By Sara Hennessy
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Extra info for Bridging between Research and Practice: Supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology
In summary, our aims were: • to record, analyse and document exemplary cases of established teaching practices that integrate use of ICT in supporting subject teaching and learning at secondary level; • to elicit, identify and represent the craft knowledge that guides teaching and learning in these cases; • using a peer-interview technique, to stimulate pupils involved in these cases to articulate, and reflect on, their ideas about how teachers successfully mediate use of ICT and how this supports their learning; to feed these back to teachers; • in collaboration with practitioners, to draw on and extend sociocultural learning theory so as to develop a theoretically guided model of teacher mediation of activity to support learning with technology; • to compile and disseminate annotated audiovisual accounts providing replicable exemplars of practice.
The extensive scheduled discussions of both lesson plans and the various forms of data (see details in Chapter 1) were intended to create the critical space whereby “craft knowledge can legitimately come under respectful forms of examination comparable to those applied to scholarly knowledge” (Ruthven, 2002, p. 589). We use the term ‘applied practical theory’ to describe this synergy. This conceptualisation assumes that practical theory is situated in local, authentic pedagogical practices, perhaps related to specific learner groups, too, and that it evolves through adaptation to particular settings of use.
The two university researchers each took responsibility for two case studies, conducting all of the observations, interviews and meetings, and preparing the data. British Educational Research Association ethical guidelines5 were followed throughout the study, particularly with respect to responsibility to participants and obtaining informed consent. All pupil names have been changed. The specific practices we investigated included use of the IWB in science for learning about the photosynthesis process in Year 10 (age 14–15); constructing collective interpretations of poetry with an ‘anti-social’ theme in English with Year 10, using the IWB; use of multiple technological resources including the IWB in history to support analysis of evidence concerning the “golden age of Elizabeth I” in Year 8 (age 12–13); using dynamic graphing software with a data projector and laptops to teach the concepts of intercept and gradient in linear functions in Year 8.
Bridging between Research and Practice: Supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology by Sara Hennessy