"I Really Didn't Do Anything", Seann Dikkers
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“I Really Didn’t Do Anything” Seann Dikkers University of Wisconsin - Madison
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Transcript of "I Really Didn't Do Anything", Seann Dikkers
“I Really Didn’t Do Anything”
Seann DikkersUniversity of Wisconsin - Madison
Students
Students
InformalInformal
TraditionalTraditional
Teachers
Teachers
InformalInformal
TraditionalTraditional
Certification
Courses
Methods
Theory
Management
Student Teaching
PDPD
InformalInformal
What do we know about the learning trajectories
of 21st century teachers?
Is there such a thing as 21st century professional
development?
What needs to be learned for us to develop
relevant teacher training?
What professional development
trajectories have facilitated teaching with 21st century
tools?
Finding innovative practitioners?
Interview R1 Community Context Tools
Public Face?
1 RuralHigher Ed
PrivateBroken Tech
Speaker
2 RuralMS Math
PublicOnline Tools
TED/Speaker
3 SuburbanHS Science Public Alt
MobileSpeaker/Published
4 SuburbanES Writing
PublicMassive
MultiplayerSpeaker/Online
5 UrbanHS Social Private
Strategy Gaming
Speaker/Published
6 UrbanES English
PublicVirtual Worlds
Speaker/Online
Wow, WoW lens
Second life in class
WoW in class
Strategy games in class; the book Oh, and 1 to 1 laptops
AR Civic Activism
Broken Tech Learning
Media production guru
Qualitative Study• Participants with a common quality; (Use
21st century tools to innovate practice).
• Purposeful sampling of diverse contexts.
• Interviews, administrative interviews, collegial interviews, and artifact analysis.
• Phase 1 - n=6, 24 interviews (30-120min)
• Phase 2 - n=37, 111 interviews (20-30min)
Phase 2Focus on national awards, innovative practices with technology, recognized
achievement. (n=38)
• National Writing Project - Profiles in Practice (‘Best’ Practice)
• PAEMST Presidential Awards (STEM)
• TEDxED Speakers (Innovation)
• Alfred Mann Foundation (Innovation)
• ING Innovation Awards (Innovation)
Data & Analysis • Interviews
• Coding differences and commonalities.
• Narratives, resources, assets, tools, strategies for practice, and attitudes toward professional development.
• Tallied for recurrence. Clustered for major, minor, and discrepant data.
Findings
TraditionalTraining
TraditionalTraining
After music career: “Your resume is your portfolio of music and those you’ve worked
with and who has produced you.”
After degree in history: “I came in with an understanding of history as a discipline. I had gone through rigorous training.”
“I remember taking accounting classes just because they had computers; I had no interest
in accounting whatsoever.”
Findings
Lessons in
Practice
Lessons in
Practice
“I began to realize as a teacher that learning was not restricted to the four walls of my
classroom. That learning could take place in virtual spaces.”
“I switched over...set up for the class, but during class I really
didn’t do anything...”“Infinitely [better] than last year.”
It was crazy. I realized when I saw those kids who were fearless and they were looking at me
like, ‘What’s your problem?’... I said, “OK, this is where were going.”
learning could take place
[better] than last year.”
It was crazy. I realized
“OK, this is where were going.”
Findings
Trial and Error
Trial and Error
“I was no longer the expert. I was the newbiest of
newbs.”
“I remember crashing and burning real bad on lectures. I think I’ve blocked it out [laughs].”
“You don’t know what the answer is when you start. You don’t know what the content
is.”
“If they [want to learn] content you know nothing about, you have to be right there next to
them.”
“I was no longer the expert. I was the newbiest of
newbs.”
“I remember crashing and burning real bad on lectures. I think I’ve blocked it out [laughs].”
“You don’t know what the answer is when you start. You don’t know what the content
is.”
“If they [want to learn] content you know nothing about, you have to be right there next to
them.”
Findings
Trial and Error
Trial and Error
PD from students
PD from students
PD from fellow teachers
(f2f and online)
PD from fellow teachers
(f2f and online)
PD from gaming media
PD from gaming media
PD fromvision of endexperience
PD fromvision of endexperience
PD fromexpertise in
field
PD fromexpertise in
field
ActiveTeacher Community
ActiveTeacher Community
Discussion
Admin/Policy
Admin/Policy
Students
Students
Passions
Passions
VisionVision
Play Space
Play Space
Trial/Error
Trial/Error
Formal Trainin
g
Formal Trainin
g
Student
Tuning
Student
Tuning
Teachers
Teachers
TraditionalTraditional
InformalInformal
What will be learned
?
What will be learned
?
How to Assess?
How to Assess? Actions?
Actions? Engaging Lesson
Plan
Engaging Lesson
Plan
Grant Wiggins and Jay McTighe, 2001 and really quite a few others.
What is engagin
g?
What is engagin
g?What is
real?
What is real? Interestin
g work
Interesting work
Who is learning
?
Who is learning
?
Lots of really good teachers, in classrooms.
“You don’t know what the answer is when you start. You don’t know what the content is.”
Discussion
Future Study
Teacher Certifica
tion
Teacher Certifica
tion
Leadership
Practices
Leadership
Practices
Classroom
Practices
Classroom
Practices
Classroom
Design
Classroom
Design
“I Really Didn’t Do Anything”
Seann DikkersUniversity of Wisconsin - Madison
