Technology, Pedagogy and Education Editor’s Choice 2013
Steven Kennewell, erstwhile TPE editor, presents this selection of ten articles from the 2013 volume of TPE
Admiraal, W., 2013. Meaningful learning from practice: web-based video in professional preparation programmes in university. Technology, Pedagogy and Education, pp.1–16. Available at: http://dx.doi.org/10.1080/1475939X.2013.813403 [Accessed January 29, 2014].
Web-based video is one of the technologies which can support meaningful learning from practice – in addition to practical benefits such as accessibility of practices, flexibility in updating information, and incorporating video into multimedia resources. A multiple case study was set up on the use of a web-based video learning environment in two post-graduate teacher education programmes and two university Bachelor programmes. The later analysis of practice was reported by students to be the most valuable aspect. Teacher feedback was perceived as more helpful than peer feedback, characterising most peer feedback as pep-talk. Direct video observation is suggested to be insufficient for students’ reflection on conceptual questions and on a more general level of practical experience. Implications for the preparation for professional practice in the university context are indicated.
Boulton, H. & Hramiak, A., 2013. Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training. Technology, Pedagogy and Education, pp.1–15. Available at: http://dx.doi.org/10.1080/1475939X.2013.802994 [Accessed January 29, 2014].
This paper reports on research that took place at two universities in the United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically blogs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add to a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should continue during the early years of teaching and assumptions about new teachers as champions of cascading innovative use of Web 2.0 technologies into their practice as NQTs may be over-optimistic.
Cramp, A., 2013. Meaningful dialogue in digitally mediated learning for in-service teacher development. Technology, Pedagogy and Education, pp.1–16. Available at: http://dx.doi.org/10.1080/1475939X.2013.822417 [Accessed January 29, 2014].
This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’.
Dalgarno, B., Reupert, A. & Bishop, A., 2013. Blogging while on professional placement: explaining the diversity in student attitudes and engagement. Technology, Pedagogy and Education, pp.1–21. Available at: http://dx.doi.org/10.1080/1475939X.2013.847481 [Accessed January 29, 2014].
The use of journals by students while on placement is a well-accepted strategy for encouraging reflection on practice, with the use of online blogs for this purpose potentially providing additional benefits through shared reflection and peer support. The aim of this study was to explore the effectiveness of an online blogging activity by teacher education students while on professional placement in schools. Data were drawn from focus group interviews, questionnaires and blog postings. Findings reflected substantial diversity in student responses with some highlighting the value of peer engagement and reflection on practice, and others questioning the value of the activity and showing reluctance to provide feedback to peers. Possible reasons emerging for these diverse responses included: nuanced technical issues; lack of peer feedback received by some students; variability in the perceived need for online support due to availability of conventional support networks; and apparent resistance by some students to peer and learning community engagement. Recommendations include careful framing of assessment requirements, awareness of professional placement demands, learning community development strategies and ongoing technical support.
Deng, L. & Yuen, A.H.K., 2013. Blogs in pre-service teacher education: exploring the participation issue. Technology, Pedagogy and Education, 22(3), pp.339–356. Available at: http://dx.doi.org/10.1080/1475939X.2013.802990 [Accessed January 29, 2014].
Web 2.0 technologies characterised by user participation and sharing have been used increasingly in academic environments. In such learning environments, it is critical to engage learners as active participants rather than passive consumers of online content. The present study attempts to conceptualise the participation issue central to blogs through examining the factors that hinder student teachers from writing academic blogs and exchanging comments. It presents two cases of implementing academic blogging where participation levels varied. Adopting an exploratory case study approach, the study identified multiple inhibiting factors in individual, social, pedagogical, and technological dimensions. Through highlighting a number of critical issues and pitfalls for educators, the study can enhance the exploitation of the pedagogical potential of blogs and increase user engagement in the process.
Harlin, E.-M., 2013. Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching. Technology, Pedagogy and Education, pp.1–15. Available at: http://dx.doi.org/10.1080/1475939X.2013.822413 [Accessed January 29, 2014].
This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of ‘I’ and ‘me’. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented: shift in the opportunity to speak in favour of the participants, reduced service orientation, reduced control, and building relationships.
Howard, S.K., 2013. Risk-aversion: understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), pp.357–372. Available at: http://dx.doi.org/10.1080/1475939X.2013.802995 [Accessed January 29, 2014].
Teachers who do not integrate technology are often labelled as ‘resistant’ to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers’ analytical and affective risk perceptions, and how these influence decisions to integrate technology in their teaching practice. These ideas are explored through an in-depth qualitative analysis of teacher interviews focusing on experiences with, and beliefs about, technology and teaching. Results suggest decisions to integrate technology in teaching are influenced by negative affective responses to technology, general risk-aversion in teaching, and the perceived value of technology in teaching. The risk analysis framework and findings presented in this paper can be used to support communication with teachers to minimise perceived risks and, where appropriate, help support future technology use.
Kale, U., 2013. Can they plan to teach with Web 2.0? Future teachers’ potential use of the emerging web. Technology, Pedagogy and Education, pp.1–19. Available at: http://dx.doi.org/10.1080/1475939X.2013.813408 [Accessed January 29, 2014].
This study examined pre-service teachers’ potential use of Web 2.0 technologies for teaching. A coding scheme incorporating the Technological Pedagogical Content Knowledge (TPACK) framework guided the analysis of pre-service teachers’ Web 2.0-enhanced learning activity descriptions. The results indicated that while pre-service teachers were able to consider various Web 2.0 tools for teaching, the technologies regularly used in their programmes and observed at their placement schools seemed to influence their choice. Although the majority of the pre-service teachers lacked the knowledge to relate the affordances of Web 2.0 to teaching particular content, 3D-Exploring tools were more intuitive to designing learning activities across a range of subjects. The findings highlighted the importance of content-specific teaching strategies and modelling activities when assisting future teachers’ technology integration efforts.
Orlando, J., 2013. ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), pp.231–246. Available at: http://dx.doi.org/10.1080/1475939X.2013.782702 [Accessed January 29, 2014].
Information and Communication Technologies (ICT) have been introduced into schools internationally along with the expectation that teachers will use constructivist practices in their use. Despite ICT now being in schools for many years, research shows teachers are not changing in the expected constructivist direction. This article reports on a qualitative, five-year longitudinal study of the ICT practices of a small number of teachers to understand changes that developed in their practices. While ICT became more integrated into their teaching, school and systemic factors, as well as teachers’ core beliefs about learning, contributed to their maintaining of teacher-centred practices. While constructivist practices were not adopted, this article illustrates the changes the teachers made to their practices were educationally valuable as they supported the development of knowledge valued by contemporary society.
Trent, J. & Shroff, R.H., 2013. Technology, identity, and community: the role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, 22(1), pp.3–20. Available at: http://dx.doi.org/10.1080/1475939X.2012.720416 [Accessed January 29, 2014].
This article reports on an exploratory qualitative investigation of an initiative to use an electronic teaching portfolio at a teacher education institution in Hong Kong. Using in-depth interviews, this initiative is examined from the perspective of preservice teachers themselves. Interviews sought to gain an understanding of how the construction of participants’ identities as teachers was shaped by their engagement with an electronic teaching portfolio throughout an eight-week teaching practicum. The study highlights the identity struggles that participants confronted in using an e-portfolio to negotiate their own and others’ professional identities within their teaching practicum placement schools. Implications for preservice teachers, teacher educators, and school authorities are discussed and suggestions for future research considered.