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Field Study Report : INTENT

GRADUATE DIPLOMA COHORT

SEMESTER Fall

1. General areas of possible investigation:

Initiate, assess and maintain communication between Myself and Parents, Students and Industry.

2. Specific inquiry questions I am considering:

Measuring attitudes and perceptions of parents and students regarding a career in trades? How can I explore perceptions and career choices for youth 13 – 18? How will I engage in communication and idea-sharing with parents? How will I encourage parents to accept their child’s decision to explore a career in trades when the child has limited age and life experience? How do I foster discussion and encourage students to consider starting a career in Trades? How might I use visual literacy to increase communication with parents?

3. Program Capacities this inquiry will address:

Autonomous-Lifelong Learner: Participate in an activity to determine if student and parents support a new course proposal.

Reflective Practitioner: Assess the impressions and observations I have gathered

Critical Practitioner: Determine if the data I will be processing

Facilitator of Learning: Create the media to facilitate the discourse.

Knowledgeable Educator: Use my background as a Skilled Tradesperson to allay negative perceptions

Supportive Colleague: Use the skills I have acquired to help staff to create their own Podcasts, Wikis and Online Surveys

Educational Leader: Engage leaders in Industry to come and participate in the discussion

User of Technology: Use technology to create the Wikis, Podcasts and Surveys

4. Ways that your inquiry connects to a compelling educational purpose:

I will look at using various forms of media to assess how I can effectively communicate a position and have students and parents respond.  Not all students are cut of University cloth.  I feel there are opportunities for many students that are not the highest academic achievers.  To that end I would like to provide an avenue for students to consider a career in trades.  The Federal Government has established a Council to help address the shocking statistics dealing with the massive shortage in Skilled Trades.  I am very passionate about the changes a career in Trades has made in my personal life.  I would like to explore what contributions I can make to help address this issue.

I have discussed these intentions with my mentor and mentor group.

Yes

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Field Study Action Plan

My inquiry questions:

Exploring attitudes and perceptions on the topic of student participation in skilled trades

How my inquiry connects to a significant educational purpose:

Providing educational/vocational experiences and opportunities for students.

How my inquiry connects to recognized educational research: (Describe the theoretical and/or philosophical ideas that frame your inquiry. Please also include a list of readings you will consult.)

I believe the foundation of Ed Research should be focused on providing opportunities for students.  All too often I have witnessed a student fall behind for a variety of factors.   I think the most effective way to create dialogues is to engage in discussion and to address questions to ensure all questions are answered.  With the affluent catchment area in West Van it will be interesting to create a forum, and initiate dialogue to explore attitudes.

How my inquiry connects to the Program Capacities:

Autonomous-Lifelong Learner: Participate in activities such as Podcasts, Wikis, and Online Surveys.

Reflective Practitioner: Assess the impressions and observations I have gathered

Critical Practitioner: Determine if the data I will be processing is valid

Facilitator of Learning: Create the media to facilitate the discourse.

Knowledgeable Educator: Use my background as a Skilled Tradesperson to allay negative perceptions

Supportive Colleague: Use the skills I have acquired to help staff to create their own Podcasts, Wikis and Online Surveys

Educational Leader: Initiate a new program in the district working with Board office staff and techers from other schools.

User of Technology: Use technology to create the Wikis, Podcasts and Surveys

An outline of the design of my inquiry: (Data collection – how? what? who? when? What are the steps in your plan?)

How - Interviews, discussions, surveys, wiki, podcasts.

What -  attitudes, perception, awareness

Who – Me, Parents, Industry Leaders, Students

When – August  - November 2008

My plan for organizing and interpreting the data:

Podcasts – have students and parents respond to the topic as part of the “Self in Society” component of the IRP.  Gage responses to Podcast interview by engaging parents in discussion.

Wiki – Have students and parents respond to the topic as part of the “Self in Society” component of the IRP. Gather qualitative data by observing responses.

Survey – Assess responses

My plan for sharing my conclusions: (How will you communicate what you have learned?)

