Assignment 4 - Theoretical Foundation

Theoretical Foundation for Pilot Project (Action Research)

I was having a difficult time coming up with the theoretical foundation for my pilot project. The reason for this was that my actual dissertation research will be focusing on mentoring as a way to help teachers integrate technology in learner-centered ways. But, my pilot project will only be exploring the teachers' (those same ones that will be mentored in the dissertation research) current attitudes and practices related to integrating technology and learner-centered teaching methods. So, my pilot project has nothing to do with mentoring. It isn't even going to ask teachers about their preferences for professional development. 

Dr. Willox said, in this case, to focus on the theoretical framework for the actual dissertation, so that's my plan.

For my actual dissertation research, I am planning to use situated learning theory as my theoretical framework. The following is a revised excerpt from my prospectus:

Theoretical Base

Situated learning theory, proposed by Lave and Wenger (1991) directly applies to how teachers learn to use technology with their classes.  Teachers can take courses and go to workshops but much of their learning about how to integrate technology effectively actually comes when they are in class trying out new technology enriched lessons with their students or observing other teachers.  In situated learning, a novice works with an experienced mentor to gain knowledge and skills, eventually becoming a full member in a “community of practice”.  The model was proposed by Lave to describe how African craftsmen learn their trade, but it can be applied to teachers learning to use technology in learner-centered ways in their own classrooms.  In this study, the mentor, whether his job title is instructional technology specialist, technology integration coordinator, media specialist, or classroom teacher, acts as an instructional technology coach.  The novice is a teacher wanting to integrate technology to a greater extent, and the “community of practice” is a group of like-minded teachers (in this case, a high school science department) sharing their technology integration experiences for the benefit of all.

Many schools are engaged in efforts to improve their integration of technology with varying levels of success.   Having a mentor work closely with teachers in their classrooms is one method that seems to work well.  Kopcha (2010) suggested a systems-based approach to this type of professional development, and implementation of his model has been studied in one elementary school setting.  While this study will not implement Kopcha's full model, it will be based on his method and will use mentoring as well as sharing between like-minded peers as the professional development approach.  It is expected that this approach will lead to more positive teacher attitudes toward integrating technology in learner-centered ways as well as changes in teacher practices.  But, even if it does not, much can be learned from the experiences of the teachers who participate in the study.  Exploring the barriers that prevent the teachers from using technology or the factors that contribute most to their positive experiences will help school technology leaders determine the most effective ways to assist their own teachers as they strive to integrate technology in learner-centered ways.  

References

Kopcha, T.  J. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58, 175-190. doi:10.1007/s11423-008-9095-4

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.