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

1. Mentoring teachers, pre-service teachers and teacher educators in the 21st Century Donna Gronn donna.gronn@acu.edu.au Presented at Kings College London Wednesday the 2nd of May, 2012

2. Tool Technology Outcome Pedagogically sound use of technology in the classroom Subject Teacher Object Learn Technology

3. Tool Technology Original Outcome Pedagogically sound use of technology in the classroom New Outcome New mentoring process for learning in the 21st Century Subject Teacher Object Learn Technology Rules Community Division of Labor Mentor

4. Building the ICTE capacity of Pre-service Teachers in Australian Universities Australian Council for Computers in Education Five images hyperlinked

5. Teaching Teachers for the Future (TTF)

6. 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/

7. ACU ICT Pedagogy Officer • Work with staff from selected units to • Make explicit what ICT is currently used in units • Elicit what ICT is needed in units • Collect examples of ICT use in schools • 3 minute videos (think, Graphs, Blogs, blogs2, Twitter) • 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

8. 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

9. Accessible Outcomes • National Professional Standards for Teachers • Illustrations of practice • TTF Professional Learning Packages(password protected) • MSC stories (109 password protected stories)

10. Tool Video Snippets TTF Project Activity Model Outcome New mentoring process for learning in the 21st Century Object Learn Technology Subject University Lecturers • Rules • - Teacher availability • - Lecturer availability • - Ethics requirements • - Social behaviour • - etc Division of Labor Mentoring Process • Community • - Teacher • - University Lecturer • - Broker (researcher) • - Pre-service teachers • 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.

11. Tool Video Snippets Tool Video Snippets TTF Project Activity Model Outcome New mentoring process for learning in the 21st Century Outcome New mentoring process for learning in the 21st Century Object Learn Technology Subject University Lecturers Object Learn Technology Subject PST • Rules • - Teacher availability • - Lecturer availability • - Ethics requirements • - Social behaviour • - etc Rules • Community • - Teacher • - University Lecturer • - Broker (researcher) • - Pre-service teachers Community Division of Labor Mentoring Process Division of Labor • 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. Leads to

12. Children Mentor Teachersimages removedThis doctoral thesis is available online athttp://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010/index.html

13. Case Study Methodology • data collection • questionnaires • observations • interviews • journals

14. ResearchQuestion • 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?

15. 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

16. Mentoring Sessions • Relaxed atmosphere • Short • Regular support and follow-up available in school • Individually tailored sessions (teacher input changed sessions)

17. Child Mentors http://wordle.net

18. Pedagogical Interventions • Broker, moderator, go-between? • Teachers being mentored • Child mentors

19. Tool Digital Camera Children Mentor Teachers Activity Model Outcome New mentoring process for learning in the 21st Century Object Learn Technology Subject Teacher • Rules • - Children’s availability • - Teacher availability • - School design • - Camera availability • - Social behaviour • - etc • Community • - Teacher • - Child Mentor • - Broker (researcher) • - Principal • - Families Division of Labor Mentoring Process • 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.

20. Traditional Mentoring Non-expert Expert

21. Expert Moderator Mentoring in the Digital Classroom Non-expert

22. Classroom Teachers Donna Mentoring in the TTF Project University Lecturers

23. University Lecturers Donna Mentoring in the TTF Project Pre-service Teachers

24. 9-10 year olds Donna Mentoring with Child Mentors Classroom Teachers

25. 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

26. 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