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Conclusions

Conclusions. Emphasis on theory buildin g, specific focus on teacher mediation:

latifah-pugh
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Conclusions

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  1. Conclusions Emphasis on theory building, specific focus on teacher mediation: video review process stimulatedreframingof ideas: specifically, a priorisocio-cultural theory was recontextualised, extended (through testing boundaries) and jointly elaborated (not radically) over time – integratedwith applied practical theory andreformulated to achieve the best fit with practice culminated in‘intermediate theory’ of T mediation – detailed categorisation in relation to emerging affordances of projection technology and specific settings, plus overarching themes across lessons (and subjects) in sum, teachers’ and researchers’ initial theories scrutinised, modified & reconciled through thedeconstruction and reconstruction of practice

  2. Follow-up study Aims: To assess the impact of participation in the collaboration on pedagogical thinking and everyday practice To explore the degree of dissemination within subject departments and schools Method: The 8 teachers were interviewed 1 year after the collaborative analyses in each case Relevant data were trawled from the transcripts of our video review meetings

  3. Findings and conclusions In-depth reflection and critique of pedagogy offered a very significant PD opportunity to all 8 teachers and resulted in sustained changes in thinking and practice (in same and other topic areas) Practices developed during T-MEDIA were adopted, modified, extended by participating colleagues, and disseminated to other subject colleagues Sociocultural theory introduced and refined during the collaborative analyses constituted a powerful analytical lens upon emerging pedagogical practices, including those not incorporating technology, and offered practitioners a new language for describing them in more sophisticated ways Limited dissemination outside subject departments, except in history…

  4. Impact of research process on teacher practice • Showed potential of IWB for whole class teaching • Showed potential of IWB to support dialogic teaching • Helped clarify teacher thinking about collaborative knowledge building • Pupils as learning partners

  5. Impact of research in and beyond school • Awareness of dialogic teaching raised in all faculties • Collaboration between Humanities and English on pupil talk • Using alternative codings for lesson observations • Other colleagues using dialogic teaching as a focus for research projects • Opportunities to disseminate findings to colleagues from other schools

  6. Publications and outcomes available from Bryony Heather: bsjh2@cam.ac.uk Paper downloads and CD-ROM order forms available atwww.educ.cam.ac.uk/istl/pub.html Across Subjects CDhosted on National Centre for Excellence in Teaching Mathematics portal atwww.ncetm.org.uk(search for “T-MEDIA”)

  7. First International Conference on Research into School Teaching and Learning with Whole Class Interactive Technologies July 3 & 4, 2009 University of Cambridge

  8. References Cobb, P., Confrey, J., diSessa, A., Lehrer, R. & Schauble, L. (2003) Design experiments in educational research. Educational Researcher, 32 (1), 9-13. diSessa, A. (1991) Local sciences: viewing the design of human-computer systems as cognitive science. In Carroll, J.M. (ed) Designing Interaction: Psychology at the Human-Computer Interface. New York, Cambridge University Press, pp. 162-202. Ruthven, K. (2002) Linking researching with teaching: towards synergy of scholarly and craft knowledge. In English, L. (ed) Handbook of International Research in Mathematics Education. Mahway, NJ, Lawrence Erlbaum, pp. 581-598. Triggs, P. & John, P. (2004) From transaction to transformation: information and communication technology, professional development and the formation of communities of practice. Journal of Computer Assisted Learning, 20 (6), 426-439.

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