Educational blogging as a tool supporting the teachers ’ TPACK competencies in crafts

1. Educationalblogging as a toolsupporting the teachers’ TPACK competencies in crafts Matti Pirttimaa, Marja-Leena Rönkkö, Satu Grönman & Juli-Anna AerilaUniversity of Turku, Department of TeacherEducation, Rauma Unit Finland

2. Aims and contents of crafts in the Finnishcurriculum The instructional tasks in crafts are to guide the pupil in systematic, sustained, independent work, and to develop creativity, problem solving skills, an understanding of everyday technological phenomena, and aesthetic, technical, and psychomotor skills. (Finnish National Board of Education, 2004.)

3. Aims and contents of crafts in the Finnishcurriculum In the Finnish crafts the instruction encompasses the core technical and textile work contents For example the perseverance, thinking and problem solving skills, the responsibility for pupils own environment of objects, the use of information technology tools in the phases of design and making process and in a variety of learning environments are mentioned in the contents or objectives of the subject (Pöllänen, 2011; Rönkkö, 2011)

4. Theoreticalbackround of the study Pedagogicalcontentknowledge PCK (Shulman 1986) Technological, pedagogicalcontentknowledge>TPCK (Koehler & Mishra 2005; Mishra & Koehler 2006; Koehler, Mishra & Yahya 2007) >TPACK (Thompson & Mishra 2007; Harris, Mishra & Koehler 2009; Mishra, Koehler & Henriksen 2011; Koehler, Mishra & Cain 2013)

5. Theoreticalbackround of the study The TPACK model emphasizes the complex interplay of all these bodies of knowledge: technological, pedagogical and content knowledge On the other hand, the ability to adapt and use constantly new and changing technologies is important for teachers. (Mishra & Koehler, 2006)

6. Theoreticalbackround of the study

7. Learning throughblogs as a sharedendeavor Reflectivepracticeyieldsengaging and takingdistance, givingpossibilities to adoptdifferentpespectives inside the community of learning (Wenger 1998) Using blogs in educationalpurposescanprovide for studentsbothautonomy and simultaneusly an opportunity for greaterinteraction (Williams & Jacobs 2004) The blogswereused as a way for learningduring the in-servicecoursereported in ourstudy

8. Researchquestion What kind of views do the in-service teachers participating in the course have about blogging as a tool for teaching and learning in craft and technology education? This research question is to be considered through the TPACK framework

9. Methodology: The data for our study is collected from the teachers participating to an in-service course for one and a half years between the August 2012 and December 2013 at the University of Turku, Department of Teacher Education, Rauma Unit The aim of this supplemental course was to refresh, advance, and diversify the teachers’ technological knowledge, their knowledge about contents, skills, and pedagogical competencies related to the versatile Finnish crafts

10. Methodology: There were 12 participants in the course and they were all female All of the course participants created their own blogs during their studies: they documented their learning task descriptions and processes of crafting as a text and photos Seven of the teachers participating in the course, answered the research inquiry: Webropol inquiry was chosen as the channel for answering In addition, we collected and analyzed 10 of all the 12 course participants’ blogs, including those three not participating to the Webropol inquiry

11. Findings: blogs as indicators of the course participants’ technological knowledge After a slow start, the majority of the course participants prove to see blogging as a useful tool for describing their own craft processes and monitoring the processes of others “Starting to write a blog was challenging at first, particularly because the lessons were spread out in different spaces, and the situation was hurry. Would there be a media laboratory for educational uses? Starting the first blog was a challenge.” (Jane 30.3.2014, Webropol)

12. Findings: blogs as indicators of the course participants’ pedagogical knowledge The course participants made benefit of the blogging in the course to varying degrees Those participants who had more experience about blogging and crafts regarded blogging more as self-reflection and as a way for description of the project phases and particular details than as a course assignment “The aim is to take design, and specifically the design of a product for another person to a central state. In design, the attention is to be drawn to that the colors, the pattern and the fabric will create an entire whole gestalt.” (Linda 16.1.2013) “That (the blogging) was guiding me to think more deeply about the things to be taught. Where are we going? Where should we go?” (Jane 30.3.2014, Webropol)

13. Findings: blogs as indicators of the course participants’ content knowledge The participants of the course present the working stages of their craft products in their blogs They present the materials and techniques chosen to the products and explain reasons for choosing them They also use blogs to write down the work instructions in phases The instructions are usually illustrated with several pictures: the pictures represent the general working practice but they are also used for clarifying the detailed realization where the use of different materials and techniques are to be seen

14. Findings: blogs as indicators of the course participants’ content knowledge

15. Findings: blogs as indicators of the course participants’ content knowledge “Documenting one’s design process has an effect on investing more (to the practice) and then also one assesses more oneself.” (Sara 30.3.2014, Webropol) It seems that the significance and appeal of blogs is based on the fact that the makers can share their ideas and the products to the persons outside of the course: blogs are bringing out the craft skills of the maker, and they can clearly be a raiser of the craft maker's self-esteem “I saw it very meaningful. I have written a blog also before that. It was also very fine to share thoughts and ideas like that. I have already got comments into my blog from new course starters, so it is good if others can avail my blog. Let’s share the ideas!!!” (Linda 30.3.2014)

16. Commentary: The relevance of this research epitomizes to the fact how useful educational blogging is in making invisible learning as visible. This may have a constructive impact on the teaching of the crafts In the teaching of the crafts, it is important to highlight the process and the craft skills The students’ learning skills are developed during the process and while reflecting the process The educational blogging seem to have an impact on the craft maker’s identity and self-esteem. This could be important, especially when the importance of making craft has changed from producing necessities for everyday use towards the craft being a trendy hobby, and a source of joy Educational blogging suites to this change, but it can also be a mean in preserving and spreading the tradition of the craft

17. ThankYou! http://neulojanauloja.blogspot.fi/2013/11/muovi.html