Being Self-Study Researchers in a Digital World (eBook)

Contents 6
Part I: Considering Self-Study in a Digital World 8
Chapter 1: Being Self-Study Researchers in a Digital World: An Introduction 9
References 16
Chapter 2: Self-Study of Teaching and Teacher Education Practices Methodology and the Digital Turn 17
Critical Issues 18
Possible Data-Collection Strategies 22
Interview 22
Observation 23
Notes in the Field 24
Focus Groups 24
Evidence 27
Authority of Experience 28
Trustworthiness 32
Summary 33
References 33
Part II: Digital Technology: Practice, Research and Scholarship 36
Chapter 3: Teaching About Teaching Using Technology: Using Embodiment to Interpret Online Pedagogies of Teacher Education 37
Objectives 41
Methods 41
Data Gathering and Analysis 42
Analysis 43
Outcomes 43
Thinking Differently About Embodiment 43
Privacy and the Presentation of Self 46
Significance 48
References 49
Chapter 4: Changing Our Practice and Identity Go Hand-­in-­Hand: A Self-Study of Our Efforts to Infuse Digital Technology into Our Literacy Courses 51
Context of the Study 52
Literature Review 52
Digital Technology and Teacher Education 52
Research Methodology 54
Self-Study Research 54
Data Gathering 54
Findings 56
Year 1 56
Overlooking Student Learning 56
Acting and Feeling Like Novices 57
Year Two 58
Discussion 61
Conclusion 63
References 63
Chapter 5: Connecting Technology, Literacy, and Self-­Study in English Language Arts Teacher Education 65
Introduction 65
Context 66
Literacy and Technology 66
Self-Study 67
Teacher Educators 68
Aims and Objectives 68
Methods 69
Outcomes 70
Revising Our Methods Courses 70
Revising Our Pedagogy 72
Significance 74
References 75
Chapter 6: New Literacies and Technology: Keeping Current in a Writing Methods Course 77
Introduction 77
Contexts for Change 78
Digging Deeper Through Self-Study Methods 79
Changes to Products and Processes 80
Written Products and Models 80
Alterations to Products 81
New Genres 82
Writing Processes and Modeling 83
Composing Digitally Ourselves 84
Decomposing Composition Processes with Teachers 84
Making Time for Explicit Technology Instruction 85
From Jigsaw to Collaboration 85
Preparing for Teaching and Learning 86
Written Products and Teacher Practices 86
Writing Processes and Teacher Practices 87
Conclusion 88
References 88
Chapter 7: Rethinking Technological Resources in Self-­Study of Teacher Education Practices: The Case of Taking and Teaching Online Courses 91
Literature Review 92
The Course I Taught as Teacher Educator 93
The Course I Took as a Student 94
Methods for Focusing on Technology in Self-Study 95
Major Findings from My Study 95
Technology’s Role in Stifling Online Relationships 99
Thinking About My Findings 101
Final Thoughts 103
References 104
Chapter 8: Building Community and Capacity: Self-Study and the Development of Social Constructivist Online Teaching 106
Introduction 106
Context of the Study 107
Conceptual Framework/Theoretical Framework 108
Methods/Data Sources 110
What We Have Learned: Pedagogy 111
What We Have Learned: ORG and the Self-Study Process 115
The Power of a Community of Practice 115
A Sense of Possibility 116
Self-Study: “Know thyself” 117
References 118
Chapter 9: Pedagogical Hesitations in a Mobile Technology Rich Learning Environment. A Self-Study of Redefining Expertise. 120
Introduction 120
Mobile Learning (M-Learning) as a Conversational Framework 121
Making Learning Visible Through Feedback 122
Transformational Teacher Education Pedagogies 122
Context 123
Method 124
Vulnerable/Experienced Teacher Educators 126
Invisible/Visible Mobile Learning 128
Transmissive/Transformational Teacher Education 130
Conclusion 131
References 132
Chapter 10: Thinking in Space: Virtual Bricolage Self-­Study for Future-Oriented Teacher Professional Learning 135
Introduction 135
Context 136
Methods 138
Data Generation 139
Data Analysis 142
Dialogic Extracts from Emails and Letters 142
Outcomes 145
Conclusions and Implications 148
References 149
Chapter 11: Using Multiple Technologies to Put Rhizomatics to Work in Self-Study 153
Rhizomatics 154
The Comment Feature: Lines of Flight 156
Lines of Flight 156
Making Connections 157
Putting Lines of Flight to Work 158
Digital Dialogues and Affect 158
Affect 159
Emotional Perception, Expression and Reception 159
Putting Affect to Work in Self-Study 160
Charting a Digital Landscape with Cartography 161
Cartography 161
Traversing a Digital Landscape 162
Putting Cartography to Work 162
Discussion 163
(Non)Conclusion 165
References 165
Part III: Reflecting on Possibilities for Self-Study in a Digital World 167
Chapter 12: The Future of Self-Study: Through and With Technology 168
Technology and Transformation 169
Transformation of Practice 169
Transformation of Identity 170
Technology’s Role in Self-Study Assemblages 171
Considerations for the Future of Self-Study 173
References 174
Chapter 13: The Digital Impact on Self-Study 175
Teacher Education in the Digital Age 176
Changing Practice: New Data 177
Conclusion 179
References 180
Erratum 182