I will compile and interpret data and share the information with the administration of SD45.  The board office has been very supportive of my interest in Skilled Trades.  I will explore Photostory and Movie maker as possible means of sharing. 

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Student: David Henning

Mentor:  Lisa Donovan

T-Lite Field Study Proposal

Focus Group

How can I initiate, engage and retain dialogue with parents, students and regarding attitudes, perceptions and awareness of a career in Skilled Trades.

.

Banner Question

How to increase communication with parents and students through the exploration of Peer Mentoring, Wikis Podcasts, and Online Surveys

Technology Tools

Podcast, Online Surveys, Wikis, and Blogs

Data Collection…

Conduct initial survey to assess student attitudes, and perceptions.

Engage parents in discussion during Meet the Teacher night in Sept.

Interviews held with parents and students during the course of the year.

Engage parents and students is Wiki discourse.

Other Things To Consider

1. How can I explore perceptions and career choices for youth 13 – 18?

2. How will I engage in communication and idea-sharing with parents?

3. How will I encourage parents to accept their child’s decision to explore a career in trades when the child has limited age and life experience?

4. How do I foster discussion and encourage students to consider starting a career in Trades?

5. How might I use visual literacy to increase communication with parents?

Issues To Consider

·        Time

·        Level of Parent and Student motivation

• Understanding of technical language and understanding of the topic of Skilled Trades
• What level of technological skill will the parents have to access the various media I will use to communicate (surveys, podcasts, wikis)

Vision and Hope

• In what way will perceptions change?
• Can I rely on parents and students to engage in the dialogue?
• Will technology serve as the most efficient means to interact and information gather?
• What do the students and parent discussion teach m,e about the direction I need to take?

US as teacher action-researchers

• Is this a topic worthy of research???
• Have I clearly defined my learning goals?
• What does interpreting the data mean to us?
• Have I reflected appropriately?
• Am I correctly interpreting the data?
• Will I be subjective enough to accept answers I don’t want?
• Write a context piece on our process using the triangulation of data collection, multiple sources of information

READINGS

8-10 Readings with various points of view

annotated bibliography

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This may sound strange but I got into teaching because I flunked out of High School.  As High School wrapped up and my friends went off to University I went into a Trade and worked as a Carpenter for the next five years.  During this time I went through a significant period of personal growth.  I learned to recognize the impact of decisions I had made earlier, took responsibility for them, then embarked on a path of personal growth.  I started with a night school drafting course at a Community College.   I was eager for more learning so , with the coaxing of a friend, I applied to University of Ottawa as a mature student.  Ottawa was fantastic.  I loved school.  I met “the” girl, I worked doing renovations and never felt more alive in my life.  Upon finishing school with a B.A. in English I went back to work as a Contactor then off to complete my apprenticeship in Cabinetmaking.  So now I had I B.A. in English, Carpentry and Cabinetmaking licences and was happily building film sets in Montreal – making tons of cash and looking forward to more.  Several work related incidents and some other revelations demonstrated to me that I should look to see if other options were available to me.  I was presented with an opportunity to work as a teaching aid while recovering from a shoulder injury and the rest, as the saying goes, is history.  I loved working with kids.  The student I worked with was on a day release from a Juvenile Detention Center.  He was a challenge to access – to say the least, but through the good times and rough times I was hooked.  I really enjoyed the challenges and the rewards of working with youth.  I applied for teacher training in Tech. Ed.   The Technological Education course I completed was outstanding.  It required an Undergrad Degree and a Trade Certification.  The course started in July and finished in August and was packed with many additional qualifications.  I graduated and I headed to BC.  Ten years, a wife and two kids later – my life is rich and fulfilling.  I have completed a ton of coursework at BCIT, EDIAD and UBC pursing personal interests that I bring into my classes.  This makes allows me to integrate passions and make my teaching job feel like a teaching dream.

