探索和学习的安全空间:在教育工作者的创造力中拓展网络专业学习的可供性

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ross C. Anderson, Jen Katz-Buonincontro, T. Bousselot, Jessica Land, Mari Livie, Nathan Beard
{"title":"探索和学习的安全空间:在教育工作者的创造力中拓展网络专业学习的可供性","authors":"Ross C. Anderson, Jen Katz-Buonincontro, T. Bousselot, Jessica Land, Mari Livie, Nathan Beard","doi":"10.14742/ajet.7879","DOIUrl":null,"url":null,"abstract":"What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive.\nImplications for practice or policy:\n\nNetworked learning for educators should be interactive, self-reflective and creative using diverse media and modalities.\nProfessional development developers should focus on instructional routines to help teachers build confidence in their skill building.\nProfessional development developers should consider the creative engagement framework as a guide for the design of teacher training.\nTeacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Space that was safe to explore and learn: Stretching the affordances for networked professional learning in creativity for educators\",\"authors\":\"Ross C. Anderson, Jen Katz-Buonincontro, T. Bousselot, Jessica Land, Mari Livie, Nathan Beard\",\"doi\":\"10.14742/ajet.7879\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive.\\nImplications for practice or policy:\\n\\nNetworked learning for educators should be interactive, self-reflective and creative using diverse media and modalities.\\nProfessional development developers should focus on instructional routines to help teachers build confidence in their skill building.\\nProfessional development developers should consider the creative engagement framework as a guide for the design of teacher training.\\nTeacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration.\\n\",\"PeriodicalId\":47812,\"journal\":{\"name\":\"Australasian Journal of Educational Technology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2022-11-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australasian Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.14742/ajet.7879\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australasian Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.14742/ajet.7879","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

是什么让乡村教师学习创造力和艺术的在线专业发展具有影响力?在本文中,我们描述了一项混合方法研究的结果,该研究于2019-2020年在美国西北地区对K-12教师进行了一种新的在线和面对面混合教师培训体验。这项研究的重点是农村教育工作者的创造性发展,以及他们在课程中整合创造力和艺术的准备。农村学校在为教师提供持续的专业学习机会方面面临挑战,特别是在创意和艺术融合等复杂领域。然而,由于各种障碍,许多教师在这一领域缺乏专业学习机会,或者只有很少的机会。研究结果揭示了网络学习方法在教授复杂主题和实践(如创造力)方面的创新,这使得在线学习更具体验性,并与相关性和参与度相关联。正如其他人发现的那样,网络化学习可以提供变革性的体验。除了详细的发现外,本文还提出了一些扩展的设计原则和具体技术,以使在线学习体验具有创造性和扩张性。对实践或政策的启示:教育工作者的网络学习应该是互动的、自我反思的和创造性的,使用多种媒体和方式。专业发展开发者应该关注教学惯例,以帮助教师在技能建设中建立信心。专业发展开发者应该考虑将创造性参与框架作为教师培训设计的指导。教师在在线专业发展中的成果应该是基于群体的,以建立点对点的联系,鼓励创造性的冒险和合作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Space that was safe to explore and learn: Stretching the affordances for networked professional learning in creativity for educators
What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive. Implications for practice or policy: Networked learning for educators should be interactive, self-reflective and creative using diverse media and modalities. Professional development developers should focus on instructional routines to help teachers build confidence in their skill building. Professional development developers should consider the creative engagement framework as a guide for the design of teacher training. Teacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信