1. Transitioning into the Role of Technology Leaders: Building Faculty Capacity for Technology- enhanced Teaching Kamini Jaipal-Jamani, Candace Figg Diane Collier, Tiffany Gallagher Kari-Lynn Winters, Katia Ciampa

2. Teacher educators are tasked with the teaching of a new generation of teachers; yet they do not have the knowledge and skills to model digital learning in their own pedagogy (Ertmer, 2005). To explore how participation in a professional development initiative helped to prepare faculty members take on the role of technology leaders to develop faculty capacity for technology- enhanced instruction

3. Digital Pedagogies Collaboration To build faculty TPACK knowledge about technology-enhanced teaching, To develop a collaborative learning community of faculty members around technology enhanced teaching and research, and To provide leadership opportunities for faculty to serve as future workshop facilitators and mentors for other faculty and students.

4. Characterized by: 1.Democratic partnership 2.Systematic inquiry into one’s practice 3.Collective participation of practitioners from the same school or a group of schools 4.Facilitated through mentoring and coaching 5.Situated in practice and addressed problems of practice 6.Contributed to professional goals Collaborative Research Action Cycle

5. START: Participant in TPACK Workshop Application in Practice Reflect, Revise, Extend to Practice Mentoring with TPLDM Workshop model Instructor of TPACK Workshop Experience Digital Technologies Research Collaborative Action Research Cycle

6. TPLDM Workshop Model: Four Experiences/Stages (2014-15) Modeling Tech-enhanced Teaching Pedagogical Dialogue Tool DemonstrationPractice Task

7. TPLDM Workshop Model: Four Experiences/Stages (2014-15)

8. Faculty Workshop Facilitator Tiffany Gallagher Associate Professor in Teacher Ed teaching Educational Psychology & Language Arts methods Timelines To The Rescue! (Featuring TimeGlider)

9. Faculty Workshop Facilitator Kari-Lynn Winters Associate Professor in Teacher Ed teaching Drama & Language Arts methods Enhancing Literacy with Technology (Featuring 15 web tools & apps)

10. Faculty Workshop Facilitator Diane Collier Associate Professor in Teacher Ed - Language Arts methods Using Polls & Surveys To Enhance In-Class Discussion And Learning (Featuring PollEverywhere)

11. Faculty Workshop Facilitator Katia Ciampa Research Fellow in Teacher Ed teaching Technology & Language Arts methods iPads In The Classroom

12. Data Sources 1.Video-taped technology workshop presentations 2.Workshop artifacts & evaluations 3.Observer field notes 4.Pre and Post Interviews 5.Reflective journals

13. Findings TPDLM Workshop Model Impact of Technology Leadership

14. Findings: The TPLDM Workshop Model Useful guide for designing workshops The model helped remind me how simple the instruction for the workshop needed to be, and because I’m keeping it simple, it allowed me to think more clearly about the potential for how to use the tool effectively [in instruction]. I like the idea of being engaged in the activity before learning about the steps... I found the whole procedure really effective – I do tend to do these embedded things, but I do not tend to deconstruct it as clearly as we did with the process and that’s that part that I really got out of [the model.] If I had not known about the model, I might have just jumped right into explaining how to use the tool, so I think that first step of engaging with the [tool is important], where I am going to start with them actually doing a poll, and then I’m going to give them examples and have a conversation about that [to highlight “kinds of information you can generate from students with the tool], then they are going to create an example of the two types of polls. [The TPLDM workshop structure] was useful for how to introduce tools and content together.

15. Findings: Impact of Being Technology Leader Deepened personal understanding of how to use tool more effectively in instruction I’m really confident now teaching with this technology...facilitating a workshop is the only way to develop one’s confidence to teach with technology – for faculty to take on the role of teaching other faculty how to teach. Through teaching you actually figure out what you need to do! It was really useful for me because I am always torn about how to do that – how to introduce the tools, then the content together, and what’s the balance... how to be more explicit about the tools in relation to the content. I got to think about how to use the tool more effectively for sure and that I really needed to do this ‘mini-workshop’ in my own class which I have never done before.

16. Findings: Impact of Being Technology Leader Perceived as an authentic way to promote faculty capacity for tech-enhanced teaching It is the only way to [get faculty to teach with technology] I think...[my] initial [reaction to being asked to teach a workshop] was ‘I don’t think I can do it, why do you want me to do that?’ In hindsight, if you are not thrown into it, you are not going to take on that role.

17. Significance

18. Implications Enhances confidence and increases comfort level using technology for instructional purposes Creates “buy-in” – Participation as co- researchers provides opportunity for publication through scholarly reflection and self study Diminishes faculty resistance to changing instructional practices with technology Recursive professional development design model around tech-enhanced teaching is sustainable when... – attend technology workshops designed using TPLDM Model, – plan and implement technology-enhanced activities within personal instructional practice, and – share their knowledge with others through facilitating workshops or mentoring.

19. Contact Info Kamini Jaipal-Jamani (kjaipal@brocku.ca)kjaipal@brocku.ca Candace Figg (cfigg@brocku.ca)cfigg@brocku.ca Tiffany Gallagher (tgallagher@brocku.ca)tgallagher@brocku.ca Kari-Lynn Winters (kwinter@brocku.ca)kwinter@brocku.ca Katia Ciampa (kciampa@brocku.ca)kciampa@brocku.ca

20. Cadre of Faculty Retreat Faculty retreat in which faculty members (12) of the technology research collaborative provided feedback on the workshops, and Learned how to present a TPACK-based workshop so that they, too, could become future facilitators

21. Lagniappe Workshops Series 2 Refined based on feedback from Series 1 Workshops & Faculty Retreat Multiple iterations in a cycle to improve practice and faculty confidence in how to teach with technology

22. Data Sources Workshop evaluation surveys Photographs of workshops in progress Field notes by researchers Email Interviews with Faculty

23. Recommendations for Successful Workshops Technology Workshops Design – Meet expressed needs and interests of faculty – Relevant to current technology used in the field – Short (1 ½ hours), repeated over time – PDLM Model supported transfer to daily instructional practices Research-Based Collaborative – Promoted participation, engagement, and sustainability – Created presentation & publication opportunities

24. Design of PD Initiative Informed by the literature on technology enhanced teaching (TPACK) – Technological Pedagogical content knowledge (TPCK): the interaction of technological knowledge (TK) with pedagogical content knowledge (PCK) – Technological content knowledge (TCK): the interaction of TK with content knowledge (CK) – Technological pedagogical knowledge (TPK): the interaction of TK with pedagogical knowledge (PK)

25. Lagniappe Workshops Series 1 Short, focused workshops Followed specific TPACK-based workshop model (PDLM Model) Variety of workshops @ tech-enhanced teaching – teaching with SMARTBoards, – digital tools such as Prezi, Pinterest, Google Drive Documents, and – mobile devices such as iPads and document cameras

26. Findings: Workshop Design Useful guide for designing workshops Get quotes Being a technology leader deepened their own understanding of how to use the tools more effectively in instruction Pedagogical dialog phase was adapted for prior pedagogical experiences of the audience to focus on TPCK and how they could use in their own classrooms. Having faculty taking on technology leadership roles perceived as a way to promote faculty capacity for engaging in tech-enhanced instruction