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Learning and Educational Technology Research Unit
Teachers’ learningTeachers’ learning
4.10.2012Niina Impiö
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Content
• Teachers’ knowledge• Teachers’ collaboration • Teachers’ technological
pedagogical content knowledge
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Changes at teachers’ work
• There is ongoing pressure for developmental changes in education (e.g. educational innovations, technology-enhanced learning).
• This require both changes in teachers’ ways of thinking about student learning and changes in their teaching practices.
• There is a need for changes in knowledge, beliefs, emotions and teaching practices (Bakkenes, Vermunt & Wubbels, 2010).
• These changes require continuous teacher professional development (e.g. Sahlberg & Boce, 2010).
• Too often educational innovations have failed because they did not recognize the need for teacher learning (c.f Lieberman & Pointer Mace, 2008)
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
• When there is need to change the pedagogy of the school, teachers are expected to adapt their way of teaching accordingly. They have to– develop another vision on learning and teaching– be motivated to learn about the new pedagogy– understand what the innovation is good for– develop skills to bring the innovation into practice– form experiments with the new pedagogy in order to learn– form part of a community of teachers who all are
learning new things
Teaching is highly demanding, high-performance profession in which teachers must rapidly make many decisions in a highly complex and time-pressured conditions
We have to see teachers as the adaptive expertisers (e.g. Crawford, Schlager, Toyama, Riel & Vahey, 2005)
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Teachers’ Learning
• In recent years, teacher learning has become an important topic in educational research.
• How teachers learn at work?– learning by experimenting– learning in interaction– using external sources– consciously thinking about one’s own teaching
practices(Kwakman 2003, Lohma & Woolf 2001, Van Eekelen et al. 2005)
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Teachers’ Learning
• Teachers’ conceptions of learning direct their teaching practices, it providing a pedagogical frame for teaching methods they use.
• Conceptions of learning relate closely to the concept of pedagogical content knowledge (PCK) (Shulman 1986; 1987)
– Three components of knowledge
Pedagogical knowledge (PK)Content Knowledge (CK)Pedagogical Content Knowledge (PCK)
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
• Pedagogical knowledge (PK)– is teachers’ deep knowledge about the processes and practices
or methods of teaching and learning– applies to understanding how students learn, general classroom
management skills, lesson planning, and student assessment
– A teacher with deep pedagogical knowledge undestands how students construct knowledge and acquire skills and how they develop habits of mind and positive dispositions towards learning. As such, pedagogical knowledge requires an understanding of cognitive, social, and developmental theories of learning and how they apply to students in the classroom.
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
• Content Knowledge (CK)– is teachers’ knowledge about the subject matter to be learned or
taught– would include knowledge of concepts, theories, ideas, organizational
frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge
• Pedagogical Content Knowledge (PCK)– transformation of the subject matter for teaching– transformation occurs as the teacher interprets the subject matter,
finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge
– covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculumn, assessment, and pedagogy
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
• Collaboration and it’s impact on pedagogical practices is important for teachers’ professional development. (Barab & Squire, 2002; Barab, Makinster & Scheckler, 2003; Goddard, Hoy & Woolfolk Hoy, 2004 Yuen, Law & Wong, 2003).
• Despite increased collaboration between teachers and between schools, it seems that teachers’ collaborative working culture still needs to be developed (e.g. Ilomäki, 2008).
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
COLLABORATIVE LEARNING(e.g. Dillenbourg, 1999; Roschelle & Teasley, 1995)
• “a coordinated synchronous activity that is the result of continued attempt to construct and maintain a shared conception of a problem” (Roschelle & Teasley, 1995)
• “is a situation in which two or more people learn or attempt to learn something together” (Dillenbourg, 1999)
• Activities characterized as teachers collaboration – Joint teaching and collaborative teaching methods – Interaction between colleagues and others– F2f and computer-mediated interaction – Joint problem solving processes pedagogical innovations
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Collaborative working starts effective
learning mechanism.
Collaborative working starts effective
learning mechanism.
Asking and explaining
Argumentation and giving feedback
Knowledge sharing
Learn from others learning and teaching strategies
(esim. Dillenbourg, 1999; Roschelle & Teasley, 1995)
E6
Learn to work collaboratively!
Teachers are more willing and feel more capable to use collaborative teaching methods in their work after they have had own experiences from collaborative learning, and after they have studied theories of collaborative learning.
Teachers feel that due to being familiar with collaborative learning both in theory and practice, they are more confident to recommend collaborative working methods while working together with colleagues.
Teachers’ attitudes toward collaborative work has changed, which has influenced to their work both in teaching methods and collaboration with colleagues.
(Impiö, 2011)
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Collaboration among teachers (Little, 1990; Rosenholtz, 1989)
• FIRST LEVEL ”storytelling and scanning”– occurs in staff rooms or in hallways– moment-by-moment exchanges
• SECOND LEVEL ”aid and assistance”– critically look one’s teaching practice
• THIRD LEVEL ”sharing” or ”exchaning instructional materials and ideas”– regularly sharing materials, methods an opinions– allow teachers to make their daily teaching routines accessible to other
teachers which promotes productive discussions of the curriculum
• FOURTH LEVEL ”joint work” or ”instructional problem-solving and planning”– teachers feel a collective responsibility for the work of teaching
Ilomäki and Lakkala, 2005
5
The goals of the school The content of the vision, The vision of using ICT, The content of school's strategy for using ICT, The importance and centrality of the visions and strategies.
