10 SES 04.5 PS, General Poster Session
General Poster Session
Teacher education programs in Chile are currently facing a dilemma. While teacher educators are more focused on using technology for teaching, student teachers enrolled in those programs are more familiar with the use of technologies for learning. Mass access to digital technologies is changing the way we learn, triggering autonomous forms of learning that challenge the traditional paradigm based on the simple idea that learning only occurs when someone plays the teacher role. Technology availability and the willingness of younger generations to take advantage of it create many interesting scenarios. In fact, young users of social networks and online entertainment who are also seeking specific disciplinary information include some student teachers (Fisher, Higgins, & Loveless, 2006). Teachers’ knowledge acquisition through the use of digital tools is a continuous process, self-initiated mainly in higher education. This process plays a crucial role in the way new teachers face pedagogical and disciplinary learning through their professional life (Cerda, 2013).
Teacher education programs in Chile historically have emphasized teachers’ professional knowledge acquisition, focusing in the implementation of teaching methods already deemed effective, with less attention to autonomous learning practices using digital technologies. Autonomous learning in education has been historically linked to the concept of self-directed learning. According to Merriam (2001), two major concepts have emerged in adult education: andragogy and self-directed learning. While andragogy focuses on how to teach adults, self-directed learning emphasizes the way adults learn by themselves. Garrison (1997) indicated that self-directed learning is a collaborative constructivist perspective and can be organized in three main elements: self-management, related with control issues; self-monitoring, addressing cognitive and metacognitive issues; and motivation, related to the initiation and maintenance of the task.
Another important element in self-directed learning is the new student teachers’ background and its relationship with technology. Beyond the debates about “digital natives” and “immigrant learners” (Prensky (2001, 2012), about whether young people can multitask, or their ability to perform well with technology beyond gaming or social networks, there is general consensus on one key point: young student teachers are highly connected and they are (probably) more skillful than their teachers at seeking information online, even though they looking for and finding information mainly from “informal” sources (e.g., Wikipedia) rather than the specialized research data bases.
The purpose of this study is to generate a grounded theory model about the underlying process of autonomous acquisition of teacher knowledge (pedagogical and disciplinary) through the use of digital learning technologies. The following research question serves as a starting point: Among Chilean student teachers, what are the underlying components in the process of teacher professional knowledge acquisition when they learn using learning technologies in a self-directed way?
Cerda, C. (2013, January 3-6). Using ICT to Support Teachers’ Self-directed Professional Learning. Paper presented at the International Congress for School Effectiveness and Improvement ICSEI, Santiago, Chile. Charmaz, K. (2006). Constructing Grounded Theory. A practical guide through qualitative analysis. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE. Fisher, T., Higgins, C., & Loveless, A. (2006). Teachers Learning with Digital Technologies: A review of research and projects. Retrieved from Bristol, UK: Garrison, D. R. (1997). Self-Directed Learning: Toward a Comprehensive Model. Adult Education Quarterly, 48(1), 18-33. doi:10.1177/074171369704800103 Merriam, S. B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education, 2001(89), 3-14. doi:10.1002/ace.3 Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Prensky, M. (2012). From digital natives to digital wisdom: hopeful essays for 21st century learning. Thousand Oaks, Calif.: Corwin.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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