I feel a great deal of responsibility to the students I teach to provide them with the best educational experiences I can offer.  I can think of no better way of meeting this objective than by taking the role as learner and sharing my learning in my capacity as a classroom teacher.  I learn as I teach by constantly participating in professional development opportunities, asking students about emerging technologies and by  incorporating these emerging technologies in my personal life.

I have spent considerable time over the past week or so trying to picture myself as a Tlite grad. I was planning on starting the T-Lite program several years ago, but “things came up (he’s 3 years old now, his name is Ciaran).  Forecasting where technology was in 2005 when I would have started the program is an interesting topic of thought. Many technologies have been developed since that time including; Blogging, RSS, Podcasts. Online forums have been around for years but seem to be more accessible today. It’s really exciting (and scary) to think that there will be new technologies emerging in 2009, when I finish the program, that I haven’t even begun to imagine. On one hand I feel compelled to seize upon these new tools but on the other and I can’t help but feel it would be a fruitless pursuit due to the increasing pace of discovery technology has experienced. I believe positioning myself as a learner and embracer of technology would suit me better over my teaching career rather than becoming, for example, a master blogger and finding my skill-set redundant in several years after blogging has run its course.

My personal goal of this program is to reach a more advanced stage in my comfort and understanding of technology. I feel that the opportunities for increasing my effectiveness as an educator are infinite and I hope to take advantage of these opportunities to create a more advanced learning environment for me and the students I share learning with.

I have demonstrated throughout my teaching career a passion for autonomous learning. I have taken self-directed coursework through UBC and BCIT. At times during these opportunities I have had moments of self-doubt and concern regarding the scope and direction I was heading, but in the end the feedback was very positive. During Pro-D opportunities I have learned the role of Reflection and developed a method for self-assessment and formative evaluation to ensure I am active in an ongoing monitoring of educational practice, personal learning experiences, and personal beliefs. Part of this reflection is taking roles as a Critical Practitioner. Although the field of Technological Education is an area that recognizes a development of skill there must also be an accompanying development of theory that recognizes current educational theories, research, philosophies, and policies. My philosophy of teaching revolves around my role as a Facilitator of Learning. I feel my role is to first provide opportunities for learning then go about selecting and using appropriate technologies to provide a safe, rich and meaningful environment. I believe also it is impossible to teach without taking the role as Knowledgeable Educator not just by being an knowledgeable resource but also by being able to evaluate, select or create diverse learning and instructional opportunities for myself. As teachers our role is not merely to support the learning of children but also to take a role as a Supportive Colleague working with fellow educators toward collectively enhancing our learning communities. I am involves at the school I work at in many roles. I have opened dialogue within my Department about the role of electives and the crisis regarding the threat to electives through the advent of Planning 10 and other Ministry of Ed decisions. Without realizing it I have taken the role as Educational Leader and embraced the opportunity to help others in understanding political situations as well as help colleagues using technology, stimulating and facilitating discussion around educational issues. Although I am a User of Technology in my personal and professional life I feel like I have much to learn to really enhance my learning and teaching practice.

What a difference a year makes.

Reflecting on the Focused Inquiries from Year One and the growth that has taken place since then is, not to sound boastful, remarkable.  I have made a teacher website I have linked resources through it and these developments are fantastic.  The aspect that excited me most and makes me feel like I have really hit upon in regards to increasing Best Practice and increasing Efficacy is by putting resources such as theory sheets, evaluation sheets, review sheets are all linked I have made great strides in increasing Student Centered and student Directed learning my providing the resources and allowing students to get what they need when they need it.  And not providing administrative services for silly, spazzy kids.  

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My participation in T-lite has affected me both as an educator and colleague in ways I was not anticipating.  As a teacher I have embarked on a learning journey and instead of working in solitude I have chosen to share the process with both the students in my classes and the colleagues with whom I work.  We have worked together on Blogs, explored many software applications, and even made Safety videos – all accessible to students and their parents through my teacher website.  Working collegially I have assisted colleagues with the creation of their own websites and helped some first year teachers log on to access the marks program our district uses.  All things I have accomplished this year are things I never imagined myself doing just one year ago.

