The Power of Blogging for Teachers’ Professional Growth

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SITE Presentation 2: Three Cases of Blogging in Teacher Education

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The Power of Blogging for Teachers’ Professional Growth: Three Cases of Blogging in Teacher Education :

The Power of Blogging for Teachers ’ Professional Growth: Three Cases of Blogging in Teacher Education Tina Chaseley Northern Arizona University

The Power of Blogging for Teachers’ Professional Growth: Three Cases of Blogging in Teacher Education:

The Power of Blogging for Teachers’ Professional Growth: Three Cases of Blogging in Teacher Education This Best Practices session will explore the power of reflective blogging for teachers’ professional growth . W e will examine the “what, why, and how” of three college of education courses that use blogging to facilitate growth and professional development.

Theoretical Framework: Knowles’ Principles of Adult Learning Theory:

Theoretical Framework: Knowles’ Principles of Adult Learning Theory Knowles, Holton, & Swanson (2005 ) explain: The “Need to know” Learner’s Experiences Learner’s Self-Concept Readiness to Learn Orientation to Learning Motivation

. :

. Dewey (1916), Piaget (1973), Vygotsky (1978), and Bruner (1996 ): role of the instructor in a constructivist environment is one of a facilitator, where the learner solves real life problems, actively constructs new knowledge based on their prior knowledge, and guides collaborative work (Huang, 2002).

Why Use Blogging to Support Reflective Practice?:

Why Use Blogging to Support Reflective Practice? Optimal adult learning environments link subject matter to real world applications A dults acquire practical knowledge by doing rather than just memorizing (Pappas, 2014) Social media provides opportunities for learners to: explain their ideas, contribute expertise, solve problems through teamwork, engage in constructive argumentation, and internalize information by assimilation and accommodation … ( Kimmerle et al., 2015).

Supporting Literature:

Supporting Literature Teacher Education Self-Regulation Reflective Practice Social Constructivism

Application-Example 1:

Application-Example 1 What… This example demonstrates how Blogger was utilized in a Teacher Aid Practicum course http://3.bp.blogspot.com/-N5pqM36n-44/ UjqKIp-HbrI / AAAAAAAABso /X68MWq-Mz0o/s1600/ blogger.png

Why:

Why The practicum reflection blog i s used to push the thinking of teacher candidates in relation to the theory-practice connection. Candidate -to-candidate and candidate-to-instructor collaborative relationships are forged in this example through the interactive component of blogging.

How:

How B log Reflection Prompt : DEAL Model for Critical Reflection (Describe, Examine, Articulate Learning ). Students list three classmates and the instructor as readers/commenters of their blog entries. Peers provide encouragement, questions, and suggestions, and the instructor provides scaffolded feedback.

Rationale :

Rationale Bryant and Bates (2015) point out the importance of matching online tools to course objectives . The design of ECI-308 outlined in this paper puts blogging at center stage in support of: InTASC Standards 9 and 10, which focus on growing and developing professionally and reflecting on teaching Pre-service teacher dispositions: a) reflective practice, b) awareness of content knowledge limitations, and c) a willingness to learn from others.

Application-Example 2:

Application-Example 2 What… This example demonstrates how Blogger was utilized in a 400 level educational technology course. http://3.bp.blogspot.com/-N5pqM36n-44/ UjqKIp-HbrI / AAAAAAAABso /X68MWq-Mz0o/s1600/ blogger.png

Why:

Why This course is designed to teach pre-service teachers technology strategies to successfully and seamlessly integrate technology into teaching . Based on AZ Professional Teaching Standards & ISTE National Educational Technology Standards for Teachers

How… Blog Posts:

How… Blog Posts Students read an introduction to reflective writing and are provided with directions on how to create a blog using Blogger. Post 1: describes the students’ philosophy of education, experiences using technology, what technology integration means to them, and how they think they will use technology in their future classrooms. P ost 2: related to creating and presenting scenarios from a jigsaw activity that involves research on Global Digital Citizenship (GDC).