Expert-like working culture in the school Practices for sharing knowledge and distributing expertise, Networking: principal, teachers and students; both internal and external, Commonly agreed and appropriate ways of working, Community's collective memory, common development projects.
Leadership The role of the principal, Shared leadership and responsible teams, Principal's networking.
Teacher community's working culture Uniformity of the visions, Pedagogical collaboration and its density, Sharing of expertise, Community’s internal networking, Discussion culture, Development culture.
Pedagogical practices Pedagogical conceptions in general, Conceptions of the pedagogical use of ICT, Learning tasks that exploit ICT, Support for knowledge management skills, ICT as school's common pedagogical tool
The ICT resources Adequateness of the ICT-resources, Technical equipment, The level of students’ and teachers’ skills and use of ICT, Technical and pedagogical support available
Multilevel model of an innovative, knowledge-creating school
Kaisto, Hämäläinen & Järvelä. (2007)http://herkules.oulu.fi/isbn9789514286780/
Example 1
TEACHERS’ NETWORKS
Kaisto, Hämäläinen & Järvelä. (2007)http://herkules.oulu.fi/isbn9789514286780/
Example 2
Example 3
LET.OULU.FI [email protected] and Educational Technology Research UnitLearning and Educational Technology Research Unit
Technology has increased networking
and collaboration among teachers
E4 E5
LET.OULU.FI [email protected] and Educational Technology Research UnitLearning and Educational Technology Research Unit
TPACK Framework (Koehler & Mishra 2009)
• describe how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology
http://tpack.org/
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
1. Technology knowledge (TK)
– is knowledge about standard technologies such as books and chalk and blackboard, as well as more advanced technologies such as the Internet and digital video
– indicates teachers’ skills to use different technologies and awareness of the different possibilities and constraints that technologies have
– indicates also interest in technological development and different technologies
– knowing what kind of software there are, for what purposes and how to use them
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
2. Technological content knowledge (TCK)– is knowledge about the manner in which technology
knowledge (TK) and content knowledge (CK) are reciprocally related to each other
– refers to understanding of the connection between different technologies and knowledge about the content area
– means teachers’ understanding of which technologies and software work with certain topics, how the technology used and content to be taught influence and possibly constrain each other
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
3. Technological pedagogical knowledge– an understanding of various technologies as they are used in
teaching and learning settings, and conversely, knowing how teaching might change as the result of using technologies
– means understanding how teaching and learning changes when introducing and using different technologies
– refers to understanding of the benefits and constrains of different technologies when using them in teaching, indicating deep understanding of the characteristics of technologies available.
• This area of knowledge is important when we consider software used in teaching. Software such as social software or office tools is rarely designed specifically for teaching. This leaves the teacher to decide and apply them in teaching based on his or her judgment on the benefits of different tools for learning (Valtonen, 2011).
LET.OULU.FI [email protected] and Educational Technology Research UnitLearning and Educational Technology Research Unit
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Niina Impiö ([email protected])
THANK YOU!
Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
References• Fullan, M. (2002). The Role of Leadership in the Promotion of Knowledge Management in
Schools. Teachers and Teaching: theory and practice, 8(3/4), 411-419.• Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers Work and Culture in
the Postmodern Age. London, Cassell.• Hargreaves, D. (1999). The knowledge-creating school. British Journal of Educational Studies,
47(2), 122-144.• Ilomäki, L., & Lakkala, M. (2005, August). A framework for investigating school development
through ICT. A paper presented at the 11th Biennial Conference for Research on Learning and Instruction (EARLI), Nicosia, Cyprus.
• Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32 (2), 131-152.
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from: http://www.citejournal.org/vol9/iss1/general/article1.cfm
• Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harward Educational Review, 57(1), 1-21.
CONTENT
Example 3: “We have a very small community in our school, and we all use ICT in
our work. When we have been doing together projects it has advanced togetherness. We have like a special group’ in our school, because we
have something to share.” _ _ _
Example 4: “I can say that when two teachers, who have used ICT in teaching, get
together, there is always something to discuss.”
What is the role of ICT in teachers’ collaborative practices?
TOOL
Example 5: “We got Reissuvihko (management system for register e.g. absences,
schedules and homeworks) last autumn. [...] it has been incredibly good, a huge step in promoting collaboration between home and
school, and unexpectedly also, and may be more, inside our school, promoting communication between workmates. […] Unexpectedly this same application has increased information sharing between
children and teachers.”
What is the role of ICT in teachers’ collaborative
practices?
Example 6: “I like to have collaboration because it gives me
opportunities to share ideas. I will repeat same things easily in my teaching without new
ideas. For the reason to develop my work, I have to be active and communicate with my colleagues.”
How teachers’ collaboration supports them expanding their expertise?
