Jessica Mantei

An examination of the role of computer-based technologies in the learning and teaching of writing in a Stage 2 classroom

Jessica Mantei — Tue, 13 Dec 2011 17:09:07 PST

The expectation that teachers use computer-based technologies in literacy learning in primary school classrooms has heightened in recent years as schools attempt to prepare students for the literacy demands of the highly digitised workplace. Teachers have responded to this challenge with varying degrees of enthusiasm and success as they meet the challenge of rethinking their understanding of what it is to be literate and therefore their approach to providing literacy learning opportunities in classrooms. This study aims to examine the role of computer-based technologies in the learning and teaching of writing in one Year 4 classroom. Observations, interviews, the teacher�s program and student work samples collected during this study revealed that the skills and strategies required for traditional literacies are still relevant in the construction of texts using computer-based technologies. The study also demonstrated that these traditional skills are combined with other skills and strategies for the creation of new literacies emerging from computer-based technologies. The findings of this study indicate that computer-based technologies force teachers to broaden their notion of what text is and how students best learn about writing.

Using mobile technologies to develop new ways of teaching and learning

J. Herrington et al. — Tue, 13 Dec 2011 17:09:03 PST

The chapters of this e-book comprise the pedagogical and research endeavours of a team of academics in higher education who worked with mobile learning devices over two years on a project entitled New Technologies: New Pedagogies project: Using mobile technologies to develop new ways of teaching and learning. The project endeavoured to take an innovative approach not only in the creation of new, authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants. The project involved 15 people including teachers, IT and PD personnel. It was a large and ambitious project that resulted not only in a range of innovative pedagogies, but in the creation of more knowledgeable and confident users of mobile technologies among teachers and students.

Using iPods to capture professional dialogue between early career teachers to enrich reflective practice

Jessica Mantei et al. — Tue, 13 Dec 2011 17:08:59 PST

Teachers early in their careers usually describe classroom teaching as complex and at times overwhelming as they endeavour to put into practice their beliefs and understandings about learning. For many, their university experiences seem removed from the reality of the classroom, they struggle to make strong links between theory and practice and as the collegial networks forged in the tutorial setting become less accessible, many teachers feel isolated from familiar and trusted networks. In this study, iPods were used to extend an established learning community beyond the university setting by creating audio files of professional dialogue captured during workshops and uploading them to a repository for teachers to access as needed. This chapter explores the process of capturing and sharing dialogue around teaching reflections between and among early career teachers.

The development of professional identity in early career primary teachers and its relationship to designing authentic learning experiences

Jessica Mantei — Tue, 13 Dec 2011 17:08:54 PST

The retirement of a significant proportion of late career teachers from Australian schools has meant early and mid career teachers are responsible for reshaping pedagogies to enable today’s students to engage with learning experiences relevant to their needs in authentic learning contexts. The literature reports that reflected in a teacher’s ability to design authentic learning experiences (see Brown, Collins, & Duguid, 1989; Herrington & Oliver, 2000) are the beliefs a teacher holds about what it is to be a teacher, that is, their professional identity (Ramsey, 2000; Rowe, 2003).

The professional identity of an early career teacher is reported as somewhat fragile and vulnerable to the demands and pressures of the first years of classroom practice (see Darling-Hammond, 2006a; McCormack, Gore, & Thomas, 2006). A closer focus on the development of professional identity during preservice teacher education could support early career teachers’ ‘survival’ during these early years.

This inquiry investigates the development of professional identity in early career primary teachers and its relationship to designing authentic learning experiences. Specifically, it explores the ways early career teachers’ abilities to plan and design authentic learning experiences change in response to the development of their professional identity.

The inquiry adopted a design-based approach (Reeves, 2000, 2006) as an organisational frame as it provided a useful way to organise and report the phases of the inquiry and the different focus taken for each. Within this frame, a qualitative research design employed ethnographic principles and action research to collect and analyse rich data from two groups of participants: experienced classroom teachers and early career teachers.

Data were analysed using the constant comparison method through the multiple lenses of quality teaching (see Darling-Hammond, 1997; Ramsey, 2000), authentic learningexperiences (see Brown et al., 1989; Herrington & Oliver, 2000) and professional identity (see Connelly & Clandinin, 1999; Wenger, 1998).