Global Digital Citizenship Prompts:

Global Digital Citizenship Prompts In what learning environments would the technology resource I presented be appropriate ? In what learning environments would the technology resource I presented NOT be appropriate ? How might it be modified to be appropriate ? What do you now know that needs to be considered when using technology in the classroom?

Slide15:

Next… Students go through two rounds of lesson planning, reflecting on planning , teaching the lesson, and reflecting on teaching experiences.

Final Phase of Blog Reflection: Create a Video:

Final Phase of Blog Reflection: Create a Video Example... https ://www.youtube.com/watch?v=3qiPtFJcUgY&feature= youtu.be

Application-Example 3:

Application-Example 3 What… This example demonstrates how Blogger was utilized in a 700 level curriculum and instruction course. http://3.bp.blogspot.com/-N5pqM36n-44/ UjqKIp-HbrI / AAAAAAAABso /X68MWq-Mz0o/s1600/ blogger.png

Why:

Why This course explores issues and approaches to curricular development, evaluation, and instructional processes in higher education. Students’ blog postings will help them develop a sense of audience, voice, and ownership; build awareness about issues; and share information and best practices with one another. Examine challenges involved in applying Curriculum & Instruction theory

How:

How A pre/post survey will be administered to determine personal interests, goals, the types of social networks being used, comfort level with blogging, and awareness of institutional social media policy and guidelines. A class blog will be created and individual students’ blog posts will focus on an interest-based position on a current educational issue or trend in higher education instruction.

How… Blog Posts:

How… Blog Posts Topic Examples: Roles and Responsibilities of Faculty Accreditation The Adult Learner Governing Boards/Trustees Professional Organizations and Associations Academic Affairs

Prompts:

Prompts Post 1: What do you already know about the topic? What opinions? Q uestions, and/or clarifications? How is the topic connected to your teaching or work context? Post 2: Research and disseminate the main points of the topic using the blog rubric as a guide. Post 3: Pull it all together. How will researching about this topic influence your current teaching or work practice? What assumptions were revealed? What connections did you make to other blog posts?

Rationale:

Rationale This design encourages teachers to: take ownership of their learning think critically about classroom practice from a variety of perspectives

Blogging:

Blogging Yang (2009) points out that “blogs pull together several of the most recommended pedagogies from learning theory: scaffolding , student -centered learning, the incorporation of multiple perspectives, and the use of learning communities” (p. 14).

David Lassner posits that…:

David Lassner posits that… “The real power of interactive technologies is that they let us learn in ways that aren’t otherwise possible or practical” (as cited in Gupta, 2015)

Questions?:

Questions? Thank you for coming! Contact Info: [email protected]

References:

References Bryant , J., & Bates, A. (2015). Creating a constructivist online instructional environment. Techtrends : Linking Research & Practice To Improve Learning , 59 (2), 17-22. doi:10.1007/s11528-015-0834- 1 DEAL Model for Critical Reflection - Squarespace . ( n.d. ). Retrieved September 10, 2016, from https://static1.squarespace.com/static/51a00182e4b00ebfe3c66f62/t/522645cbe4b05edb50d791a6/1378239947935/DEAL Model for Critical Reflection.pdf

References:

References Huang, H. M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology , 33 (1), 27-37. Killeavy , M., & Moloney , A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers?. Teaching & Teacher Education , 26 (4), 1070-1076. doi:10.1016/j.tate.2009.11.002 Kimmerle , J., Moskaliuk , J., Oeberst , A., & Cress, U. (2015).  Learning and collective knowledge construction with social media: A process-oriented perspective . Educational Psychologist, 50, 120-127.

References:

References Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development. Amsterdam : Elsevier. Pappas, C. (2014, August 15). 9 tips to apply adult learning theory to eLearning. Retrieved November 5, 2016, from https://elearningindustry.com/9-tips-apply-adult-learning-theory-to- elearning Rinke , C.R. et al. "Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education." Information Technology and Constructivism in High Education: Progressive Learning Frameworks. Ed. Carla R. Payne (IGI Global, 2009), 303-318 . Yang, S.-H. (2009). Using blogs to enhance critical reflection and community of practice. Journal Of Educational Technology & Society , 12 (2), 11-21.