Mvivitsou ecer11
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NETWORK-BASED ENCOUNTERS: TEACHERS’ COGNITION OF SHARING EXPERTISE USING SOCIAL MEDIA A pilot case of Greek and Finnish Subject State School Teachers Marianna Vivitsou, PhD candidate Department of Teacher Education, University of Helsinki E C E R C o n f e r e n c e , B e r l i n , F r e i e U n i v e r s i t y , 2 0 1 1
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Web access varies considerably among schools, regions, countries and it seems more plausible to relish the idea of a model combining a physical and a virtual teaching- studying- learning plan allowing both teachers and students to work within a flexible framework that emancipates them from spatial and temporal limitations. This again requires teachers to reconsider issues of representation and, consequently, of possible ways to exploit the extended forms of textuality offered by the networking tools.
Transcript of Mvivitsou ecer11
NETWORK-BASED ENCOUNTERS: TEACHERS’ COGNITION OF SHARING EXPERTISE USING SOCIAL MEDIA A pilot case of Greek and Finnish Subject State School Teachers
Marianna Vivitsou, PhD candidateDepartment of Teacher Education, University of Helsinki
EC
ER
Confe
rence
, Berlin
, Freie
Univ
ersity
, 20
11
AGENDA
Research background Network: What is it? Teacher education: Principles currently 21st century teacher education Understanding teachers... Research questions & Methods The pilot study Preliminary findings Discussion & conclusions Research in the future...
THE PROBLEMATIQUE
Social networking sites and platforms as technological mediators means of interaction and expression pedagogical meeting space
Integration of networked digital environments influences teaching action the notion of traditional school environment
undergoes a radical change Towards a flexible model
combines a physical and a virtual teaching studying learning (TSL) plan and
emancipates from spatio-temporal limitations Teachers need to reconsider issues of
representation and possible ways to exploit the extended forms of
textuality offered by the networking tools.
NETWORK: WHAT IS IT?
Technical (e.g. trains, electricity, internet) Organizational mode extended by ICTs ‘In social life, networks are communicative structures that
process flows. Flows are streams of information between nodes, circulating through the channels of connection between nodes.’
Castells, 2009: 20 A concept; a tool to describe; not what is being
described (Latour, 2005: 132)
’emerging networks have the capacity to challenge and to reinforce the existing socio-cultural, economic & political systems’
Mowlana, 1997: 199; in Tella et al, 1998
CURRENT TRENDS IN TEACHER EDUCATION
(Teachers’+Students’) Practical reasoning • Judgement, action;
situationality
Building translocal civil society • Discernment • Emotion, imagination,
creativity
21ST CENTURY TEACHER EDUCATION
Critical Practical Reason
Dynamic change
UNDERSTANDING TEACHERS’...
Teacher Pedagogical Cognition = Reasoning + judgement+ situationality thinking + practical knowledge+ beliefs
+theories (Borg, 2006; Kansanen et al., 2000)
Essential in order to ... Effect CHANGE towards the 21st century school
Through the lens of Network-Based Education (NBE )
RESEARCH FRAMEWORK
Research Questions• In what ways do teachers integrate and use the social media sites? • How does networking change or not teachers’ cognition of
the TSL process? • What pedagogical models are applied to enhance the
network-based collaborative learning process? The Pilot Study• Case study; ethnographic methods • Data collection: in Finland (secondary schools) and Greece
(online); interviews of teachers• Data analysis: codes; categories; content analysis (NVivo)
The context
• Secondary education, subject – specific teaching, didactics • Centralised (GR) vs decentralised curriculum (FI)• Teaching of media education as separate subject and integrated
The participants
• Greek & Finnish (2+2) secondary state school teachers, active social media users
PRELIMINARY FINDINGS
NETWORK-BASED ENCOUNTERS
Technical • TL environments;
tools • t/ support
Cognitive • Task, guidance, grp
work
Social • Virtual + Physical=
Real• Virtual VS Physical
Epistemological • Knowledge source
+ outcomes
Pedagogical Infrastructure Framework (Lakkala, 2010)
TEACHERS’ PRACTICAL REASONING
Practical argument (Fenstermacher & Richardson, 1993)
FINDINGS: DISCUSSION Technical + social aspect marked by teachers
Teachers need to familiarise with new tools as users & as teachers blend different roles: teacher, trainer, mentor organise time and workload apply different teaching approaches to integration;
not just transfer real life to virtual teaching techniques
In order to balance the ratio between 4 elements
Background differences GR: ’war’ situation FI: work overload
Ts’ cognition ’deconstructed’ Action vs Non-action
time; workload...
THEREFORE, TS’ NBENCOUNTERS...
• Cultural intersection• Time• Roles + relationships
shift• Dialogue
Expand educational
agenda; focus on pragmatic issues
• New local/ translocal curricula (Sellers & Gough, 2010)
Open networks for change
CONCLUSIONS - FUTURE TRENDS
Translocal/global civil society Open Network-based Learning
Virtual+ Physical = Real Critical Practical Reason (Dunne &
Pendlebury, 2003) Higher-order thinking; (counter-)
argumentation; initiative-based action Social Learning multi-Environments
Actor-Negotiated curricula Multi-directional dialogue Polyphony (Tella & Mononen-Aaltonen,
1998)
FUTURE RESEARCH ORIENTATIONS
Teachers’ Communities on Social Media & about Social Media
Teachers’ Networks Physical settings; networking sites integrated
Ethnographic plan Interviews Observations
REFERENCES Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice .
London: Continuum. Castells, M. (2009). Communication power. Oxford/New York: Oxford University Press. Dunne, J. & Pendlebury, S. (2003). Practical Reason. In the Blackwell Guide to the
Philosophy of Education, pp. 194-211. Blackwell Publishing Ltd: MA, USA. Fenstermacher, G. D., and V. Richardson. 1993. The elicitation and reconstruction of
practical arguments in teaching. Journal of Curriculum Studies 25 (2):101–14. http://dx.doi.org/10.1080/0022027930250201 (accessed September 22, 2010).
Kansanen, P., Tirri, K., Meri, M., Krokfors, L., Husu, J., & Jyrhämä, R. (2000). Teachers´ Pedagogical Thinking. Theoretical Landscapes, Practical Challenges. New York: Peter Lang.
Lakkala, M. (2010). How to design educational settings to promote collaborative inquiry: Pedagogical infrastructures for technology enhanced progressive inquiry. Doctoral Thesis, Institute of Behavioural Sciences, University of Helsinki, Finland.
Latour, B. (2005). Reassembling the social: An Introduction to Actor-Network Theory. Oxford, UK: Oxford UP.
Sellers, W. and Gough, N. (2010). Sharing outsider thinking: thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. International Journal of Qualitative Studies in Education (QSE), Sep/Oct2010, Vol. 23 Issue 5, pp. 589-614.
Tella, S. & Mononen-Aaltonen, M. (1998). Developing Dialogic Communication Culture in Media Education: Integrating Dialogism and Technology. Helsinki: Media Education Publication 7, MEC, Helsinki University.
