A Habit of Collaboration: Using Technology While Building Professional Relationships during Teacher Preparation

By Grossman, Eric; Arnold, Doug | International Journal of Instructional Media, Fall 2011 | Go to article overview

A Habit of Collaboration: Using Technology While Building Professional Relationships during Teacher Preparation


Grossman, Eric, Arnold, Doug, International Journal of Instructional Media


ABSTRACT

We present two new components of our teacher preparation program designed to promote technology use and foster professional collaboration. The Student Technology Advisor (STAR) program partners education students and faculty campus-wide to aid in the adoption of teaching technologies. Initial indicators are positive for professional development among both the faculty, as they adopt new technologies, and our education students, who develop the collaboration skills we hope will serve them as they launch professional teaching careers. The student teacher blog, designed to allow collaboration among student teachers, has also shown some potential to encourage dialogue, though initial findings are more modest and require that we reconfigure the media and our course requirements for optimal participation.

INTRODUCTION

Beginning in fall, 2009, Emory & Henry College students enrolled in the undergraduate course "Technology and Instructional Design" were partnered with faculty from across the campus. The explicit objective was for the pair to approach instructional design problems with appropriate emerging technologies, including online collaboration tools. At the same time, students enrolled in clinical field experiences were asked to use a blog to support one another toward professional growth. These programmatic changes represent a new direction, and new potential, for teacher preparation. Two questions emerge. First, does partnering with students encourage faculty to adopt new teaching technologies? And second, when undergraduate coursework requires students to work collegially with faculty and each other using online collaboration tools, are graduates more likely to use those tools for their own professional development?

BACKGROUND

The inversion of expertise in technology use, particularly online social networking, has created a unique synergism for students collaborating with faculty. Young people grew up with computers, cell phones, and the internet. Most faculty members did not. The relative facility with technology generally reflects this generational difference. According to a recent report by the Pew Research Center, nearly all teens go online (95%), and two-thirds of them use social networking sites. Among those over fifty, 70%-80% go online, and only 10%-20% of those use social networking sites. (1) Our students generally embrace and use technologies before we do. They are in a position to help later adopters.

Of greatest significance to this project, young people engage with each other online. They create and maintain networks of contacts. They create content in the form of text, images, and video to share with this online community. Content creation by teenagers continues to grow, with 64% of online teenagers ages 12 to 17 engaging in at least one type of content creation, up from 57% of online teens in 2004. (2) We have asked students to provide a boost to faculty who are striving to use instructional technology, and we have simultaneously asked students to use online collaboration tools for their own learning and professional development.

A constructivist conceptual framework is helpful for articulating the value of learners posting, sharing, and responding to one another via an online forum such as a blog. Given such a framework, we see learning best accomplished by engaging students in constructing knowledge through acquiring, generating, analyzing, manipulating, and structuring information. (3) Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through interacting with others and sharing their thoughts, ideas, and information.

Collaboration among teachers is hindered by a legacy of teacher isolation. Addressing this legacy is among the potential benefits for pre-service and in-service teachers using technology to build collegial support for professional development. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

A Habit of Collaboration: Using Technology While Building Professional Relationships during Teacher Preparation
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.