Last summer when I was mapping out a learning plan I identified areas I hoped to explore including: creating a blog, learning to create 2D images using  AutoCAD, developing a website, using a digital camera, using a spread sheet program to process data, creating pamphlets and posters, and creating Safety Videos to help ensure student safety in the Tech Ed. Environment where I teach.  Without question accomplishing these goals has had an immediate affect on the students I teach.  The access to information through the website, creating images, posters and pamphlets to help students convey design ideas, etc all serve to strengthen best teaching practice.

As an exemplary user of technology I have explored many facets of technology.  I have become comfortable with applications, hardware and also I have created a website that I use to manage files and communicate with students.  I learned how to use AutoCAD.  I wanted to make a package to enable students to direct their own learning.  The idea I had was to create a package of work, then share this with the peer tutors I have in my classes.  Once the peer tutors were comfortable with their understanding of the program they then took the role of helping the younger students.  I teach in the Lifeskills 8 rotation at our school.  This means I have three rotations of Grade eights to experiment with.  BY the time the final group finished the work they wre producing exceeded the work of many of the senior level students.  Yes, I created monsters.. It was awesome.  This is one example of the Focused Inquireis I explored in term one.  Others were, Excel, Publisher, Illustrator, Wikis, Blogs, Photostory, Contribute, .. and others.

I define an exemplary tech user as someone willing to take risks and demonstrate a willingness to try new things.   I believe this is the essence of T-Lite.  I was aware there were opportunities to use technology in the classroom.  There were things some peers were working on but no one in our school really embraced these opportunities.   Several members of staff tried to do things but they would do things in their classrooms but not share their ideas with staff.  I chose to share everything I do with staff.  Some staff already know about “all things technological”, while many others have heard of things but have no experience with it.  I have helped interested staff make Blogs, explained what Wikis and Podcasts are.  For the most part T-Lite has gone a long way in encouraging me to work in a collaborative manner with staff and in an reflective/leadership capacity with students.

My visions as an Exemplary Tech User include working with staff doing Pro D.  I was approached by the Science Department in June and was asked to help them to create Blogs for each of the Science Grade Levels.  I would like to work with other departments in the school.  Our fledging “Leadership” program has a teacher long on leadership skills but lacking in Technology.  I have talked with him about how his teaching practice can be enhanced by it’s uses.  My vision as an Exemplary Tech User is all about collaboration.  I have seen how we can benefit from sharing ideas and skills and ultimately that is what we are all working towards.

The Student Directed activities the students participated in during last year’s activities include the AutoCAD unit I mentioned earlier in this reflection.  In addition I had the senior level students in a Cabinet and Jointery 12 class use the Ministry approved safety outlines and use Photostory to create Safety Videos.  The students broke themselves into groups and selected a tool/machine.  The students made storyboards to help arrange their images, used the digital camera to take the pictures then assemble them into a format the entire class agreed upon.  The finished videos look awesome and area accessible through my teacher website for a “refresher” in the event a student would like to reacquaint themselves with a machine if they have not used it for some time.

The student centered curricula I use involves each time we start a new unit in class I outline what we will be doing, what is involved in each step and how much time they should plan to spend on each facet of the Unit.  After explaining to the students I have them sort themselves into groups and decide on how the 100 marks will be divided.  Since I started doing this I have noticed that the students have a real sense of ownership for each unit and their moral and energy is apparent.

Looking back on the first year of T-Lite it is apparent I have grown dramatically as a n Exemplary Tech User.  I am pleased with what I have accomplished and look forward to the opportunities the second year will present.

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Further contemplation of the Will Wright interview I heard has led me to consider the issue of Teacher vs. Learner Centered Instruction.  As background, Will Wright was discussing the current state of gaming and predicted youth will become bored with “verbs” like shooting and killing and will start exploring games that concentrate on Nouns like creating “environments or climated or Universes.  I have spent considerable time thinking about my role in the educational process.  I feel I am a verb…..  I know I am a verb.  I teach, I demonstrate and while I encourage students to explore their own learning I feel a great deal of responsibility to ensuring I provide students with answers and input.  Due to the nature of the courses I teach a student can become profoundly and eternally effected by their mistakes – not like failing a Science test.    I have explored the concept of Student Centered Learning vs. Teacher Centered Learning.  I am well aware my role should be merely to open the door and allow student learning to happen. I do this but there are times I feel I need to ….verb.

