled with open-ended, creative
- semester-long project was challenging
- it didn't always work because technology
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the good
- captured the spirit of the original goals
- robust products
- connections with other professionals
- significant learning in content and other
- changed the dynamic of the classroom
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the good continued
- students posted random stuff
- it was sometimes uncomfortable for me
- evolved
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action research model
- examine
- improve
- scaffold
- appropriate vs inappropriate use
- other tools?
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evolution
- fewer classes w. back channel
- tweaked the rubric
- incorporated more scaffolds
- discussions on appropriate online behavior
- examples of how to participate - Twitter chat
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cool things
- used storify to capture twitter chat
- trending
- local chats
- impact in K-12 classroom
- connections beyond class - tweeting the bully event
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- use of multimedia to create - Vine, photos
- capturing of materials generated in class and tweeting
- student feedback
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Theme: assignment was uncomfortable
- "I was apprehensive coming into this assignment"
- "One thing that I thought was going to be hard was participation"
- "... I was very nervous. I have never been very comfortable with technology and the idea of creating an entire personal learning network was very overwhelming and intimidating."
Theme: beneficial in the end
- "I am a lot more comfortable finding and pulling in important information from a variety of sources"
- "This project has allowed me to communicate and collaborate with others to further my education"
Theme: mobile tech is engaging
- use of mobile technology in the classroom increases engagement. Responses included phrases like “… it definitely made things more interesting”, “ …. It is something that holds my attention”, “helped to teach the information in a more current way”
Theme: translation to K.12
- "After playing with Storify and getting the hang of it I started thinking about how I could use this in my classroom"
- "Because of this project, I am now more confident in my abilities to navigate new technologies. We need to be structuring activities in our future classrooms that will have similar end results"
Quantitative Results
- Significant increase on the following sub scales: PK, TPK, TPACK
- Lesson plans did not exemplify enacted TPACK - most used tech for display and/or practice
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