Professional Development Tool 1. Accessing Professional Development System 2.
Lra 2016 professional development
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“It’s Not Pixie Dust”: Professional Development as a Means of Enhancing iPad Initiatives in Secondary Schools ERIN E MARGARELLA, PH.D. ASSISTANT PROFESSOR SECONDARY ENGLISH EDUCATION SCHOOL OF TEACHER EDUCATION WESTERN KENTUCKY UNIVERSITY JANUARY 2, 2016
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Transcript of Lra 2016 professional development
“It’s Not Pixie Dust”: Professional Development as a Means of Enhancing iPad Initiatives in Secondary Schools ERIN E MARGARELLA, PH.D.ASSISTANT PROFESSOR SECONDARY ENGLISH EDUCATIONSCHOOL OF TEACHER EDUCATION WESTERN KENTUCKY UNIVERSITY JANUARY 2, 2016
Introduction
A Fusion of Theories
• Written policy is read and interpretted by leaders and stakeholders
• Transactions occur• Indiviudal meaning is created
Transactions with Text
• Staholders interact to implement policy
Shared Interactions • Socially co-constructed
meaning is created • Policy is impemented as socially interpretted
Action
Research Question
How is information regarding the use of iPad technology for literacy disseminated to three High School English teachers within a Catholic School system?
Collective Case Study
Similarities Differences
(Stake, 1995, 2003; Yin, 2003)
Primary Participants
General Data Collection Methods
12 Week Collection Period Primary Participant
Interview (2 hours of interviews for each teacher) Interview 1: Establish
inductive themes based on research questions
Interview 2: Organized based on inductive themes thus far
Artifacts Reflective Field Notes Observations
(approximately 45 hours per teacher) 4-5 day per week Single 50 minute class
period
Inductive Path of Inquiry- Secondary Participants
Setting
Technology Catholic High School Central Florida Student Population of 720 Teaching Faculty: 60 Average Class Size: 24 Cost of Attendance: $11,540 per academic year
Analysis
Inductive Analysis (Hatch, 2002) Ethnographic Content Analysis Development of Findings (Kvale and Brinkmann, 2009)
Results
Themes
Implementation of the DeviceEvaluation Improving Current Practice and Moving
Forward
Professional Development
• Varying ability levels for technology integration•Professional Development presented as tool to enhance instruction
• Differentiated professional development and mentorship initially offered
• Largely deemed successful by teachers and leadership
• PD often cancelled • Other campus issues presented as more pertinent• One-size-fits-all approach
Pedagogical Significance
Rationale clear to stakeholders, but not connected to pedagogy Remaining Competitive Without initiative, they may “cease as a school” Resulted in frustrated teachers and technology leaders
“It’s not pixie dust. You can’t just throw pixie dust all over the classroom because we now all have these iPads and say “GO!” No, you have to really take the lead as an educator and you have to train them, you have to have the professional development and if you don’t, you go in half heartedly , you will fail.”
Pedagogical Significance
Fractured Ownership Among Teachers “We were told that this is what we were doing” –
Isabelle “We are required to integrate them into our
curriculum” – Aura “I’m not really sure where this started”- Lola Administrative Dependency “I wish they would just tell us what to do”- Aura
Pedagogical Significance
Confusion regarding implementation Teachers could only
partially articulate the learning goals associated with iPads
Devices in the hands of students
Competing Organizational Priorities Superficial Classroom
integration School website “The iPad
as a common platform and device for all learners ensures equity, promotes 21st century learning, and enhances best practices for teachers”
Impact on Literacy Instruction
Impact on Literacy Instruction
Impact on Literacy Instruction
Impact on Literacy Instruction
Future Research
Multimodal Tablets- opportunity for expansion (Kress, 2003; Hutchinson & Reinking, 2011)
Need for connections between Practice and Goals Differentiated Professional Development
Reduce Incidence of Superficial Technology Integration
Support development of strategies related to secondary reactions to introduction of the device (i.e. classroom management)
Summary and Conclusions
-Initiative lacked established expectations for implementation
-Overly focused on remaining competitive compared with remaining pedagogically connected -“Pixie Dust” approach -Superficial Integration Resulted -New classroom difficulties
- Ongoing and differentiated professional development needed
Questions, Comments, and Suggestions
Contact
Erin E. Margarella, Ph.D. Assistant Professor Secondary English Education School of Teacher Education Western Kentucky University 1024 Gary A. Ransdell Hall 270-745-3589 [email protected]
