Workshop 1

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Workshop 1 DeFT Digital Futures in Teacher
Education
Anna Gruszczynska and Richard Pountney,
Sheffield Hallam University
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Introduction and background

• Local teachers and pupils, teacher educators and
  teacher education students involved in
• sharing and developing good practice in teaching
• understanding more about digital literacy
• developing guidance on Open Educational Resources
  in the school context
• Project outputs will be shared via an open
  textbook (pulling together case studies and
  supporting resources) and the "Digital Bloom"
  installation

• For more information
• Project website www.digitalfutures.org
• Project blog www.deftoer3.wordpress.com
• Twitter _at_deftoer3
• Slideshare www.slideshare.net/deftoer3
• Contact
• a.gruszczynska_at_shu.ac.ukr.p.pountney_at_shu.ac.uk
  

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Activity no 1.

• 1. List your three favourite digital tools
• 2. Name a tool you're not very familiar with but
  would be interested in trying out

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Research questions and framework

• Key questions
• What is the relationship between Open Educational
  Resources and digital literacy within
  professional development?
• What understandings of digital literacy and Open
  Educational Resources emerge through a reflexive
  approach to project methodology?

• Research framework
• Embedded within Bernstein's theory of pedagogic
  discourse
• Drawing on the principles of social sciences
  knowledge production (teacher education as its
  subset)
• Exploring tacit aspects of pedagogical practice
• Exploring the "why" (socio-cultural/institutional
  context) rather than solely the "how" (technical
  aspects) of OER/DL

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Project methodology Data collection

• Reflexive moments
• Five staged prompts sent out to team members
  responses via e-mail or personal blogs
• Each moment is followed by a digest of emerging
  themes and issues, shared with project
  participants via project website
• Materials emerging from the case studies of
  digital practice
• notes from project meetings and school visits
• notes from rich media content - photographs and
  videos
• comments from teachers/team members on project
  blog and Twitter
• focus groups with PGCE students

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Project methodology Principles

• The case study method (Stake, 1985)
• Schön's 'reflection-in-action' (1983) - sharing
  stories of "opening up" pedagogical practice
• Bernsteins theory of pedagogic discourse
  (Bernstein, 1990, 1996, 2000) - exploration of
  (in)visible pedagogical practices.

• 1.The DeFT movie!
• 2. Alternative Forms of Recording for teaching
  and learning
• 3.Camp Cardboard
• 4. Reflections on Digital Literacy

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Activity no. 2
Tell us a bit more about your digital profile 1.
What is your digital superpower? 2. What is your
digital kryptonite?
Available from Dunechaser under CC BY-NC-SA 2.0
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Frameworks for digital literacy

• Engagement with existing frameworks (JISC, 2011)
• Digital literacy as a continuum between the
  purely social and the purely technological
• Move from the singular literacy to the plural
  literacies to emphasise the sheer diversity of
  existing accounts (Lankshear and Knobel, 2008).
• Digital literacies as "the constantly changing
  practices through which people make traceable
  meanings using digital technologies" (Gillen and
  Barton, 2010).
• Critique of the concept of digital natives
  (Bennet et al. 2008)

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www.digitalbloom.org
Activity no.3

• 1.Find a partner
• 2. Pick a device - iPod, iPad, your smartphone or
  pen and paper
• 3. In pairs, take turns to answer the following
  question
• How do you define digital literacy in personal
  and professional context?
• Capture the answers using your chosen technology
  - record the audio/video, Tweet it, write it
  down.
• Ideally, email them to us r.p.pountney_at_shu.ac.uk
• 4. Reflect on the experience with the group

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DL and the rules of regulative discourse

• When it comes to e-safety, we seem to live in a
  culture of fear where we might be teaching road
  safety but never letting the child out (project
  meeting, teacher)
• Web2.0 filters
• Technological barriers
• Access to devices

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DL and locus of control over selection of
instructional discourse
In terms of teaching and digital literacy the
ultimate question we constantly need to deal with
is - is this going to help the students when they
get to an exam? Because what I would like to see
happening is the fostering of a community,
personal growth etc. but most of the time it is
about having to teach "for an exam (focus
group with PGCE students).
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DL Tensions sharing resources
polished performance vs. accounts of real
life
you have to be sharing with the kids anyway all
the time (focus group with PGCE students)
You dont know what reaction you would get
can you imagine if you put it on you tube and you
got loads of thumbs down?
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Locus of control over pacing Stories of a
digital divide
My pupils were shocked to discover that I didnt
have a mobile phone as a teenager and when you
arranged to meet with your mates you just agreed
on a meeting time and point and then waited. You
would actually talk to each other, you know,
rather than keep texting. (focus group with
PGCE students)
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DL investigations new avenues

• Methodological approaches exploring the ways in
  which understandings around DL are expressed and
  shared through reflection in action
• Re-examining DL in the context of the debate
  around ICT in the curriculum and the removal of
  the programmes of study
• Exploring the place of DL and OERs in
  professional development of teachers

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References.Questions? Comments?

• Bennett, S, Maton, K, Kervin, L. (2008). The
  digital natives debate A critical review of
  evidence. British Journal of Educational
  Technology, 39, 775786.
• Bernstein, B. (1990). The structuring of the
  pedagogic discourse Class, codes and control.
  London Routledge.
• Bernstein, B. (1996). Pedagogy, Symbolic Control
  and Identity Theory, Research, Critique. London
  Taylor Francis.
• Bernstein, B. (2000). Pedagogy, Symbolic Control
  and Identity Theory, Research, Critique.
  (Revised edition). Lanham Rowman Littlefield
  publishers.
• Gillen, J. Barton, D. (2010). Digital
  literacies. A research briefing by the
  technology enhanced learning phase of the
  teaching and learning research programme. London
  London Knowledge Lab, Institute of Education,
  University of London.
• Joint Information Systems Committee (JISC).
  (2011). Digital literacy anatomised access,
  skills and practices. Available from
  http//jiscdesignstudio.pbworks.com/w/file/4047482
  8/Digital20literacies20anatomy.pdf (Last
  accessed 29 February 2012).
• Lankshear, C. Knobel, M. (2010) New Literacies
  Everyday Practices and Social Learning (3rd
  Edition). Maidenhead Open University Press.
• Schön, D. (1983). The reflective practitioner.
  New York Basic Books.
• Stake, R.E. (1995). The art of case study
  research. London Sage.