Self-directed teacher inquiry: exploring the dynamics of synchronous and asynchronous collaborative learning - Monica Batac
Download as PPTX, PDF1 like336 views
The document explores self-directed teacher inquiry focusing on the dynamics of synchronous and asynchronous collaborative learning. It highlights the significance of online professional learning communities and mentorship in enhancing teacher practices and technology integration. The author shares personal experiences and findings related to building relationships and supporting teacher growth through blended environments.
![“I carry around technology on my
“If you want to do Bring person… I just breathe it every day.
I have the internet in my pocket
Your Own Device, where
and can connect with you, with
you get students to the world, and learn. Any-time
bring their own devices, learning, 24/7.” - George
do you bring your own
device? Because that’s
not an event. That’s a “Every week there’s something new
culture you’re going to out there. I have struggled to
always want to buy something new.
have to develop. And I have to go back and ask if it meets
you have to be part of my [instructional] needs, or why
that culture.” – David am I changing my plan… I am
always showing the kids my
learning.” – Lisa](https://image.slidesharecdn.com/monicabatacoisedeansconference-120322233418-phpapp01/85/Self-directed-teacher-inquiry-exploring-the-dynamics-of-synchronous-and-asynchronous-collaborative-learning-Monica-Batac-8-320.jpg)
![I met Lisa & David first on-line through Twitter, reading their blogs …
“I really, really need the on-line professional learning
community because that moves me forward in my thinking
and learning. No one here knew [how to solve issues], so I
was the only one in the school, in the whole town who was
using the iPad [for learning] last year. I didn’t have anyone
that I could really bounce ideas off of.
I needed that on-line community.” – Lisa
just-in-time,
differentiated support;
for her needs](https://image.slidesharecdn.com/monicabatacoisedeansconference-120322233418-phpapp01/85/Self-directed-teacher-inquiry-exploring-the-dynamics-of-synchronous-and-asynchronous-collaborative-learning-Monica-Batac-11-320.jpg)
![“There needs to be the face-to-face support, the on-line
support, and you need to have communities.” - Lisa
Lisa’s context
“Two years ago, none of us [face-to-face colleagues] were on[line]. We were craving our
face-to-face meetings. We’d get together & it’d just be talk, talk, talk, talk, talk. We
wouldn’t actually accomplish as much in our meetings because we would have all these
other questions to share and ask…
Now, when we arrive, the conversations continue
because we are all on[line] sharing… follow[ing each
other’s] thinking… when we meet now, it’s just to
pick up on our last tweet [Twitter] and go forward
with our planning.”](https://image.slidesharecdn.com/monicabatacoisedeansconference-120322233418-phpapp01/85/Self-directed-teacher-inquiry-exploring-the-dynamics-of-synchronous-and-asynchronous-collaborative-learning-Monica-Batac-12-320.jpg)
Self-directed teacher inquiry: exploring the dynamics of synchronous and asynchronous collaborative learning - Monica Batac
- 1. Self-directed teacher inquiry: exploring the dynamics of synchronous and asynchronous collaborative learning Monica Batac OISE/University of Toronto Dean’s Graduate Student Research Conference March 23, 2012 @monicabatac
- 2. Agenda • My journey & inquiry • Participants • Findings • Next Steps
- 3. My Journey • Master of Teaching (OISE/UT); Preservice training, seminars, & research • Dr. J Hewitt & Dr. K MacKinnon • Elective in “Computers in the Curriculum” • ISTE Conference; Philadelphia PA - June 26-29
- 5. Telling the stories George David Lisa
- 6. Mirrored theoretical framework TK George David Lisa PK CK TPACK (Mishra& Koehler 2006)
- 7. Shared beliefs and experiences Authentic modeling of technology use for student & teacher learning also means Practice what you Preach (at all levels)
- 8. “I carry around technology on my “If you want to do Bring person… I just breathe it every day. I have the internet in my pocket Your Own Device, where and can connect with you, with you get students to the world, and learn. Any-time bring their own devices, learning, 24/7.” - George do you bring your own device? Because that’s not an event. That’s a “Every week there’s something new culture you’re going to out there. I have struggled to always want to buy something new. have to develop. And I have to go back and ask if it meets you have to be part of my [instructional] needs, or why that culture.” – David am I changing my plan… I am always showing the kids my learning.” – Lisa
- 9. Shared beliefs and experiences Mentorship/relationship building with other educators provides just-in-time, differentiated, meaningful sharing & support
- 10. What does this look like? “I got connected to people who I formed relationships with, who taught me things… I met people who helped me be a better teacher.” - David How? “By getting tapped on the shoulder. From them being introduced… by learning very slowly but surely to become a networked professional. To surround myself with people I looked up to and learning with them, instead of learning by myself or only in my school.” But, how did we meet?
- 11. I met Lisa & David first on-line through Twitter, reading their blogs … “I really, really need the on-line professional learning community because that moves me forward in my thinking and learning. No one here knew [how to solve issues], so I was the only one in the school, in the whole town who was using the iPad [for learning] last year. I didn’t have anyone that I could really bounce ideas off of. I needed that on-line community.” – Lisa just-in-time, differentiated support; for her needs
- 12. “There needs to be the face-to-face support, the on-line support, and you need to have communities.” - Lisa Lisa’s context “Two years ago, none of us [face-to-face colleagues] were on[line]. We were craving our face-to-face meetings. We’d get together & it’d just be talk, talk, talk, talk, talk. We wouldn’t actually accomplish as much in our meetings because we would have all these other questions to share and ask… Now, when we arrive, the conversations continue because we are all on[line] sharing… follow[ing each other’s] thinking… when we meet now, it’s just to pick up on our last tweet [Twitter] and go forward with our planning.”
- 13. Shared beliefs and practices • Build and maintain professional Self-directed inquiry relationships with both face-to-face and & professional on-line peers growth using • Different blended environments/networ ks environments
- 14. How do you support teacher inquiry and/or collaboration (for technology integration) utilizing both synchronous & asynchronous environments? (blended) … comes back to my own inquiry As researcher As practitioner
- 15. Various titles since submission • On-line and Offline Relationships: Exploring the dynamics of teacher learning for technology integration (OTF/OADE) • Self-directed teacher inquiry in technology integration: Exploring the dynamics of synchronous and asynchronous collaborative teacher learning (MT/OISE paper)
- 16. Upcoming May presentations • Toward a Sustainable Professional Development Model: Action Research and Teacher Inquiry (ConnectED Canada) • Transforming Professional Development with Reflective Practice: Personalization Before Prescription – Panel Discussion (MaDLAT; l'Université de Saint-Boniface) • Personalization Before Prescription: Exploring and examining on-line professional learning for K-12 teachers (4T Virtual Conference at the University of Michigan ) Progression; Applications at school, board & institutional levels
- 17. self & shared inquiry mentoring sharing knowledge connecting @monicabatac monica@monicabatac.com