The essence of my research direction
Since this is my first year in the doctoral program, I am finding that my understanding and therefore my direction is on a continuous evolution. The more I read, the more I ponder, the more I adjust my thinking. This is all good, but it does make for a circling effect when it comes to my goals and direction for my research.
The more I read about Design Based Research, the more I like it, but question its place in my research during my doctoral studies. The time frame is the major issue, but the direction of DBR is having an influence on my thinking. As I read the postings in WebCT, I realize how far I have to go in my studies to get a better handle on the field I am entering. The gaps I have are very obvious and there is much reading to do! I know also that it would have been helpful in this particular course, had I been further along in my coursework ... especially the research courses. I'll get there, but there might have been a better way.
----------------------------------
For my research:
The literature has shown that one-shot professional development workshops are ineffective at creating real lasting change in teaching pedagogies and learning outcomes (e.g. Borko, 2004, Loucks-Horsley, 1995). Educators need to view themselves as lifelong learners and through that personal understanding can create that possibility for their students. The key to long term change involves a cultural change within the school itself, developing mentoring processes, communities of learning, a culture of teachers as professionals, and support groups to sustain continuous learning for teachers. The evidence supporting effectiveness of a model of professional development, which permeates the school and system culture, exists. I would like to find ways to move this knowledge and insight into the schools where it can have a long-term positive impact on students and their learning.
During my PhD candidacy I plan to critically review the various types of professional development models currently in the literature and in action in the field. Through this analysis, I plan to develop an expertise in the field of professional development and classroom technology integration. Classroom teaching does not effectively integrate technology as a critical component of the curriculum. While there are many barriers to technology use in education, my focus is the teacher as the driver of change in the classroom. The purpose of my research will be to develop a plan to support teacher through sustained professional development to more fully integrate technology in meaningful ways.
Research Questions:
1. How do you scaffold teacher learning to help them transform their teaching practices to include technology in a student-centered classroom.
2. How can ongoing professional development within a school be created and sustained for long term results.
Borko, H.(2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15.
Loucks-Horsley, S. (1995). Professional Development and the Learner Centered School. Theory into Practice, 34(4), 265-271.
The more I read about Design Based Research, the more I like it, but question its place in my research during my doctoral studies. The time frame is the major issue, but the direction of DBR is having an influence on my thinking. As I read the postings in WebCT, I realize how far I have to go in my studies to get a better handle on the field I am entering. The gaps I have are very obvious and there is much reading to do! I know also that it would have been helpful in this particular course, had I been further along in my coursework ... especially the research courses. I'll get there, but there might have been a better way.
----------------------------------
For my research:
The literature has shown that one-shot professional development workshops are ineffective at creating real lasting change in teaching pedagogies and learning outcomes (e.g. Borko, 2004, Loucks-Horsley, 1995). Educators need to view themselves as lifelong learners and through that personal understanding can create that possibility for their students. The key to long term change involves a cultural change within the school itself, developing mentoring processes, communities of learning, a culture of teachers as professionals, and support groups to sustain continuous learning for teachers. The evidence supporting effectiveness of a model of professional development, which permeates the school and system culture, exists. I would like to find ways to move this knowledge and insight into the schools where it can have a long-term positive impact on students and their learning.
During my PhD candidacy I plan to critically review the various types of professional development models currently in the literature and in action in the field. Through this analysis, I plan to develop an expertise in the field of professional development and classroom technology integration. Classroom teaching does not effectively integrate technology as a critical component of the curriculum. While there are many barriers to technology use in education, my focus is the teacher as the driver of change in the classroom. The purpose of my research will be to develop a plan to support teacher through sustained professional development to more fully integrate technology in meaningful ways.
Research Questions:
1. How do you scaffold teacher learning to help them transform their teaching practices to include technology in a student-centered classroom.
2. How can ongoing professional development within a school be created and sustained for long term results.
Borko, H.(2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15.
Loucks-Horsley, S. (1995). Professional Development and the Learner Centered School. Theory into Practice, 34(4), 265-271.