Conclusions

Emphasis on theory theory buildinbuilding,g, specific focus on teacher mediation:

video review process stimulated reframingreframing of ideas: specifically, a priori socio-cultural theory was socio-cultural theory was recontextualised,recontextualised, extended (through testing boundaries) and jointly elaborated (not radically) over time – integratedintegrated with applied practical theory and reformulatedreformulated to achieve the best fit with practice

culminated in ‘intermediate theory’ of T mediationintermediate theory’ of T mediation – detailed categorisation in relation to emerging affordances of projection technology and specific settings, plus overarching themes across lessons (and subjects)

in sum, teachers’ and researchers’ initial theories scrutinised, modified & reconciled through the deconstruction and reconstruction of practicedeconstruction and reconstruction of practice

Follow-up study

Aims: To assess the impact of participation in the

collaboration on pedagogical thinking and everyday practice

To explore the degree of dissemination within subject departments and schools

Method: The 8 teachers were interviewed 1 year after the

collaborative analyses in each case Relevant data were trawled from the transcripts

of our video review meetings

Findings and conclusions

In-depth reflection and critique of pedagogy offered a very significant PD opportunity to all 8 teachers and resulted in sustained changes in thinking and practice (in same and other topic areas)

Practices developed during T-MEDIA were adopted, modified, extended by participating colleagues, and disseminated to other subject colleagues

Sociocultural theory introduced and refined during the collaborative analyses constituted a powerful analytical lens upon emerging pedagogical practices, including those not incorporating technology, and offered practitioners a new language for describing them in more sophisticated ways

Limited dissemination outside subject departments, except in history…

Impact of research process on teacher practice

• Showed potential of IWB for whole class teaching

• Showed potential of IWB to support dialogic teaching

• Helped clarify teacher thinking about collaborative knowledge building

• Pupils as learning partners

Impact of research in and beyond school

• Awareness of dialogic teaching raised in all faculties

• Collaboration between Humanities and English on pupil talk

• Using alternative codings for lesson observations

• Other colleagues using dialogic teaching as a focus for research projects

• Opportunities to disseminate findings to colleagues from other schools

Publications and outcomes available from

Bryony Heather: bsjh2@cam.ac.uk

Paper downloads and CD-ROM order forms available at www.educ.cam.ac.uk/istl/pub.html

Across Subjects CD hosted on National Centre for Excellence in Teaching Mathematics portal at www.ncetm.org.uk (search for “T-MEDIA”)

First International Conference on Research

into School Teaching and Learning with Whole Class Interactive Technologies

July 3 & 4, 2009

University of Cambridge

References

Cobb, P., Confrey, J., diSessa, A., Lehrer, R. & Schauble, L. (2003) Design experiments in educational research. Educational Researcher, 32 (1), 9-13.

diSessa, A. (1991) Local sciences: viewing the design of human-computer systems as cognitive science. In Carroll, J.M. (ed) Designing Interaction: Psychology at the Human-Computer Interface. New York, Cambridge University Press, pp. 162-202.

Ruthven, K. (2002) Linking researching with teaching: towards synergy of scholarly and craft knowledge. In English, L. (ed) Handbook of International Research in Mathematics Education. Mahway, NJ, Lawrence Erlbaum, pp. 581-598.

Triggs, P. & John, P. (2004) From transaction to transformation: information and communication technology, professional development and the formation of communities of practice. Journal of Computer Assisted Learning, 20 (6), 426-439.