Integrating technology in Primary Teaching

Lauren Knussen recently presented an overview of her current PhD studies investigating how teachers design for technology integration at the Teachers’ Guild of New South Wales annual research awards presentation night.  The abstract of her presentation is below.DGoFisRV0AAYlum.jpg

There is often much commentary in the media on whether our efforts to integrate technology in school education are working (Phillips, 2015). Research about teachers’ integration of technology into teaching and learning has focused extensively on teachers’ skills and knowledge (Bate, 2010), teachers’ practices in the classroom (Pegrum et al., 2013; Orlando, 2013), and barriers to technology integration (Ertmer, 2005). Research participants in these studies on technology integration have predominantly been identified as either pre-service teachers or in-service teachers, with little focus on teachers at the beginning or in the early years of their careers.

What is missing is an understanding of how teachers design technology-integrated units of work and how this design work is influenced and impacted by the teachers’ context. The study presented here addresses this gap while focusing on an under-researched group of teachers. Early career teachers are an important group to focus on because they are dealing with the stress and complexities of their first years in the classroom, as well as dealing with the steep learning curve of integrating technology in a pedagogically sound way (AITSL Teacher Standards).

This study is currently underway with seven early career primary teacher participants from government, catholic and independent sectors. An in-depth longitudinal case study design is used to follow each participant as they design, teach and reflect on a technology-integrated unit of work in their classrooms. By incorporating a mix of observation and interview methods, the study aims to increase our understanding of key influences on the participants’ design practice before, during and after teaching a unit. It is anticipated that findings from this study will inform our understanding of how to better support teachers’ integration of technology, both prior to qualification and in the early stages of their careers.

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Design thinking PhD study

PhD student, Lauren Knussen is continuing our investigation of teacher design practices in her study.  She’s particularly interested how technology factors into teachers’ design considerations.  She’s looking for early career teachers in NSW to participate in Term 2/3 this year. If you’d like more info, contact her at lauren.knussen@uts.edu.au

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Presenting our work at ASCILITE 2016

Shirley presented (on behalf of the team) a synthesis of our work focused on examining higher education teacher design practices – in both a poster (see below) and part of a Learning Design Research in Action Symposium – https://twitter.com/jasonmlodge/status/803075760470704128.

 

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Shirley visiting Davinia in Barcelona!

Shirley Agostinho visiting Davinia Hernández-Leo and team at UPF campus in Barcelona in September 2016.

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From left: Laura Serra, Marc Beardsley, Kostas Michos, Kalpani Manathunga, Davinia Hernández-Leo, Shirley Agostinho, Pablo Abenia, Laia Albo

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Finished recruiting participants!

We have completed the final phase of our project – which is focused on the design practices of  Primary school teachers.

Between February and July 2016 we recruiting Early Career Teachers spent a spent a day designing a unit of work for  Stage 3 NSW syllabus for the Australian Curriculum – English, Mathematics, Science or History.

We are now analysing the data and will post updates here.

A summary of our project is here:

https://learningdesignresearch.wordpress.com/projects/designing-effective-learning-expereinces/

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Recruiting Research Participants- Early Career Teachers

We are commencing the final phase of our project focused on the design practices of  Primary school teachers.

Between February and July 2016 we are recruiting Early Career Teachers who:

  • are in their first five years of teaching since graduating from their initial teacher education program
  • currently teaching or have some experience teaching NSW Stage 3 students (upper Primary)
  • located in the Sydney or Illawarra areas
  • willing to spend a day designing a unit of work for  NSW syllabus for the Australian Curriculum – English, Mathematics, Science or History

If you are interested or know someone how might be interested contact us at ldr.learningdesignresearch@gmail.com

More information about our project is at

https://learningdesignresearch.wordpress.com/projects/designing-effective-learning-expereinces/

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Learning Design book now available

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