Table Of ContentSelf-Study of Teaching and Teacher Education Practices 16
Dawn Garbett
Alan Ovens Editors
Being Self-
Study
Researchers in
a Digital World
Future Oriented Research and Pedagogy
in Teacher Education
Self-Study of Teaching and Teacher
Education Practices
Volume 16
Series editor
John Loughran, Monash University, Clayton, Australia
Advisory board
Mary Lynn Hamilton, University of Kansas, USA
Ruth Kane, University of Ottawa, Ontario, Canada
Geert Kelchtermans, University of Leuven, Belgium
Fred Korthagen, IVLOS Institute of Education, The Netherlands
Tom Russell, Queen’s University, Canada
More information about this series at http://www.springer.com/series/7072
Dawn Garbett • Alan Ovens
Editors
Being Self-Study Researchers
in a Digital World
Future Oriented Research and Pedagogy
in Teacher Education
Editors
Dawn Garbett Alan Ovens
The University of Auckland The University of Auckland
Auckland, New Zealand Auckland, New Zealand
ISSN 1875-3620 ISSN 2215-1850 (electronic)
Self-Study of Teaching and Teacher Education Practices
ISBN 978-3-319-39476-3 ISBN 978-3-319-39478-7 (eBook)
DOI 10.1007/978-3-319-39478-7
Library of Congress Control Number: 2016951458
© Springer International Publishing Switzerland 2017
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made.
Printed on acid-free paper
This Springer imprint is published by Springer Nature
The registered company is Springer International Publishing AG Switzerland
Contents
Part I Considering Self-Study in a Digital World
1 Being Self-Study Researchers in a Digital World:
An Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Dawn Garbett and Alan Ovens
2 Self-Study of Teaching and Teacher Education Practices
Methodology and the Digital Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Mary Lynn Hamilton and Stefinee Pinnegar
Part II Digital Technology: Practice, Research and Scholarship
3 Teaching About Teaching Using Technology: Using Embodiment
to Interpret Online Pedagogies of Teacher Education . . . . . . . . . . . . . . 33
Shawn M. Bullock and Tim Fletcher
4 C hanging Our Practice and Identity Go Hand-in-Hand:
A Self-Study of Our Efforts to Infuse Digital Technology
into Our Literacy Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Clare Kosnik, Lydia Menna, and Shawn M. Bullock
5 C onnecting Technology, Literacy, and Self-Study
in English Language Arts Teacher Education . . . . . . . . . . . . . . . . . . . . 61
Benjamin Boche and Melanie Shoffner
6 N ew Literacies and Technology: Keeping Current
in a Writing Methods Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Susan D. Martin and Sherry Dismuke
7 Rethinking Technological Resources in Self- Study
of Teacher Education Practices: The Case of Taking
and Teaching Online Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Brian Rice
v
vi Contents
8 Building Community and Capacity: Self-Study
and the Development of Social Constructivist
Online Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Helen Freidus and Mary Welsh Kruger
9 Pedagogical Hesitations in a Mobile Technology Rich Learning
Environment. A Self-Study of Redefining Expertise . . . . . . . . . . . . . . 117
Constanza Tolosa, Rena Heap, Alan Ovens, and Dawn Garbett
10 Thinking in Space: Virtual Bricolage Self-Study
for Future-Oriented Teacher Professional Learning . . . . . . . . . . . . . . 133
Kathleen Pithouse-Morgan and Anastasia P. Samaras
11 Using Multiple Technologies to Put Rhizomatics
to Work in Self-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Adrian D. Martin and Kathryn J. Strom
Part III Reflecting on Possibilities for Self-Study in a Digital World
12 T he Future of Self-Study: Through and With Technology . . . . . . . . . 167
Charity Dacey, Linda Abrams, Katie Strom, and Tammy Mills
13 T he Digital Impact on Self-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
John Loughran
Erratum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E1
Part I
Considering Self-Study in a Digital World
Chapter 1
Being Self-Study Researchers in a Digital
World: An Introduction
Dawn Garbett and Alan Ovens
From whichever perspective we take – being self-study researchers in a digital
world has reinvigorated our collective desire to understand what it is to teach about
teaching in changing times. This book explores the possibilities for the self-study of
teacher education practices contiguous with the advent of new and emerging digital
technologies. As teacher education transforms and is transformed by such develop-
ment, there is a corresponding transformation and expansion of research possibili-
ties associated with immersion in an increasingly digital world. Our teachers of the
future are encouraged to work within this digital world to enhance their compe-
tence, share their ideas, record their achievements and create electronic resources
and profiles. They are readying to teach in a world where their students’ expecta-
tions and experiences of education and schooling will be manifestly different to
their own. And so our students’ expectations of us are to ensure that they are at least
acquainted with ways to engage meaningfully with technology in their classrooms
and early childhood centres and to understand why this might be beneficial (or not)
for all learners in all curriculum areas.
