Theoretically-Grounded Action Research As a Strategy for Cultivating Web 2.0 Practitioners

To add a paper, Login.

Keeping abreast of technological advancements and learning how to effectively integrate them into practice are ongoing challenges for the 21st century educator. Zijdemans-Boudreau (2008) reported the outcomes of a preliminary study on embedding action research as a strategy for faculty and teacher development in a Masters level educational technology course. Surveys and self-evaluations based on the National Educational Technology Standards (NETS) for teacher literacy were analyzed to determine students’ perceptions and progress as a result of the intervention. Outcomes indicated an increase in perceived ability and progress in some of the NETS performance indicators. Students attributed this improvement to both enhanced exposure to other educators’ efforts in technology integration as well as their own individual project experiences. In a secondary iteration, the action plan resulting from this previous work has informed a significant restructuring of the course into a hybrid – face-to-face and online – delivery model using web conferencing for the online sessions. In continuing to address the question of how to effectively integrate new technologies into practice, Mishra & Koehlers’ (2006) Technology Pedagogy and Content Knowledge (TPACK) theoretical model has been integrated and data collection has been expanded to include journal blogs and archives of the online sessions. Data are still being analyzed, however, initial findings reaffirm that using Action Research as an instructional and professional development strategy promotes a positive learning trajectory that includes exploring technology in authentic, meaningful contexts.

This presentation provides an overview of the two iterative – plan, implement, evaluate – cycles encompassed in this work, and the lessons learned from utilizing Action Research as a tool for systematic implementation and evaluation of a variety of Web 2.0 technologies in teaching practice and student learning. The session concludes with the final action plan for future direction.

Keywords: Technology Integration into Practice, Action Research, Professional Development, Teacher Training, Web 2.0 Technologies, Web Conferencing, National Educational Technology Standards - NETS, Technology Pedagogy and Content Knowledge - TPACK
Stream: Teacher Training and Professional Development
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. Anita Zijdemans Boudreau

Assistant Professor, College of Education, Pacific University
Forest Grove, Oregon, USA

Dr. Zijdemans Boudreau is an Assistant Professor in the College of Education at Pacific University, Oregon, USA. She has 10 years experience in Teacher Preparation programs and currently teaches graduate courses in Educational Technology, Human Development and Applied Psychology, Learning Communities, and Educational Research. Her present research interests include professional and teacher development in Web 2.0 technologies, Web conferencing as a means of enhancing hybrid and distance course delivery models, and exploring the possibilities of immersive 3D worlds such as Second Life for educational application. She also has several years experience as a technology consultant working with educators and community groups seeking to develop communities of practice and effectively integrate technology into practice. She earned her Ph.D. and M.A. from the Ontario Institute for Studies in Education of the University of Toronto, Canada with a specialization in Human Development, Education, and Applied Cognitive Science. Her Honours B.A. and B.Ed. were attained at Collège Glendon, York University, Toronto, Canada with specializations in Fine Arts, English and French, and authorization at the High School level.

Ref: L09P0782