AUCEi Final Final 2015

AUCEI Conference 2015 AUCEI Conference 2015

Association of Ubiquitous Association of Ubiquitous and Collaborative Educators and Collaborative Educators

international international

Daithi Ó MurchúDaithi Ó Murchú 2015 2015

BackgroundBackground

Digital Schools of Distinction Digital Schools of Distinction IrelandIreland

Digital Schools of Distinction is a flagship programme of the DES Ireland, which aims to promote,

recognise and encourage excellence in the use of

technology in primary schools.

BackgroundBackground

Digital Schools of Distinction Digital Schools of Distinction IrelandIreland

This Digital Schools of Distinction programme is an accreditation, which primary schools can attain by demonstrating excellence in their approach to the integration of ICT in learning and teaching. The benefits of receiving this accreditation include access to an ICT support network, a toolkit to develop an ICT plan for every school, links with other schools in Ireland and external recognition through a nationally recognised award.

Education Education Centres Centres IrelandIreland

An enquiry into teachers’ perceptions of An enquiry into teachers’ perceptions of Technology-Enhanced Teaching and Technology-Enhanced Teaching and Learning in Primary Schools (DSoD).Learning in Primary Schools (DSoD).


Excellence?? Truth??Excellence?? Truth??

Data AnalysisData Analysis•Questionnaire Questionnaire (QUAN/QUAL) SPSS (Statistical Package for the Social Sciences).

•Dedicated weblogs and forums Dedicated weblogs and forums (QUAL) (COPs) Data coding : Nvivo/frequency tables and crosstabulation.

•A/r/tography A/r/tography (QUAL) (artistic, poetic and graphic reflections/The spaces in-between) Data coding : NVivo/cross-tabulation.

My Hopes for the ResearchMy Hopes for the Research

Daithi Ó MurchúDaithi Ó Murchú 20152015


Question the conventionalQuestion the conventional


Reveal ConflictReveal Conflict


Seek an open debateSeek an open debate


Be guided by transformative Be guided by transformative visionvision


Unmask oppressive practiceUnmask oppressive practice


Politicize the seemingly unpoliticalPoliticize the seemingly unpolitical


Avoid Profound “Avoid Profound “TRUTHSTRUTHS” ”


Trace broader structures in the local Trace broader structures in the local situationsituation

My Hopes for the ResearchMy Hopes for the ResearchCreate new conceptsCreate new concepts


Stimulate new practiceStimulate new practice

The How….The How…. A/r/tography (Irwin & de Cosson, 2004)

The primary methodology used for this research

study is a/r/tography, an arts-based inquiry that allows me to mashup participatory action research, narrative inquiry, hermeneu tic phenomenology, and autobiographical self-study (Heidegger, Gadamer, and

Ricoeur). It is a relatively new qualitative research methodology that combines the Greek graphia, or writing, alongside the identities of art ist, research and teacher, hence the a/r/t of a/r/tography.


A/r/tography allows for new understandings in

educational research. It is a methodology that flows from the artist/researcher/teacher in praxis.

Working within a scaffolding of metaphors and metonyms We engage in the three-dimensional

(nested) praxis of a sculptor walking/writing an understanding of this active, engaged and

embodied working process.


A sculpture defines itself through itself; it references the world as a living embodiment of its surroundings, in relational aptitude, it points to comprehensible (possibilities) for all who seek. Its (possible) simplicity transcends “boundaries imposed by outmoded discipline-based structures” (Gude, 2004, 8). It has a multiplicity of meanings through the lenses of postmodernism and (non)modernism, a pluralistic understanding contextualized by its location and the prior knowledge of a viewer who engages in a dialogic (Bakhtin, 1981; de Cosson, 2004; de Cosson, 2001) viewing relationship.


A significant component of my research posits the

participants and myself as artists, inquirers and both teachers and learners through a/r/tography (Irwin & de Cosson, 2004).

Traditional qualitative data gathering methods, such as field notes, photo graphs, and interviews, are used in relation to artmaking, cre ative writing, performance, and reflection (Barney, 2006).


Association of Ubiquitous Association of Ubiquitous and Collaborative Educators and Collaborative Educators

international international

Daithi Ó MurchúDaithi Ó Murchú[email protected]@gmail.comcomwww.domurchu.cowww.domurchu.comm

AUCEi Final Final 2015

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