Mentoring teachers, pre-service teachers and teacher educators in the 21st Century

Donna Gronndonna.gronn@acu.edu.au

Presented at Kings College London Wednesday the 2nd of May, 2012

ToolTechnology

ObjectLearn Technology

SubjectTeacher

OutcomePedagogically sound use of technology in

the classroom

Mentor

New OutcomeNew mentoring

process for learning in the

21st Century

ToolTechnology

ObjectLearn Technology

CommunityRules

SubjectTeacher

Division of Labor

Original OutcomePedagogically sound use of

technology in the classroom

Building the ICTE capacity of Pre-service Teachers

in Australian Universities

AustralianCouncil for Computers in Education

Five images hyperlinked

Teaching Teachers for the Future (TTF)

TPACK

The creators of TPACK have their own websites from which they link all research articles and information: http://www.tpck.org/ & http://punya.educ.msu.edu/research/tpck/

ACU ICT Pedagogy Officer

1. Work with staff from selected units to Make explicit what ICT is currently used in units Elicit what ICT is needed in units

2. Collect examples of ICT use in schools 3 minute videos (think, Graphs, Blogs, blogs2, Twitter)

3. Work with staff from selected units to Select useful examples from component 2 and our school

collection Integrate examples into their units to ensure students gain

an understanding of how they can apply these to their teaching

Data Collection

• All education students across the country• TPACK survey (usefulness of ICTE and confidence

in using ICTE) – online, in April and November

• Staff involved in the project • ICT Pedagogy Officers Feedback• Most Significant Change (MSC) Stories

Accessible Outcomes

• National Professional Standards for Teachers

• Illustrations of practice

• TTF Professional Learning Packages (password protected)

• MSC stories (109 password protected stories)

TTF Project Activity ModelTool

Video Snippets

ObjectLearn Technology

Children - are immersed in digital technology and mentoring- pair and practice- mentor teachers (Structured and informal sessions)Broker assisted in the process by giving children exposure to the digital technologies required and the knowledge of the mentoring process.Teacher assisted in the process (as the ‘teaching and learning’ expert) by supporting and encouraging their mentors with questioning, note taking etc. Scaffolds mentors teaching.

Community- Teacher- University Lecturer- Broker (researcher)- Pre-service teachers

Rules- Teacher availability- Lecturer availability- Ethics requirements- Social behaviour- etc

SubjectUniversity Lecturers

OutcomeNew mentoring

process for learning in the 21st Century

Division of LaborMentoring Process

TTF Project Activity Model

ToolVideo Snippets

ObjectLearn Technology

Children - are immersed in digital technology and mentoring- pair and practice- mentor teachers (Structured and informal sessions)Broker assisted in the process by giving children exposure to the digital technologies required and the knowledge of the mentoring process.Teacher assisted in the process (as the ‘teaching and learning’ expert) by supporting and encouraging their mentors with questioning, note taking etc. Scaffolds mentors teaching.

Community- Teacher- University Lecturer- Broker (researcher)- Pre-service teachers

Rules- Teacher availability- Lecturer availability- Ethics requirements- Social behaviour- etc

SubjectUniversity Lecturers

OutcomeNew mentoring

process for learning in the

21st Century

Division of LaborMentoring Process

ToolVideo

Snippets

ObjectLearn

Technology

CommunityRules

SubjectPST

OutcomeNew mentoring

process for learning in the

21st Century

Division of Labor

Leads to

Children Mentor Teachersimages removed

This doctoral thesis is available online athttp://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010/index.html

Case Study Methodology

• data collection

– questionnaires

– observations

– interviews

– journals

Research Question

• What benefits of student mentors in ICT do teachers report?

• In particular what is the perceived effect of this approach on the teachers’ skills, confidence and classroom practice with ICT?

Method• 22 teachers – across two schools

• 9-10 year olds – 2 classrooms immersed in the use of digital cameras

• Pairing of children– practiced on each other

• Three mentoring session with teachers – plus others if requested by teacher and

– informal chats in the playground

Mentoring Sessions

• Relaxed atmosphere

• Short

• Regular support and follow-up available in

school

• Individually tailored sessions (teacher input

changed sessions)

Child Mentors

http://wordle.net

Pedagogical Interventions

• Broker, moderator, go-between?

• Teachers being mentored

• Child mentors

Children Mentor Teachers Activity ModelTool

Digital Camera

ObjectLearn Technology

Children - are immersed in digital technology and mentoring- pair and practice- mentor teachers (Structured and informal sessions)Broker assisted in the process by giving children exposure to the digital technologies required and the knowledge of the mentoring process.Teacher assisted in the process (as the ‘teaching and learning’ expert) by supporting and encouraging their mentors with questioning, note taking etc. Scaffolds mentors teaching.

Community- Teacher- Child Mentor- Broker (researcher)- Principal- Families

Rules- Children’s availability- Teacher availability- School design- Camera availability- Social behaviour- etc

SubjectTeacher

OutcomeNew mentoring

process for learning in the 21st Century

Division of LaborMentoring Process

Traditional Mentoring

Expert Non-expert

Mentoring in the Digital Classroom

Expert Non-expert

Moderator

Mentoring in the TTF Project

Classroom Teachers

University Lecturers

Donna

Mentoring in the TTF Project

University Lecturers

Pre-service Teachers

Donna

Mentoring with Child Mentors

9-10 year olds

Classroom Teachers

Donna

I am currently thinking about • Pedagogical strategies required in these mentoring relationships

– Underpinned by the mentor and mentees cultural knowledge/expertise with tools

– informed by each participants ZPD

• Role of the mediator in each environment– Being aware of the teachable moment– Finding each participants ZPD

• Intergenerational Knowledge

• Position of Power – after our discussion I am now thinking further about this also

References• ACDE - http://www.acde.edu.au/• ALTC - http://www.olt.gov.au• AITSL - http://www.aitsl.edu.au• ESA - http://www.esa.edu.au• ACCE - http://acce.edu.au • TPACK - http://www.tpck.org/ & http://punya.educ.msu.edu/research/tpck/ • TPACK Survey - http://punya.educ.msu.edu/publications/schmidt-et.al.2010.pdf • Most Significant Change - http://www.mande.co.uk/docs/MSCGuide.pdf• National Professional Standards for Teachers• http://www.teacherstandards.aitsl.edu.au/Standards/Overview• Illustrations of Practice - http://www.teacherstandards.aitsl.edu.au/Illustrations • Children Mentor Teachers (Donna’s Thesis)

http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010/index.html • Activity Theory – http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/ch2.htm and

http://www.youtube.com/watch?v=GAMlJU4HW3Q