The results of this inquiry generated a theory for the development of a professional identity that focuses not only on oneself as a teacher in a particular school, but also on the types of learners one aims to develop. Further, the findings of this inquiry argue for a professional identity that identifies with teachers beyond the immediate setting of a single school to active engagement within the broader community of teachers. Findings of the inquiry highlighted the ways that teacher education programs can advance the skills of reflective practice, professional dialogue, making connections between theory and practice and active participation within the community of professional teachers to develop an identity that equips early career teachers for the rigours of teaching. Consequently, the theory for the development of professional identity also calls teacher educators to reflect on their own identities and the ways they are translated into learning experiences.

The findings of the inquiry support the argument that questions of identity and the principles for the development of professional identity are related to the development of a professional identity that is characterised by resilience, durability and responsibility. The development of a sense of professional responsibility was observed to empower the early career teachers in this inquiry to participate in the practices of a range of teaching communities, both as consumers and producers of knowledge.

Such findings, it is argued, are critical for teacher educators to consider as they plan learning experiences that support early career teachers as they enter the teaching profession.

Collaborative gathering, evaluating and communicating ‘wisdom’ using iPods

L. Kervin et al. — Tue, 13 Dec 2011 17:08:46 PST

The processes of gathering and evaluating evidence are essential to inform and guide professional practice. This chapter explores the use of iPods as a tool to bring together the teaching field and the tertiary classroom. We report on two iterative cycles where we have designed and implemented a learning experience to engage our students in collecting, evaluating and reflecting upon knowledge shared by practitioners in the field. The task encourages students to consider the ‘teacher wisdom’ (Labbo, Leu, Kinzer, Teale, Cammack, Kara-Soteriou & Sanny, 2003) that can be gathered and disseminated through podcasts as they plan, record and edit an oral text to share with their student colleagues through their subject website.

The affordances and limitations of computers for play in early childhood

I. Verenikina et al. — Tue, 13 Dec 2011 17:08:42 PST

The widespread proliferation of computer games for children as young as 6 months of age, merits a re-examination of their manner of use and their facility to provide opportunities for developmental play. This paper describes a research study conducted to explore the use of computer games by young children, specifically to investigate the affordances and limitations of such games and the features of children’s traditional play that can be supported and further enhanced by different kinds of computer play. Computer games were classified and selected according to game characteristics that support higher order thinking. Children aged 5 and 7 were observed playing the games, and a preliminary analysis of findings is given, together with suggestions for further research.

"Virtual Writing Conferences" as a Bridge Between the University and Classroom Contexts

L. Kervin et al. — Tue, 13 Dec 2011 17:08:36 PST

We define a “virtual writing conference” as focused, written dialogue between two writers using computer technologies. In this study, we have worked with a cohort of exit year students in a university (all completing their final year of study for a Bachelor of Education degree) and Grade Five children in an elementary school (aged 10 – 11 years) and explored their virtual interaction. The children created electronic texts in their classrooms. These were examined by the university students, who then responded to the children using the tracking tool in Microsoft Word. In this paper we present an embedded case study from our research. Analysis of Kate’s experiences shows how her virtual interactions with a child empowered her as an educator. In particular, her connections between university studies and classroom application will be explored as she reflected upon her learning.

Design principles for mobile learning

A. Herrington et al. — Tue, 13 Dec 2011 17:08:32 PST

The New technologies, new pedagogies project used a designbased research approach in the creation and evaluation of pedagogies and their use in a range of higher education classes. This chapter describes the findings of the project as a whole, and presents principles to inform the design of innovative learning environments employing mobile technologies in higher education learning environments.

Supporting educators with the inclusion of technology within literacy classrooms: A framework for "action"

Lisa K. Kervin et al. — Mon, 12 Dec 2011 20:20:00 PST

Educators are challenged to consider ways that Information and Communication Technologies (ICT) can be included within classroom contexts. Such challenges often require the adoption of whole school, team or individual focus as technology is examined in connection with the needs of the learners within the school and the pedagogical understandings and beliefs of the educators. Each researcher has initiated, facilitated and reflected upon school-based projects focused on ways that technology can be incorporated within classroom literacy experiences. In this paper, we describe a “framework for action” that has emerged from our analysis of these. Examples from a range of projects across a number of school sites are examined. Essentially this framework comprises opportunity for enquiry where participants meet to work towards goals as they refine their ability to manipulate technology in connection with their pedagogical understandings as they consider the implication of this for practice. The framework is participatory, collaborative and systematic as communities work together for shared understandings and action.

