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Direct linkHowell, Emily; Perez, Sara; Abraham, W. Todd – Reading Research Quarterly, 2021
In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers' instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify…
Descriptors: Faculty Development, Elementary School Teachers, Writing Instruction, Writing (Composition)
Download full textLaura Cruz; Eileen Grodziak; Diana Botnaru; Deborah Walker; Trent W. Maurer; Alan Altany; Betty Abraham-Settles; Michelle Amos; Kimberly Bunch-Crump; Alan Cook; Heidi Eisenreich; Diana Gregory; Michael L. Howell; Ioney James; Shainaz Landge; Jane Lynes; Joyce Pompey; Brendan L. Shapiro; Allison Smith; Brenda Thomas; Felicity M. Turner; Ellen H. Williams; Robin Gerchman; Miiriam Horne; Richard Hughes; Alandra Kahl; Rebecca Layson; David X. Lemmons; Jeffrey A. Stone; Elizabeth VanDeusen; Yue Zhang – International Journal for the Scholarship of Teaching and Learning, 2023
This is a large-scale, multi-author collaborative autoethnographic study exploring the concept of building a tangible teaching commons on the example of the Scholarship of Teaching and Learning (SoTL) Commons Conference. The project organizers sought to provide a big tent and extended an invitation to attendees to respond to a series of writing…
Descriptors: Scholarship, Instruction, Learning, Conferences (Gatherings)
Supporting University Staff to Develop Student Writing: Collaborative Writing as a Method of Inquiry
Sandra Abegglen; Tom Burns; Sandra Sinfield – Journal of Learning Development in Higher Education, 2022
There is a feeling in the Learning Development community -- and in academia more generally -- that discipline staff see the academic writing of students as a problem better 'fixed' by others. However, staff at a writing workshop held within a learning and teaching conference revealed positions that were more nuanced, inflected, compassionate and…
Descriptors: College Faculty, Workshops, Faculty Development, Collaborative Writing
Zhang, Ruofei; Zou, Di; Cheng, Gary; Xie, Haoran – Education and Information Technologies, 2022
Technology-enhanced collaborative writing (TECW) for second language development is receiving increasing research attention from educators and teachers. However, there have been few review studies investigating how teachers implement this activity, how they use technology for the implementation, and what challenges they have. To better prepare…
Descriptors: Collaborative Writing, Second Language Instruction, Educational Technology, Faculty Development
Mark Winston Visonà; Sebnem Kurt – Educational Technology & Society, 2024
Existing studies investigating the integration of technology using the framework of technological pedagogical content knowledge (TPACK) have frequently relied on self-reported data analyzed through qualitative or quantitative methods focusing on TPACK regardless of their contexts. Targeting this need to better understand how teachers' individual…
Descriptors: Technology Integration, Pedagogical Content Knowledge, Technological Literacy, Teacher Characteristics
Bates, S.; Wright, V. – International Journal of Lifelong Education, 2019
The paper reports on collaborative journal writing and dialogue sustained by two education professionals with a view to engaging in meaningful reflective practice. The transition from journal writing to reporting in this paper was underpinned by knowledge of the place of reflective practice in teacher education and continuous professional…
Descriptors: Journal Writing, Teacher Collaboration, Figurative Language, Reflection
Strawser, Michael G. – Journal of Faculty Development, 2019
This brief communication essay offers practical suggestions for maintaining an active teaching and learning scholarly agenda and building a teaching and learning scholarship culture on campus. The strategies offered here hopefully present faculty and faculty developers with tangible ideas to maintain their scholarship as general expectations and…
Descriptors: Scholarship, School Culture, Faculty Development, College Faculty
Black, Alison L.; Crimmins, Gail; Henderson, Linda – Discourse: Studies in the Cultural Politics of Education, 2019
This paper provides a rationale for understanding personal/professional identities to support personal/professional learning and positioning in academe and higher education. It explains the importance of women writing and speaking out the stories of their lives (everyday and academic), having their voices heard and responded to, and using embodied…
Descriptors: Professional Identity, Faculty Development, Teacher Attitudes, Women Faculty
Wang, Danping; Li, Danni – International Journal of Computer-Assisted Language Learning and Teaching, 2022
This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English in an international school in Hong Kong. Using the Action Learning Circle as a guiding framework, this study analysed a Chinese language teacher's one-year self-initiated exploration of multiliteracies and…
Descriptors: Teaching Methods, Multiple Literacies, International Schools, Multimedia Instruction
Orchard, Janet; Williams, Amanda; Christopher, Kate; McKeown, Shelley; Jackson-Royal, Rachael; Wright, Kathryn; Wan, Sally Wai-Yan; Davids, Nuraan – British Journal of Religious Education, 2021
We present a distinctive approach to knowledge exchange used in the 'Shared Space' project; an inter-disciplinary researcher-teacher partnership using Allport's contact theory contact theory as a lens to interpret teachers' self-reported practice in the subject Religion and Worldviews (RWE). By so doing, we created new professional knowledge and…
Descriptors: Religious Education, Intergroup Relations, Epistemology, Interdisciplinary Approach
Koukis, Nikolaos; Jimoyiannis, Athanassios – Interactive Technology and Smart Education, 2019
Purpose: This paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers' views and…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
Lambert, Sarah – International Electronic Journal of Elementary Education, 2019
Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Textbooks
Molotsi, Abueng Rachael – South African Journal of Education, 2022
In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available…
Descriptors: Educational Change, Secondary School Teachers, Technology Integration, Technological Literacy
Lowe, Robert J.; Turner, Matthew W.; Schaefer, Matthew Y. – Educational Action Research, 2021
Research engagement and exploratory dialogue are central to forms of practitioner inquiry such as action research, in particular with regard to developing conceptual knowledge before action. Recently, practitioners have started engaging with technology such as podcasts as a way to facilitate opportunities for these focused interactions to take…
Descriptors: Action Research, Ethnography, Dialogs (Language), Information Technology
McCulloch, Sharon; Tusting, Karin; Hamilton, Mary – Research in Learning Technology, 2017
This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices,…
Descriptors: Role, College Faculty, Writing (Composition), Academic Discourse
