ACTION + REFLECTION = PROBLEM SOLVING.
Technology stewards are people who motivate others to achieve community objectives (Riel, 1998). Successful learning experiences involve facilitating the transmission of knowledge (information) and supporting the social context in which these transmissions are to occur. Wyman (2010) found that teachers are more likely to collaborate when there is an unselfish commitment to the success of all teachers and an attitude and willingness to learn (p. 2). So, as a steward of technology (a teacher of teachers), my focus is on not only the content, but the social-emotional psychological conditions as well.
In order to understand teacher motivation to participate in peer-to-peer professional development, I began my action research by studying teacher experiences as they collectively shared knowledge with their colleagues. In cycles one (1) and two (2), I organized and coordinated knowledge sharing efforts with teachers at my school that were attending professional development events. I developed, initiated and implemented a plan whereby the knowledge gained by one teacher attending a PD could be exposed to the entire faculty at the school. I solicited their support, we planned and worked together to collectively build knowledge, and then I used standard research protocols to draw out their opinions, perceptions and personal accounts of their experiences. We used google apps, social media, digital audio and video to facilitate the learning and sharing. We then worked together to create narratives of their experiences and developed content for the school’s professional development wiki.
The end result of my action research, cycle three (3), is the design of (and plan for implementing) a collaborative teacher professional development model at my current school. This initiative takes into account teacher motivation and uses technology tools to mediate and document the process. The plan design goes beyond developing individual expertise, as it focuses on developing the collective expertise of a community of learners. It reflects, for adults, an integrated constructivist approach to learning that I believe teachers and schools should be using to teach kids. An approach that is thoughtful, purposeful, meaningful and effective.
Advocating for an all-of-the-above approach.
The large majority of teachers were motivated to participate in peer-to-peer professional development, but not all. The question then became: How do I motivate all teachers to integrate technology through professional development? I came to realize that teachers, like kids and all human beings, need a variety of ways to connect to new learning, not just those that position them to work collaboratively. I realized that professional development, like all learning, needs to be responsive to the needs of the learner, particularly when it comes to learning technology. To that extent, I am advocating for an all of the above supportive approach to teacher PD that utilizes P2P PD as its foundation. This all of the above approach would consider the needs and experiences of individual teachers and tailor their professional development accordingly. It involves traditional and collaborative professional development models alike peer-to-peer PD, just-in-time PD, trainings, conferences, coursework, mentorships, etc. to transition teachers through the various quadrants/phases of skill development detailed in the graph below.
In order to understand teacher motivation to participate in peer-to-peer professional development, I began my action research by studying teacher experiences as they collectively shared knowledge with their colleagues. In cycles one (1) and two (2), I organized and coordinated knowledge sharing efforts with teachers at my school that were attending professional development events. I developed, initiated and implemented a plan whereby the knowledge gained by one teacher attending a PD could be exposed to the entire faculty at the school. I solicited their support, we planned and worked together to collectively build knowledge, and then I used standard research protocols to draw out their opinions, perceptions and personal accounts of their experiences. We used google apps, social media, digital audio and video to facilitate the learning and sharing. We then worked together to create narratives of their experiences and developed content for the school’s professional development wiki.
The end result of my action research, cycle three (3), is the design of (and plan for implementing) a collaborative teacher professional development model at my current school. This initiative takes into account teacher motivation and uses technology tools to mediate and document the process. The plan design goes beyond developing individual expertise, as it focuses on developing the collective expertise of a community of learners. It reflects, for adults, an integrated constructivist approach to learning that I believe teachers and schools should be using to teach kids. An approach that is thoughtful, purposeful, meaningful and effective.
Advocating for an all-of-the-above approach.
The large majority of teachers were motivated to participate in peer-to-peer professional development, but not all. The question then became: How do I motivate all teachers to integrate technology through professional development? I came to realize that teachers, like kids and all human beings, need a variety of ways to connect to new learning, not just those that position them to work collaboratively. I realized that professional development, like all learning, needs to be responsive to the needs of the learner, particularly when it comes to learning technology. To that extent, I am advocating for an all of the above supportive approach to teacher PD that utilizes P2P PD as its foundation. This all of the above approach would consider the needs and experiences of individual teachers and tailor their professional development accordingly. It involves traditional and collaborative professional development models alike peer-to-peer PD, just-in-time PD, trainings, conferences, coursework, mentorships, etc. to transition teachers through the various quadrants/phases of skill development detailed in the graph below.
Figures 2 and 3 by Spira, D. 2010
Personal and professional growth.
With each new relationship comes opportunity (to learn, to share, to exchange ideas, and to experience each other) and challenge. As such, I was also focused on how my role as the technology steward impacts the motivation of my colleagues. Doing action research compelled me to reflect upon and ask myself questions about how I am impacting others in my professional environment, that is, how they react to me and how this lays a foundation for the type of professional relationships I hope to have with them.
Overall, the feedback about the coordination of the cycles was positive. Teachers were impressed by the project and the work I did. While there were lessons learned throughout this journey, respondents said that the organization and execution of the cycles were well done, clearly organized and easy to do. One teacher said that she didn't feel like it put her out. Another said that it was nice knowing there was a core group that was going with a purpose in mind. When asked to comment on how my role impacted the process, the teachers agreed that the planning, coordination and set-up were all helpful. Toward the end of one of our final meetings, the connection was made back to the impact of knowledge sharing on the greater school community of educators.
With each new relationship comes opportunity (to learn, to share, to exchange ideas, and to experience each other) and challenge. As such, I was also focused on how my role as the technology steward impacts the motivation of my colleagues. Doing action research compelled me to reflect upon and ask myself questions about how I am impacting others in my professional environment, that is, how they react to me and how this lays a foundation for the type of professional relationships I hope to have with them.
Overall, the feedback about the coordination of the cycles was positive. Teachers were impressed by the project and the work I did. While there were lessons learned throughout this journey, respondents said that the organization and execution of the cycles were well done, clearly organized and easy to do. One teacher said that she didn't feel like it put her out. Another said that it was nice knowing there was a core group that was going with a purpose in mind. When asked to comment on how my role impacted the process, the teachers agreed that the planning, coordination and set-up were all helpful. Toward the end of one of our final meetings, the connection was made back to the impact of knowledge sharing on the greater school community of educators.