Using Technology in Pedagogically Responsive Ways to Support Literacy Learners

Lisa Kervin et al. — Mon, 12 Dec 2011 20:19:58 PST

"Authentic" learning experiences: what does this mean and where is the literacy learning?

Jessica Mantei et al. — Mon, 12 Dec 2011 20:19:57 PST

Teachers are challenged to adopt practices that facilitate the development of “necessary” skills and strategies for learners. For many, however, what is required in policy and curricula is increasingly obscured and even confusing as teachers are bombarded with jargon prescribing seemingly similar (yet apparently different) approaches such as “rich tasks”, “big questions” and “fertile questions” that are to be “relevant”, “authentic” and “engaging” for the learner. Barton and Hamilton (2000) argue that literacy learning should take the learner beyond the transmission of technical skills in the classroom to an understanding of its role within a community’s cultural practices. These literacy practices (Street, 1995) are mediated by literacy events (Heath, 1983) and it is engagement with these events and their diverse demands that allows learners to make strong connections to their own literacy practices. Reported in this paper are the interpretations of four experienced primary school teachers as they plan, program and facilitate authentic literacy experiences in their classrooms. These are examined within the framework of the principles of authentic learning (Herrington & Oliver, 2000), which is useful in gaining insight into the ways that experienced teachers make sense of the complex jargon associated with their profession for the development of deep and flexible knowledge that can be applied in a range of community settings. Evident in these teachers’ stories are the understandings, beliefs, contexts and competing tensions that underpin the conceptualisation, design and implementation of these experiences. The teachers’ stories reveal the complexity of teaching as they consider: - the individual contexts of their schools - their students’ own communities - the expectations of stakeholders in a child’s education - the availability of resources.

Raising our voices and sharing our vision: how we support literacy learners within our stage context

Maria Turner et al. — Mon, 12 Dec 2011 20:19:55 PST

Blogs as a social networking tool to build community

Lisa K. Kervin et al. — Mon, 12 Dec 2011 20:19:53 PST

This chapter examines blogging as a social networking tool to engage final year preservice teachers in reflective processes. Using a developed Web site, the students post their own blogs and comment upon those of others. The authors argue that opportunity to engage with this networking experience provides avenue for the students to consider their emerging professional identity as teachers. The blogging mechanism brought together the physical university context and virtual online environment as students identified, examined and reflected upon the intricacies of what it means to be a teacher. The authors hope that examining the findings that emerged from this research will inform other educators as to the affordances of blogging as a social networking tool.

Looking for clarity amongst the challenges faced by teachers as they consider the role of ICT in classroom literacy learning experiences

Jessica Mantei et al. — Mon, 12 Dec 2011 20:19:51 PST

Primary school teachers today operate within a climate of great change with the rapid infusion of Information and Communication Technologies (ICT) into schools with the expectation that these be included within classroom experiences. Many schools purchased computer hardware and software and have provided professional development for teachers with the expectation that the technology will be put to use. Studies show, however, that many teachers continue to feel ill-equipped to use technology to support learning in spite of these in-service opportunities. Further studies identify the classroom teacher as the major factor in determining whether ICT are an important component of daily learning experiences; teachers who use ICT to meet their personal needs such as planning a school program, downloading music for leisure or paying bills on the Internet are more likely to utilise ICT for learning and teaching than those who find little use for such technologies in their daily lives.

Incorporating technology within classroom literacy experiences

Lisa Kervin et al. — Mon, 12 Dec 2011 20:19:49 PST

Educators are challenged to consider ways that Information and Communication Technologies (ICT) can be included within classroom contexts. Such challenges often require the adoption of whole school, team and individual focus as technology is examined in connection with the needs of the learners within the school and the pedagogical understandings and beliefs of the educators. In this paper we describe an elementary school-based project that focuses on ways that computer-based technology and associated peripherals can be incorporated within classroom literacy experiences. As we examine the planning, implementation and our reflections upon this process some key findings emerged. The need for teachers to work towards shared goals as they refine their ability to manipulate technology in connection with their pedagogical understandings became paramount. So too, was the need to closely observe the response from the students to the experiences and the evidence of learning that emerged. Specific inquiries within the scope of this project will be examined.

