There is growing attention to the potential for developing professional learning experiences for ... more There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem-solving practices related to the computer science discipline, into their classrooms. Although research has begun to document professional learning models and supports for CT infusion, an understudied area for both research and practice is how in-service teachers come to lead CT infusion efforts through determining curriculum, supporting their colleagues, and designing school and district-wide programs, once the professional development (PD) and related learning experiences are over. In this paper, we document findings from the final year of a five-year PD project, in which a subset of middle and high school content area teachers and teacher teams (n=12) proposed, designed, and carried out their own CT infusion projects. Using a practitioner inquiry framework, we analyze teachers’ choices in project types (curriculum development, teacher PD, and activities designed to connect in-school and informal learning), motivating factors for applying for the grant, their inquiry processes, and their perceptions of project impact. We conclude with implications for supporting teacher-led CT infusion, as well as more general recommendations for sustaining researcher-practitioner partnerships.
School requests for professional learning on adolescent literacy often stem from low or stagnant ... more School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researchercreated and validated survey to ask middle and high school teachers about their self-efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state-required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state-required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K-12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.
In today's global culture and economy, in which individuals have access to information at the... more In today's global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students' digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and medi...
DOAJ (DOAJ: Directory of Open Access Journals), Oct 1, 2021
Despite increasing attention to the potential benefits of infusing computational thinking into co... more Despite increasing attention to the potential benefits of infusing computational thinking into content area classrooms, more research is needed to examine how teachers integrate disciplinary content and CT as part of their pedagogical practices. This study traces how middle and high school teachers (n = 24) drew on their existing knowledge and their experiences in a STEM professional development program to infuse CT into their teaching. Our work is grounded in theories of TPACK and TPACK-CT, which leverage teachers' knowledge of technology for computational thinking (CT), CT as a disciplinary pedagogical practice, and STEM content knowledge. Findings identify three key pedagogical supports that teachers utilized and transformed as they taught CT-infused lessons (articulating a key purpose for CT infusion, scaffolding, and collaborative contexts), as well as barriers that caused teachers to adapt or abandon their lessons. Implications include suggestions for future research on CT infusion into secondary classrooms, as well as broader recommendations to support teachers in applying STEM professional development content to classroom practice.
Throughout Charleston, South Carolina, there is a distinctive style of iron gates and fences that... more Throughout Charleston, South Carolina, there is a distinctive style of iron gates and fences that frame the entryways of this historic city’s homes, schools, and restaurants. This is the artwork of an African American man named Philip Simmons, born and raised in this area. I am relatively new to Charleston and was surprised that not everyone I taught in preservice education classes was familiar with the artist. Sure, they had seen the gates peppered throughout the city, but they did not know who the artist was, or the painstaking work it took to create these works of art.
Literacy Research: Theory, Method, And Practice, Jul 14, 2022
Although literacy research has traditionally focused on content area and disciplinary literacies;... more Although literacy research has traditionally focused on content area and disciplinary literacies; in this study, we argue for the importance of transdisciplinarity. We employed a participatory action research design to examine pre-service teachers' (PST) planning of a transdisciplinary math and music lesson to understand how conceptual framing of pedagogy and instructional practice can be shifted from content literacies to transdisciplinarity. Our area of inquiry focused on how PSTs' understanding of transdisciplinarity shifted as they planned, taught, and reflected on instruction and how these shifts were supported by others. We documented evidence of how the lesson progressed from disciplinary thinking to interdisciplinary, multidisciplinary, and transdisciplinary thinking throughout the planning process. We also documented how the process of planning, teaching, coaching, and reflecting provided PSTs with an opportunity to better understand the connections between transdisciplinarity and pedagogy.
Bringing Critical Media Literacy into ELA Classrooms, 2022
There is also a history of the need for critical media and digital literacy education and integra... more There is also a history of the need for critical media and digital literacy education and integration that predates this current situation. The challenge is that the development and dissemination of demonstrably false information online becomes faster, easier, and more targeted. Critical evaluation of information is a global phenomenon as most individuals connect with digital friends more than their next-door neighbors. These challenges in critical media literacy are extended around the globe as individuals interact in networked publics. Ultimately social networks and digital spaces become “cesspools of misinformation” where digital wildfires wreak havoc in the real world.
Literacy Research: Theory, Method, and Practice, 2022
Although literacy research has traditionally focused on content area and disciplinary literacies;... more Although literacy research has traditionally focused on content area and disciplinary literacies; in this study, we argue for the importance of transdisciplinarity. We employed a participatory action research design to examine pre-service teachers' (PST) planning of a transdisciplinary math and music lesson to understand how conceptual framing of pedagogy and instructional practice can be shifted from content literacies to transdisciplinarity. Our area of inquiry focused on how PSTs' understanding of transdisciplinarity shifted as they planned, taught, and reflected on instruction and how these shifts were supported by others. We documented evidence of how the lesson progressed from disciplinary thinking to interdisciplinary, multidisciplinary, and transdisciplinary thinking throughout the planning process. We also documented how the process of planning, teaching, coaching, and reflecting provided PSTs with an opportunity to better understand the connections between transdisciplinarity and pedagogy.
