Enhancing teacher agency with technology: Creating an ecological model through a place-based study of teaching and learning

利用技术增强教师能动性：通过基于地点的教学研究创建生态模型

• 批准号: ES/X002470/1
• 负责人: John Gordon
• 金额: $ 70.48万
• 依托单位: University of East Anglia
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX002470%2F1
• 关键词: Enhancing; teacher; agency; technology; Creating

Our research investigates teacher agency in the use of technology for teaching and learning. Teacher agency means the capacity of teachers and the actions they take. Educational technology (EdTech) encompasses resources such as computers, smart boards, apps,virtual reality and robots. Research identifies teacher agency and technology as factors in education transformation and improvement, but does not link them or elaborate their combined potential. Our transformational view of teacher agency with technology views teachers as experts with agency often overlooked in official frameworks for professional development and EdTech design. We advance understanding to inform user-led EdTech design and new models of teacher agency. Beyond use of readymade hardware, platforms and apps, what can teachers bring to the design and use of EdTech, and how do these contributions link to their wider expertise? We add to research knowledge by extending understanding of teacher agency with technology. Two recent surveys summarise research on teacher agency but do not address links with EdTech. We want to understand this link given technology's role in practice. We use established concepts for describing agency and adapt their focus to address how teachers think about their agency with EdTech, what they do with it, and their aspirations for using EdTech. We examine how far different technologies invite teachers' agency, and the role EdTech can play in developing teachers' agency across their careers. Investigating these aspects helps us develop robust understanding of teacher agency and its outcomes for teachers, students, schools and the education system. We look beyond surveying teachers' attitudes and beliefs about using technology to offer an actionable model to support agency for effective EdTech adaptation in teachers' professional development, and suggest training interventions.We want to understand how teachers' choices and actions relate to their contexts of work, to build a flexible model of teacher agency with technology for national use.Our place-based study of primary and secondary schools in the East is a partnership of UEA Education,Teacher Education and Computing Sciences researchers, British Telecom, Norfolk County Council Children's Services, and Library and Information Service. We embed dialogue with other UK regions in research design. We address research gaps around relationships between school phases, subjects, regionality, and teacher and student experiences of EdTech in schools and homes. We use qualitative and focus group methods, responding to regional challenges of geographic isolation for rural and coastal communities, of social disadvantage, and a technology infrastructure of varying quality and stability. We investigate agency through collaborative projects in seven EdTech themes. These inform a comprehensive model of teacher agency with technology and form a working group schedule with teachers to match school calendars, recruiting from our university partnership with schools across Norfolk.Our 7 EdTech themes are1. Teachers' use and design of EdTech: benchmark2. A context for agency: online safety and wellbeing 3. Resourcefulness:making EdTech for the future 4. Agency for all: pedagogies for digital global citizenship5. Navigating boundless knowledge: online information literacy for learning6. Assessment tech and teacher agency in linked pedagogies7. EdTech for teacher agency:teacher education and developmentThree frames link these to support reporting impact:Sustainable technology infrastructures for teacher agency;Ecologies of teacher agency and technology- governance, finance and organisation;and Teacher education and development. We will establish an online Teacher Agency and Technology hub. Outputs will convey what we learn about the transformational benefits of teacher agency with technology in context, shared in policy briefs for local and national levels of government,and teachers.

我们的研究调查了教师在使用技术进行教学和学习的代理。教师能动性是指教师的能力及其所采取的行动。教育技术（EdTech）包括计算机、智能板、应用程序、虚拟现实和机器人等资源。研究确定教师机构和技术作为教育改革和改进的因素，但没有将它们联系起来，也没有阐述它们的综合潜力。我们对教师代理与技术的转型观点认为，教师是专业发展和EdTech设计的官方框架中经常被忽视的专家。我们推进理解，为用户主导的EdTech设计和教师代理的新模式提供信息。除了使用现成的硬件、平台和应用程序，教师还能为EdTech的设计和使用带来什么，这些贡献如何与他们更广泛的专业知识联系起来？我们通过技术扩展对教师代理的理解来增加研究知识。最近的两项调查总结了对教师代理的研究，但没有涉及与EdTech的联系。我们想了解这种联系，因为技术在实践中的作用。我们使用既定的概念来描述机构，并调整他们的重点，以解决教师如何看待他们的机构与EdTech，他们用它做什么，以及他们使用EdTech的愿望。我们研究了不同的技术在多大程度上邀请教师的代理，以及EdTech在发展教师的职业生涯中可以发挥的作用。调查这些方面有助于我们发展强大的教师代理及其结果的教师，学生，学校和教育系统的理解。我们不仅调查教师对使用技术的态度和信念，还提供了一个可操作的模型，以支持在教师专业发展中有效适应教育技术的机构，并提出培训干预措施。我们希望了解教师的选择和行动如何与他们的工作环境相关，建立一个灵活的教师代理模式与技术为国家使用。我们的地方为基础的研究，小学和中学在东部是一个合作伙伴关系的UEA教育，教师教育和计算科学研究人员，英国电信，诺福克县理事会儿童服务，图书馆和信息服务。我们在研究设计中嵌入与英国其他地区的对话。我们解决围绕学校阶段，学科，区域性，教育技术在学校和家庭的教师和学生的经验之间的关系的研究差距。我们使用定性和焦点小组方法，应对农村和沿海社区地理隔离，社会劣势以及质量和稳定性不同的技术基础设施的区域挑战。我们通过七个EdTech主题的合作项目调查代理。这些通知教师机构与技术的综合模型，并形成一个工作组的时间表与教师匹配校历，从我们的大学合作伙伴关系与学校在诺福克招聘.我们的7 EdTech主题是1.教师对教育科技的使用和设计：基准2。代理的背景：在线安全和福祉3。足智多谋：为未来打造教育科技4。人人享有的机构：数字全球公民学5。遨游无限知识：学习的在线信息素养。评估技术和教师机构在链接的学校7。三个框架将这些联系起来以支持报告的影响：教师机构的可持续技术基础设施;教师机构和技术的生态学-治理，财务和组织;以及教师教育和发展。我们将建立一个在线教师机构和技术中心。产出将传达我们所了解的关于教师机构与背景下的技术的转型效益，在地方和国家各级政府和教师的政策简报中分享。