While researching the role of Student Centered Learning there is considerable evidence regarding the benefit of Student Centered Learning.  If you Google it you will find 422,000 results. If you Google Teacher Centered Learning there are far fewer articles, but many of the articles compare Teacher Centered to Student Centered Learning.  From what I have been able to determine there seems to be very little evidence to suggest there is any advantage to Teacher centered learning.  Brenda Hall speaks cautiously about the role of Student Centered Learning by suggesting “Teachers wishing to ensure a student-centred approach must know their students and their backgrounds in order to help them develop appropriately. Clearly there are cultural and personal issues to be addressed, as student-centred learning will be different for each group.”  Clearly there are concerns and I certainly do not want to put myself at odds with current trends in Education.  I feel if I heed the words of Hall and take the time to know the students in my class I feel somehow okay with taking the lead and Instructing – to use a verb.

I do have concerns about Teacher Centered Learning.  In his research paper Student-Centred Technology-Rich Learning Environments (SCenTRLE) – Operationalizing Constructivist Approaches to Teaching and Learning the author Atsusi Hirumi identifies the characteristics and pitfalls of the Teacher Centered Instructor.  Hirumi identifies the philosophical role of the Teacher Centered Instructor as someone who serves “as the centre of epistemological knowledge, directing the learning process and controlling student’s access to information”.  Furthermore the Teacher Centered Instructor will look upon students as “’empty’ vessels and learning is viewed as an additive process” with the “instruction is geared for the ‘average’ student and everyone is forced to progress at the same rate.”

I had an instructor in Teacher training that always said “there is nothing new in Education”.  At the time I dismissed the comment as the mumblings of an older gentleman who has spent too much time in Education. In the 12 years I have been teaching I have heard his refrain several times.  I wonder how the move towards Student Centered Instruction will be judged years from now.  I believe the role of the teacher is a vital role in the learning equation.  While contemplating my attitude towards Student Centered Learning vs Teacher Centered Learning I would defer to the observations of Beth Lewis. Lewis suggests “the best way to teach children to be responsible, trustworthy, and capable is to give them a chance to assume responsibilities in a safe and protected environment. We all want to communicate to our students, “I trust you to do what’s right. I expect you to do your best.”  I have to agree.

Hall, B. (n.d.). http://www.esl-school.com/archives/2006/07/studentcentred_learning.php [student

     centered learning]. Retrieved July 5, 2006, from http://http://www.esl-school.com/archives/2006/

     07/studentcentred_learning.php

Hirumi, A. (n.d.). Student-Centred Technology-Rich Learning Environments (SCenTRLE) - 

     Operationalizing Constructivist Approaches to Teaching and Learning. In 

     http://inst.cl.uh.edu/COURSE/INST_5931A/Theory.html [Research into Student centered 

     Learning]. Retrieved July 3, 2008, from http:////inst.cl.uh.edu/COURSE/INST_5931A/Theory.html 

Lewis, B. (n.d.). Student-Centered Learning: Community Circle. In Student-Centered Learning: 

     Community Circle [Student centered Learning]. Retrieved July 3, 2008, from 

     http://k6educators.about.com/od/classroommanagement/a/communitycircs.htm  

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How to increase communication with parents and students through the exploration of Peer Mentoring, Wikis Podcasts, and Online Surveys.

1. How can I explore perceptions and career choices for youth 13 – 18?

2. How will I engage in communication and idea-sharing with parents?

3. How will I encourage parents to accept their child’s decision to explore a career in trades when the child has limited age and life experience?

