2016 ATEA presentation - what are beginning teachers looking for online?

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  1. 1. What are beginning teachers looking for online? The TeachConnect story (and what can be learnt from it) Nick Kelly and Steven Kickbusch Queensland University of Technology
  2. 2. Online teacher support What would a utopia of online support for teachers look like? Technology A national profession The potential of connectedness Asking teachers (participation) Independent, focussed, inclusive Elements of the vision Facebook BRITE StackExchange, Quora AirBnB, Uber
  3. 3. What is TeachConnect? Online support for teachers Altruistic Broad stakeholders / diverse participants Continuity Knowledge professional, searchable, growing Mentorship peer, one to one Live Chat events, synchronous, stored Evidence - APST
  4. 4. Narrative Design-Based Research Participation of teachers and teacher educators Four years Consultation, research, productive failure, authentic (Collins, Joseph, & Bielaczyc, 2004) 1. Theoretical foundations 2. Phases of design Theory, survey, TeachQA, TeachConnect, Iterations 3. Outcomes from each phase 4. Overall lessons learned
  5. 5. Is TeachConnect a success (yet)? Were working on it Usage data Engagement Initial experience Frequency of returning Emailing Events Quality of content Sense of belonging Social, affective, cognitive presence Mentorship training Working closely with groups Creating social norms in platform
  6. 6. Recipe for online teacher support Technology Platform Hosting Support of key stakeholders across systems Accreditation body (QCT, BOSTES, Registration Board, VIT, TQI, AITSL) Work with universities Breadth of relationships inclusivity Depth embed in courses Work with everybody Schools, school system, existing groups, government, personal networks Find mutual benefit everywhere
  7. 7. Towards Utopia National, international Looking for champions AITSL, Government Does anybody know how to do this?!? Sharing design principles Independent, focussed Breadth & depth of stakeholders Low threshold for participant involvement Integrated into the profession Focus on altruism and mutual benefit Wide community with trust for reflection
  8. 8. Thank you One of the things I've found is that if any one of a group of people with similar problems asks a question there's a good chance that the question will reflect some of the thinking of their peers. Myles Horton Paulo Freire & Myles Horton (1990) We Make the Road by Walking
  9. 9. Recent Australian references Designing online networks for teachers Clar, M., Kelly, N., Mauri, T., & Danaher, P. (2015). Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer. Asia-Pacific Journal of Teacher Education, 1-13. Herrington, A., Herrington, J., Kervin, L., & Ferry, B. (2006). The design of an online community of practice for beginning teachers. Contemporary Issues in Technology and Teacher Education, 6(1), 120-132. Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138-149. Kelly, N., Clar, M., Kehrwald, B., & Danaher, P. (In press). Online Learning Networks for Pre- service and Early Career Teachers. UK: Palgrave Pivot. Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence informed framework. Teaching and Teacher Education, 54, 77- 87. Prestridge, S. (2016). Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education, 1-20. Redmond, P. (2015). Discipline specific online mentoring for secondary pre-service teachers. Computers & Education, 90, 95-104. Sari, E., & Herrington, J. (2013). Using design-based research to investigate the design and development of an online community of practice for teacher professional development.
  10. 10. Steven Kickbusch Steven.Kickbusch@qut.edu.au Contact us Nick Kelly Nick.Kelly@qut.edu.au