An inquiry-based approach to the integration of digital technologies in a pre-service teacher education program

Norm Vaughan

Mount Royal University

Calgary, Alberta, Canada

Overview

1. Theoretical framework
2. Study context
3. Methodology
4. Findings
5. Recommendations

​

�

​

​

​

​

​

�

​

​

​

1. Theoretical Framework

Inquiry-based learning

Buzzword, jargon, or potentially a valid approach to learning - your thoughts?

​

https://docs.google.com/a/mtroyal.ca/document/d/1C-PLf4cUld3aeUHJuOi3DxKLlqa9SA4UH8MHfEk-3tI/edit

https://docs.google.com/a/mtroyal.ca/document/d/1C-PLf4cUld3aeUHJuOi3DxKLlqa9SA4UH8MHfEk-3tI/edit

https://docs.google.com/a/mtroyal.ca/document/d/1C-PLf4cUld3aeUHJuOi3DxKLlqa9SA4UH8MHfEk-3tI/edit

Inquiry

• Is problem or question driven
• Typically has a small-group feature
• Includes critical discourse
• Is frequently multi-disciplinary
• Incorporates research methods such as �information gathering and synthesis of ideas

University of Calgary

Community

• … community means meaningful association, association based on common interest and endeavor. The essence of community is communication

​

John Dewey, 1916

​

Community Of Inquiry

• The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”.

​

Lipman, 1991

Community of Inquiry Framework

Social Presence

The ability of participants

to identify with the

community (e.g., course

of study), communicate

purposefully in a trusting

environment, and

develop inter-personal

relationships by way of

projecting their

individual personalities.

Cognitive Presence

The extent to which

learners are able to

construct and confirm

meaning through

sustained reflection

and discourse in a

critical community

of inquiry.

Teaching Presence

The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. �(Garrison, Anderson & Archer, 2000)

Practical Inquiry Model – Phases

Garrison, Anderson & Archer (2001)

​

2. Study Context

Educational Technology Course

• Educational technology course in a pre-service teacher education program�
• Focus usually on the development of �information and communication technology �skills (i.e., social networking and multimedia �applications) rather than on problem solving �and critical thinking processes (Dede, 2007)�
• Purpose of this research study was to investigate if and how an inquiry-based approach to digital technology integration could be utilized in a pre-service teacher education program

​

​

Course Assignment

• An inquiry-based learning project based on an issue or topic related to the integration of digital technologies in elementary education�
• Practical inquiry (PI) model �used as the guiding framework

​

Triggering Event

Techne

• Ancient Greek word for art, skill or cunning of hand

​

Technology

• Ancient Greek word for the making, modification, usage, and knowledge of tools, machines, �techniques, crafts, systems, and �methods of organization, in order �to solve a problem, improve a �pre-existing solution to a problem �or achieve a goal

Triggering Event

Selection of a question, problem or dilemma related to the integration of digital technologies in elementary education, in order to stimulate the inquiry process. �

For example, what impact does digital technologies have on children’s writing skills?

�

​

​

​

Triggering Event

Instagrok to begin developing questions and possible avenues for exploration�

�

​

​

​

Exploration

Annotated Bibliography

• Build on the shoulders of giants :)

​

• Create an annotated bibliography (with a minimum of five unique sources) with the assistance of your peers, MRU Librarians, and your course instructor about your inquiry.�
• Post a first draft of your annotated bibliography in Google Docs

Exploration

Research Proposal & Ethics Tutorial

• Post a first draft of your proposal in Google Docs �

​

• Complete the TCPS Ethic Online Tutorial

Exploration

Professional Learning Networks (PLN)

​

​

• Inspired Learning

Exploration

Data Collection

• Collecting data from your professional learning network (PLN)

​

• Completed by Feb 23rd at midnight

Exploration

Panel Discussion

• Field trip to the CBE’s Innovation and Learning Commons Centre for a panel discussion about our IBL projects

​

• Monday March 10th

Integration

Digital Storytelling

• Use the initial findings from your study and your annotated bibliography to create a digital story in PowerPoint or iMovie to be posted in YouTube.�
• The final draft of your �digital story should be �posted by April 2 at midnight

Integration

MRU Student Research Day – April 2nd

​

Resolution/Application

Research Manuscript

• A first draft of your research manuscript should �be submitted for peer review by April 6th by midnight.
• Completed research manuscript submitted �by April 11th at midnight
• Mount Royal Undergraduate Education Review�

​

Innovate West

​

3. Methodology

Methodology

Action research approach (Stringer, 1999)

​

Data collection & analysis (Undergraduate Student Research Assistant)

Blog Postings (Triggering Event, Exploration, Integration, Resolution/Application)

• Winter 2013 – 65 students
• Winter 2014 – 67 students

​

End of semester online survey

• Winter 2013 - 47 (out of 65 – 72%)
• Winter 2014 - ?

​

Post-semester focus group

• Winter 2013 – 12 students
• Winter 2014 - ?

​

�

​

Guiding Questions

1. How do you define inquiry-based learning?�
2. What are the opportunities and advantages of using an inquiry-based approach to learn how to integrate digital technologies into your future teaching practice?�
3. Conversely, what are the challenges �and disadvantages of such an approach?�
4. What recommendations, strategies, and �ideas would you like to share for incorporating �this approach to learning into your future teaching practice?

​

�

​

​

4. Findings

Student definitions: Inquiry based learning

1. Asking and solving your own questions�
2. Self-directed learning and knowledge construction�
3. Discovery and exploration �learning

​

�

​

Opportunities: Inquiry based learning

1. Internal motivation�
2. Self-directed learning�
3. Deeper understanding of subject �matter�
4. Peer and collaborative learning

​

�

​

Challenges: Inquiry based learning

1. Time-consuming and hard work�
2. Not enough structure (need for�some liberating constraints)�
3. Technology frustrations

​

�

​

​

5. Recommendations

Big picture orientation

• “Important to provide students with the big picture idea so they know where they're going, but still incorporate small steps so they don't get overwhelmed” (Student 16).

�

​

Clear guidelines and scaffold the process

• “Start with small projects and slowly build (scaffolding) the independent learning skills needed to take on larger projects” (Student 3). �

​

Careful and informed topic and question selection

• “Every student should be working on a topic and question that is of interest to them and they genuinely care about the project or they won't do it” (Student 13). �

​

Embedded technology instruction related to the project

• “Each week the teacher should demonstrate the use of a different technology that could be used to help students complete their inquiry-based learning projects” (Student 8). �

​

Digital storytelling to convey the project results

• “I really liked how everyone needed to create a digital story to convey the results of their project, but everyone was able to select and investigate a question that really meant something to them. I feel this is when you really learn and I will make sure to incorporate �this process into my future �teaching practice” (Student 27). �

​

Questions?

​

Contact Information

​

Dr. Norman Vaughan, Professor

nvaughan@mtroyal.ca�

Mount Royal University

Department of Education & Schooling

Faculty of Teaching and Learning

4825 Mount Royal Gate SW� Calgary, Alberta, Canada

T3E 6K6

​