Visions for literacy learning: the quest for meaningful use of computer-based technology in reading and writing experiences

Lisa K. Kervin et al. — Mon, 12 Dec 2011 20:19:47 PST

Advertising in "tween" magazines: Exploring the considerations and opportunities

Lisa K. Kervin et al. — Mon, 12 Dec 2011 20:19:45 PST

Many children in our classrooms have competence when interacting with visual and print based texts. While the familiarity may well exist, there is a need to examine children’s ability to sort through and make meaning from the myriad of messages, commercial and otherwise, which they encounter. While some argue that children are empowered by the ability to use and manipulate popular culture for their own purposes (Harding, 2004), others voice concern that this market is vulnerable to negative effects of media. In Australia both the number of magazines targeting children, and the readership of these magazines, is high and increasing. For example, audited circulation for K-Zone was 66,320 in 2007 and for Total Girl was 64,450 (http://www.bandt.com.au); and readership was estimated at more than three times these figures (http://www.pacificmags.com.au /Pages/Magazines/). A marketing journalist (Curtis, 2004) commented that while television advertising aimed at children ‘raises tempers,’ ‘subtle marketing through children’s magazines has gained parental approval.’ Advertisers see magazines as the solution to communicating with children. Children’s magazines often carry hidden advertisements in editorials, comics, games and puzzles (Kraak & Pelletier, 1998); and the Australian organization Media Watch monitors for ‘advertorials’ in print materials. In this paper we examine the prevalence, range and content of advertising material within two magazines (Total Girl and K Zone) and the considerations and opportunities this poses for critical reading.

Computers and play in early childhood: affordances and limitations

Irina Verenikina et al. — Mon, 12 Dec 2011 20:19:44 PST

The widespread proliferation of computer games for children as young as six months of age, merits a re-examination of their manner of use and a review of their facility to provide opportunities for developmental play. This paper describes a research study conducted to explore the use of computer games by young children, specifically to investigate the affordances and limitations of such games and the features of children’s traditional play that can be supported and further enhanced by different kinds of computer play. Computer games were classified and selected according to game characteristics that support higher order thinking. Children aged 5 and 7 were observed playing the games, and findings are given, together with suggestions for further research.

Engaging early career teachers in 'virtual writing conferences' with grade five students

Lisa K. Kervin et al. — Mon, 12 Dec 2011 20:19:42 PST

The changing definition of what it means to be literate is well documented within the literature. The familiarity of many students with screen-based texts and their ability to manipulate computer-based technologies, in particular Information and Communication Technologies (ICT), is well understood. There are examples within the literature of how technology can be used to support the writing process (Turbill & Murray, 2006), provide students with control over the phases of text production (Novinger & Smith, 2003) and the need for teachers to create authentic and engaging experiences (Kervin & Mantei, 2006; Peterson, 2005). Taking such perspectives into consideration, we worked with a cohort of early career teachers and one class of Grade Five students to explore how technology could be used to support the students’ writing development, and to empower both the students and the early career teachers as they engaged in regular written dialogue about writing. We refer to this process as a “virtual conference”. In particular, we explore the processes that the early career teachers engaged with as they investigated electronic versions of student work product, responded to the students using the tracking tool in Microsoft Word and reflected on their understandings throughout this experience. Our findings pose implications for what we as educators understand about writing, the creation of text, our responses to this, and to the classroom experiences we make available for students.

New technologies, new pedagogies: mobile technologies and new ways of teaching and learning

Janice Herrington et al. — Mon, 12 Dec 2011 20:19:40 PST

This paper describes a major development and research study that investigated the use of mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and iPod digital audio players (mp3 players). An action learning framework for professional development was designed and implemented with a group of teachers from a Faculty of Education. Each teacher or team created pedagogies to implement appropriate use of a mobile device in different subject areas in higher education. This paper describes the project aims, design and implementation in four phases, together with a description of the project management and communication factors that helped to ensure its success.