Educational Technology Research and Development, Aug 18, 2021
Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher c... more Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates' intention to integrate technology into classroom instruction had not been established. We applied the Decomposed Theory of Planned Behavior (DTPB) to aid us in this effort. Our work (a) provided a theoretical conceptualization for factors of XK through application of the DTPB, (b) represented the synergistic effects among these factors, and (c) allowed us to explore their influences on teacher candidates' intentions to teach with technology. To assess our model, which includes factors such as teacher candidates' beliefs, attitudes, and efficacy, we developed an instrument, the Intention to Teach with Technology (IT 2) Survey. Results from the structural equation model of the survey data indicated our model fit the data very well and readily accounted for various XK factors, the relations among these factors, and their influence on teacher candidates' intentions to integrate technology into teaching. Given the complexity of the context in any teaching situation, its relation to and influence on technology integration, and the previously limited examination of context in research and teacher development, the results indicate the proposed model is quite plausible, accounting for 75% of the variation in intention. The study demonstrates the IT 2 Survey is an effective instrument to examine factors associated with XK and their influences on technology integration. Our work extends theory about technology integration by including XK and has implications for researchers as well as practitioners who seek to advance technology integration in preparation programs.
This chapter reviews the capabilities of social networking tools and links those capabilities to ... more This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving use of social networking tools such as Facebook and MySpace.Asocial cognitive moral framework is applied to explore and analyze the ethical issues present in these incidents. Three ethical vulnerabilities are identified in the use of social networking tools: 1) the medium provides a magnified forum for public humiliation or hazing, 2) a blurring of boundaries exists between private and public information on social networking sites, and 3) the medium merges individuals'professional and non-professional identities. Prevalent legal and social responses to these kinds of incidents are considered and implications are suggested for encouraging responsible use. The chapter includes a description of the authors' current research with preservice students involving an intervention whereby students read and think about real cases where educators use social networking. The intervention was created to improve students' critical thinking about the ethical issues involved. Recommendations for applying institutional codes of conduct to ethical dilemmas involving online tools are discussed.
This article is a scholarly reflection of a novice researcher conducting an action research inves... more This article is a scholarly reflection of a novice researcher conducting an action research investigation as a professional developer working with a group of elementary teachers. By the third analysis cycle, the researcher-practitioner became overwhelmed due to the amount and variety of qualitative data, and to the additional complexities caused when situational context needed to be considered. When the researcher sought council from a colleague outside the research event, a new function emerged called External Conversations, based on a common action research procedure, the critical friend. The critical friend had knowledge and experiences in common with the professional developer, but did not have exposure to the action research setting. Because of the critical friend’s lack of contextual understanding, collaborative dialogue to make sense of the data increased the researcher’s ability to see the data within context. The External Conversation strengthened the data analysis because it addressed three dilemmas of action researchers in the field of education as identified by the literature and experienced in practice: isolation, accounting for tacit knowledge, and data overload. Although this process was time consuming, using an External Conversation within an action research investigation may strengthen a study, and could be especially supportive for novice researchers.
Society for Information Technology & Teacher Education International Conference, 2005
ABSTRACT This paper is a report on the findings of an action research study that explored a non-t... more ABSTRACT This paper is a report on the findings of an action research study that explored a non-traditional professional development process involving five elementary teachers working as a community in collaboration with a professional developer. The group's interactions focused on the creation and teaching of a unit that integrated technology. Qualitative data analysis indicates that when professional developers pay close attention to the social nuances and emotional needs of participants, communities of teachers can truly create their lasting learning environments that propagate changes in their practice. Professional Development and Communities of Practice Within learning organizations, the individual and the organization live interactively with change, which is a continuous component for learning and growth (Fullan, 1994). Yet, not all contexts support these types of learning endeavors. Politics, personal situations and agendas, and differences in values can create a culture where change is "not orderly, unidirectional, or, perhaps, ever final" (Sandholtz, Ringstaff, & Dwyer, 1997, p. 32). "We cannot reform teaching without reforming schools" (Lieberman & Miller, 1999, p. 1), and reforming teaching requires more than sporadic efforts. It requires steady work of teachers and professional developers who are focused on visions and issues, not the mandates of policymakers. This new way of thinking about professional development requires that teachers "have opportunities to discuss, think about, try out, and hone new practices" (Lieberman, 1995, p. 593) by taking new roles, creating new structures, working on new tasks, and creating a culture of inquiry.
