Many educators feel invigorated by the opportunity and actively participate in varied professional learning activities with tech. For many faculty, the most influential skill developed is a sense of self efficacy. Barton and Dexter (2019) compiled research indicating that multiple sources of professional learning input are needed in order for educators to gain self-efficacy in their technology adoption.

It’s likely that this self-efficacy, in tandem with experiences of approaching mastery and varied application creates the “positive pressure” that Fullan (2006) identified as a key component of change focussed toward results, and a tool for the maintenance of motivation.

Fullan’s change knowledge theory itemizes the premises of results-oriented capacity development, learning in context, changing context and reflective action, but these premises, when considered within lived learning and teaching experiences are heavily intermingled. It’s hard to treat them as distinct targets in a lived experience of learning and development. I might argue that it is when these premises are taken as distinct, that we end up with developmental activities and PLC’s that reflect the problems Katz and Dack (2013) discuss. Instead, professional learning might be constructed to treat them as the organic whole of experimentation within practice.

My original goal in this exercise was to create some way of messaging out to the educators exactly what it was that I am trying to achieve with the Tech For Teaching initiative. That it isn’t just about having a website, or two – that its about spaces I had built to connect them, to offer some encouragement and advice, and a way I could help them share successes and experiments. But my message was heavily focussed on my own experiences, and my journey isn’t what matters here.

I believe this assignment is turning into something that will support faculty in exploring their own journey incorporating tech into their teaching. I think this space is still a work in progress. While I would love to share this out to faculty now, I think I have further to go in my own learning before I can support them fully. I am developing a sense of my own efficacy as a leader and facilitator, and in order to develop leadership in others, I feel I should experience a greater leadership journey myself. I look forward to more experiences informing the experience I have begun to construct here, and I want to continue to build this space, in the hopes that it can be a fulsome space to grow and develop one’s practice with tech, in a context and with a community that suits their own teaching.

I can see this narrative inquiry experiment looking much differently in a year than it does today.

References

Barton, E and Dexter, S. (2019). “Sources of teachers self-efficacy for technology integration from formal, informal and independent professional learning.” Educational Technology Research and Development, pp. 1-20. Retrieved from: https://doi-org.uproxy.library.dc-uoit.ca/10.1007/s11423-019-09671-6

Fullan, M. (2006) Change Theory – A force for school improvement.” Centre for Strategic Education, 157, 3-14.