#AERA17 Talks on Transformative Teaching, Connected Learning, and Organizing for Social Justice

This year in San Antonio at AERA I will be giving several presentations about Transformative Teaching, Connected Learning, and organizing for social justice in education. Here is a schedule and some descriptions if you are here and would like to join, or, if you can’t make it and would like to read more, please ping me at @KJBD

Friday, April 28th:

Roundtable Talk: Teachers/Makers/Remixers/Connectors: Connected Learning in Teacher Education

Kira J. Baker-Doyle, Latricia Whitfield & Katie Miller

4:05 to 5:35pm, Henry B. Gonzalez Convention Center, Ballroom Level, Hemisfair Ballroom 1, Table 13

Abstract: Connected Learning is a digital-era, equity-oriented framework for designing openly-networked, production-oriented, inquiry-based learning experiences. Few studies exist that examine Connected Learning in the context of teacher education. This study examines the outcomes of a teacher education course on Connected Learning using social network theory as a lens for data analysis. The primary data sources for the study were online forum content and focus group interviews. Data analysis included case studies of five participants, longitudinal online content analysis, and grounded thematic analysis of data. The findings revealed a complex variation in type of participation and engagement over time, and raise implications about the adaptations teacher educators may need to make in order to effectively teach the approach to adult learners.

Sunday, April 30th:

1. Symposium Presentation: Studying Youth Sociopolitical Development Through Social Network Theory

8:15 to 9:45am, Grand Hyatt San Antonio, Second Floor, Lone Star Ballroom Salon F

Symposium title: Contemporary Youth Activism: Advancing Social Justice in the United States

My Paper Abstract: Youth-led Participatory Action Research (YPAR) has emerged as a research practice employed by schools, community organizations, and youth organizing/activism groups to empower youth to address social and political issues in their communities (Berg, Coman, & Schensul, 2009; Ozer, Ritterman, & Wanis, 2010). While some research exists on the outcomes of YPAR initiatives in terms of learning and community development, there is less information about the ways in which the social networks that students develop shape their learning and ideologies (Langhout, Collins, & Ellison, 2013). This paper presents a study of how relationships that youth built with various allies in one YPAR program influenced their development of critical consciousness.

2. Book Signing, Transformative Teachers: Teacher Leadership and Learning in a Connected World

10:30 AM Exhibit Hall, Harvard Ed Press Booth

Come on by to chat and talk more about teaching and learning int this connected world.

3. Paper Talk: Transformative Teacher Leadership and Learning in the Digital Era

12:25 to 1:55pm, Grand Hyatt San Antonio, Second Floor, Lone Star Ballroom Salon B

In this session I will present about one chapter in my book, Transformative Teachers. Here is the session abstract: This study provides a portrait of grassroots teacher leadership and learning in the digital era. Through an analysis of narratives of 15 teachers that have a social justice orientation and use connected technologies to connect and learn professionally, the study highlights eight common themes of understanding and learning across the teachers’ stories. Drawing from this analysis and using a developmental perspective on teacher learning, the author offers a developmental framework that describes a learning spectrum of critically connected educators. The findings and framework address a gap in literature on models of teacher learning and leadership which address both teaching for social justice and technology use .

 

 

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