Educational Technology Research and Development, Aug 18, 2021
Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher c... more Prior to this study, a testable model for the influence of contextual knowledge (XK) on teacher candidates' intention to integrate technology into classroom instruction had not been established. We applied the Decomposed Theory of Planned Behavior (DTPB) to aid us in this effort. Our work (a) provided a theoretical conceptualization for factors of XK through application of the DTPB, (b) represented the synergistic effects among these factors, and (c) allowed us to explore their influences on teacher candidates' intentions to teach with technology. To assess our model, which includes factors such as teacher candidates' beliefs, attitudes, and efficacy, we developed an instrument, the Intention to Teach with Technology (IT 2) Survey. Results from the structural equation model of the survey data indicated our model fit the data very well and readily accounted for various XK factors, the relations among these factors, and their influence on teacher candidates' intentions to integrate technology into teaching. Given the complexity of the context in any teaching situation, its relation to and influence on technology integration, and the previously limited examination of context in research and teacher development, the results indicate the proposed model is quite plausible, accounting for 75% of the variation in intention. The study demonstrates the IT 2 Survey is an effective instrument to examine factors associated with XK and their influences on technology integration. Our work extends theory about technology integration by including XK and has implications for researchers as well as practitioners who seek to advance technology integration in preparation programs.
This chapter reviews the capabilities of social networking tools and links those capabilities to ... more This chapter reviews the capabilities of social networking tools and links those capabilities to recent legal and ethical controversies involving use of social networking tools such as Facebook and MySpace.Asocial cognitive moral framework is applied to explore and analyze the ethical issues present in these incidents. Three ethical vulnerabilities are identified in the use of social networking tools: 1) the medium provides a magnified forum for public humiliation or hazing, 2) a blurring of boundaries exists between private and public information on social networking sites, and 3) the medium merges individuals'professional and non-professional identities. Prevalent legal and social responses to these kinds of incidents are considered and implications are suggested for encouraging responsible use. The chapter includes a description of the authors' current research with preservice students involving an intervention whereby students read and think about real cases where educators use social networking. The intervention was created to improve students' critical thinking about the ethical issues involved. Recommendations for applying institutional codes of conduct to ethical dilemmas involving online tools are discussed.
This article is a scholarly reflection of a novice researcher conducting an action research inves... more This article is a scholarly reflection of a novice researcher conducting an action research investigation as a professional developer working with a group of elementary teachers. By the third analysis cycle, the researcher-practitioner became overwhelmed due to the amount and variety of qualitative data, and to the additional complexities caused when situational context needed to be considered. When the researcher sought council from a colleague outside the research event, a new function emerged called External Conversations, based on a common action research procedure, the critical friend. The critical friend had knowledge and experiences in common with the professional developer, but did not have exposure to the action research setting. Because of the critical friend’s lack of contextual understanding, collaborative dialogue to make sense of the data increased the researcher’s ability to see the data within context. The External Conversation strengthened the data analysis because it addressed three dilemmas of action researchers in the field of education as identified by the literature and experienced in practice: isolation, accounting for tacit knowledge, and data overload. Although this process was time consuming, using an External Conversation within an action research investigation may strengthen a study, and could be especially supportive for novice researchers.
Society for Information Technology & Teacher Education International Conference, 2005
ABSTRACT This paper is a report on the findings of an action research study that explored a non-t... more ABSTRACT This paper is a report on the findings of an action research study that explored a non-traditional professional development process involving five elementary teachers working as a community in collaboration with a professional developer. The group's interactions focused on the creation and teaching of a unit that integrated technology. Qualitative data analysis indicates that when professional developers pay close attention to the social nuances and emotional needs of participants, communities of teachers can truly create their lasting learning environments that propagate changes in their practice. Professional Development and Communities of Practice Within learning organizations, the individual and the organization live interactively with change, which is a continuous component for learning and growth (Fullan, 1994). Yet, not all contexts support these types of learning endeavors. Politics, personal situations and agendas, and differences in values can create a culture where change is "not orderly, unidirectional, or, perhaps, ever final" (Sandholtz, Ringstaff, & Dwyer, 1997, p. 32). "We cannot reform teaching without reforming schools" (Lieberman & Miller, 1999, p. 1), and reforming teaching requires more than sporadic efforts. It requires steady work of teachers and professional developers who are focused on visions and issues, not the mandates of policymakers. This new way of thinking about professional development requires that teachers "have opportunities to discuss, think about, try out, and hone new practices" (Lieberman, 1995, p. 593) by taking new roles, creating new structures, working on new tasks, and creating a culture of inquiry.
Uploads
Papers by Teresa Foulger