4. How do I foster discussion and ecourage studetns to consider starting a career in Trades?

5. How might I use visual literacy to increase communication with parents?

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Is the resource you chose and the educational issue of importance that everyone in class should read about?

I believe the interview with Will Wright raises a significant Educational issue as it addresses a phenomenon in technology that engages youth.  In an educational context I feel a responsibility to the students in my classroom, and to myself as a teaching professional, to keep myself up to date on current trends and issues that matter to youth.  I understand what Will Wright is talking about is a game and this has no direct bearing on Education, but viewed in a larger context the issues Mr. Wright raises is the evolution of a trend that holds mass appeal for youth – and this must be explored. Traditionally when one thinks about the delivery of Education it has been adults using verbs to direct the process.  If Mr Wright, who has massive credibility on what youth require from a video game, thinks that a move from verbs to nouns is relevant I would like to explore this topic and see if I could position myself ahead of the curve in terms of educational philosophy to provide another means of accessing students.

 What are your views about this issue?  Do you agree or disagree with the author?

I am not sure yet. I agree insofar as I think the notion of a teacher standing and leading, directing and instructing is outdated.  I have observed first-hand the dramatic increase in student participation when I have taken steps to encourage students to lead Learning.  I would like to see more situations where I could hand responsibility to students.  Where I might disagree with the author would be a situation where students would devalue or overlook the role of Prescribed Learning Outcomes.  I still think there must be a verb in the learning equation.   I still think I should be the one selecting the verb because it’s my job, but handing over the learning and allowing students to direct themselves more is something I see massive benefit in exploring.

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June 10

I am an avid CBC listener and frequently I am rewarded with gems like the one I heard on Monday June 9 2008 at 10:00pm.  I listened to an interview with Will Wright.  Will Wright has been called one of the most important people in gaming, technology, and entertainment¹.  The interview was on the radio show Q on CBC 1 and Mr. Wright was being interviewed about his new game Spore.  Will Wright has been involved in developing games since the 1980s and his game SimCity and the Sims have been revolutionary in their scope of popularity.  I personally have no burning interest in gaming.  I was interested however in listening to what Will Wright had to say about technology and the role of gaming in Pop Culture.

Listening to Mr. Wright describe Spore was very interesting.  He described it as a parallel of the creation of our own universe.  You begin the game as a single cell.  As you play the game you evolve into a complex system of cells, evolving into a thinking and doing Entity.  From there you negotiate ethical, philosophical and moral issues as your virtual world grows.  The interviewer asked, that in light of the popularity of games such as “Grand Theft Auto” and “Halo”, if gamers would become bored with a game that had no shooting and killing.  Mr. Wright said, in essence – that he thinks that as Computer Games evolve participants will require a more cerebral connection in order to find games rewarding.   Mr Wright said games will become less about verbs and more about nouns. I was immediately effected by this comment.  Listening to Mr. Wright talk about nouns and verbs while reflecting on how T-lite has changed my perceptions regarding my role as an educator led me to an “Ah-ha moment”. Do I currently teach as a noun or a verb?  How should I structure my teaching practice in light of what Mr. Wright said?  Should I continue to “lead”, “facilitate”, “guide”, “instruct”, and “deliver” Prescribed Learning Outcomes?  Or should I listen to leaders in technology and look for ways to engage young people on their own terms by thinking about nouns… environment, climate, and atmosphere.  I suppose there must be a verb in the equation otherwise nothing happens.  The question that comes from this is who should be responsible for deciding on the verb… me as the Instructor or the students.  I want to revisit the interview in a few weeks to listen again.  It became apparent during the interview that I have a processing issue or something because I couldn’t stop thinking about the noun/verb thing, tie them into my T-lite learning journey and listen to the rest of the conversation simultaneously.

1. (http://en.wikipedia.org/wiki/Will_Wright_%28game_designer%29)

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http://www.cbc.ca/podcasting/pastpodcasts.html?42#ref42

Listen to the interview from June 9 with Will Wright.  It’s right after the interview with the guys who made a documentary about the Heavy Metal scene in Baghdad……

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