Self-study researchers likewise enjoy an expanding range of ways that they may
generate, collect and make sense of data related to learning about how and why we
teach about teaching. So much has changed in our academic careers as technology
has seeped into the fabric of our tenure. The spread of video and photographic tech-
nology means that images as well as written words can be used as sources of evi-
dence about the impact of our teaching on students’ learning; as pedagogical tools
and as a means for data collection. The digital form of such audio, video and written
data now makes possible new ways of creating, processing and analysing data. The
growing connectivity of the internet makes available new ways of working with
D. Garbett (*) • A. Ovens
The University of Auckland, Auckland, New Zealand
e-mail: [email protected]; [email protected]
© Springer International Publishing Switzerland 2017 3
D. Garbett, A. Ovens (eds.), Being Self-Study Researchers in a Digital World,
Self-Study of Teaching and Teacher Education Practices 16,
DOI 10.1007/978-3-319-39478-7_1
4 D. Garbett and A. Ovens
colleagues, both locally and globally, to enable research collaboration and dissemi-
nation of that research as well as innovative pedagogical practices.
In this introductory chapter, we set the scene by considering how being ‘digital’
augments, enhances and problematizes our conventional methods of doing self-
study research. This invokes the problem of how does one define the concept of the
digital world. Is this synonymous with the use of new technologies, or is it describ-
ing something else? For us, the digital world is a world saturated with, and increas-
ingly interdependent with, digital technologies. It is the contemporary world as we
know it, propelled by the ubiquitous use of computers, affordability of devices,
development of ‘smart’ software, speed and availability of broadband, soaring
mobile phone use and massive global connectivity through the internet and World
Wide Web. In this sense, “digital” becomes shorthand for any electronically enabled
technology whose underlying environment encodes and manages information as
digital signals in accordance to software (such as an operating system, browser or
application) that becomes enmeshed in, and broadly generative of, the everyday
world we experience (Lupton, 2015). It is today’s world in which the pervasiveness
of digital technologies is profound, yet largely invisible. Indeed, many of us are
barely aware of the role digital technologies already play at home, in schools, in
banks, in cars, in hospitals, and in supermarkets. Digital technologies have become
central to the way we generate, transfer, process, record, and display information.
This, in turn, transforms how we enact and transact our daily lives. For example, the
internet and mobile technology have transformed communication, financial transac-
tions, access to information and social lifestyle. Likewise, digital technologies have
brought about sweeping changes for tertiary education and new challenges for
teacher educators. Not only can our classrooms be entirely virtual, but there is a
concurrent demand for digitally proficient and innovative beginning teachers who
are adept at using a raft of new applications, such as video-conferencing, blended
and flipped lessons, and learning management systems, that enable greater flexibil-
ity and responsiveness to student learning.
This ubiquity can be best demonstrated when one thinks about one’s own profes-
sional practice as a modern academic. Figure 1.1 shows the result of us mapping our
own digital practice as self-study researchers in a university setting. While this map
is incomplete (not only do we keep remembering things that should be here, we are
also finding new things), it demonstrates how being and becoming digital is a very
central part of how we constitute ourselves and practice as teacher educators. Deeply
integrated into our daily lives, we make active use of digital tools to build networks,
communicate, publicize and share our research, teach, and facilitate our productiv-
ity. Each of these dimensions of contemporary academic practice is enabled not
only by a myriad of software applications but also by a growing range of devices
needed to run this software. We, for example, each have a smart phone, tablet, lap-
top and desktop computer (with multiple screens) for our use wherever we are
working. In terms of the self-study teacher education practices, it is clear that we are
deeply immersed in a digital world.
However, the risk of counting the number of applications and computers we have
is to miss an important point in how digital technologies are transforming our