This quasi-experimental, mixed model study explored the use of an instructional approach that pro... more This quasi-experimental, mixed model study explored the use of an instructional approach that provided direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives using a hybrid classroom format. The purpose of the study was to explore preservice teachers’ attitudes and dispositions toward the integration of multicultural education and multiliteracies to promote literacy among struggling readers. For the purposes of this study, we defined multicultural education as a field of study and an emerging discipline whose major aim is to create educational opportunities for all students, including students who are traditionally disenfranchised, to meaningfully and successfully engage in the education process. The study used a convenience sample of preservice teachers enrolled in a graduate-level educational program at a small private university in the Northeast. Results indicate opportunities for the use of an instructional approach that provides direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives in a hybrid classroom environment.
Despite the transformative possibilities associated with the inclusion of technologies in instruc... more Despite the transformative possibilities associated with the inclusion of technologies in instruction, relatively little is known about the regular use and perception of these technologies in higher education. Framed by existing challenges and opportunities around instructional technology use nationwide, this research offers a case of one institution’s attempts to set a baseline for technology-enhanced learning. This work is unique in that it is undertaken by a cross-disciplinary professional learning community (PLC) at their home institution. As such, both the case and the PLC process contribute to an understanding of how other institutions may examine campus-wide priorities related to teaching and learning. Findings suggest a degree of uncertainty around the use of technology-enhanced learning, most notable that users do not always understand why to support these tools. Additionally, the case research reports on how the PLC members communicated their work and findings to faculty and administrators.
There is growing attention to the potential for developing professional learning experiences for ... more There is growing attention to the potential for developing professional learning experiences for content area teachers to infuse computational thinking (CT), which refers to the set of problem-solving practices related to the computer science discipline, into their classrooms. Although research has begun to document professional learning models and supports for CT infusion, an understudied area for both research and practice is how in-service teachers come to lead CT infusion efforts through determining curriculum, supporting their colleagues, and designing school and district-wide programs, once the professional development (PD) and related learning experiences are over. In this paper, we document findings from the final year of a five-year PD project, in which a subset of middle and high school content area teachers and teacher teams (n=12) proposed, designed, and carried out their own CT infusion projects. Using a practitioner inquiry framework, we analyze teachers’ choices in project types (curriculum development, teacher PD, and activities designed to connect in-school and informal learning), motivating factors for applying for the grant, their inquiry processes, and their perceptions of project impact. We conclude with implications for supporting teacher-led CT infusion, as well as more general recommendations for sustaining researcher-practitioner partnerships.
School requests for professional learning on adolescent literacy often stem from low or stagnant ... more School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researchercreated and validated survey to ask middle and high school teachers about their self-efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state-required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state-required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K-12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.
In today's global culture and economy, in which individuals have access to information at the... more In today's global culture and economy, in which individuals have access to information at their fingertips at all times, digital and media literacy are essential to participate in society. But what specific competencies must young citizens acquire? How do these competencies influence pedagogy? How are student knowledge, attitudes, and behaviors changed? What are the best ways to assess students' digital and media literacy? These questions underscore what parents, educators, health professionals, and community leaders need to know to ensure that youth become digitally and media literate. Experimental and pilot programs in the digital and media literacy fields are yielding insights, but gaps in understanding and lack of support for research and development continue to impede growth in these areas. Learning environments no longer depend on seat time in factory-like school settings. Learning happens anywhere, anytime, and productivity in the workplace depends on digital and medi...
DOAJ (DOAJ: Directory of Open Access Journals), Oct 1, 2021
Despite increasing attention to the potential benefits of infusing computational thinking into co... more Despite increasing attention to the potential benefits of infusing computational thinking into content area classrooms, more research is needed to examine how teachers integrate disciplinary content and CT as part of their pedagogical practices. This study traces how middle and high school teachers (n = 24) drew on their existing knowledge and their experiences in a STEM professional development program to infuse CT into their teaching. Our work is grounded in theories of TPACK and TPACK-CT, which leverage teachers' knowledge of technology for computational thinking (CT), CT as a disciplinary pedagogical practice, and STEM content knowledge. Findings identify three key pedagogical supports that teachers utilized and transformed as they taught CT-infused lessons (articulating a key purpose for CT infusion, scaffolding, and collaborative contexts), as well as barriers that caused teachers to adapt or abandon their lessons. Implications include suggestions for future research on CT infusion into secondary classrooms, as well as broader recommendations to support teachers in applying STEM professional development content to classroom practice.
Throughout Charleston, South Carolina, there is a distinctive style of iron gates and fences that... more Throughout Charleston, South Carolina, there is a distinctive style of iron gates and fences that frame the entryways of this historic city’s homes, schools, and restaurants. This is the artwork of an African American man named Philip Simmons, born and raised in this area. I am relatively new to Charleston and was surprised that not everyone I taught in preservice education classes was familiar with the artist. Sure, they had seen the gates peppered throughout the city, but they did not know who the artist was, or the painstaking work it took to create these works of art.
Literacy Research: Theory, Method, And Practice, Jul 14, 2022
Although literacy research has traditionally focused on content area and disciplinary literacies;... more Although literacy research has traditionally focused on content area and disciplinary literacies; in this study, we argue for the importance of transdisciplinarity. We employed a participatory action research design to examine pre-service teachers' (PST) planning of a transdisciplinary math and music lesson to understand how conceptual framing of pedagogy and instructional practice can be shifted from content literacies to transdisciplinarity. Our area of inquiry focused on how PSTs' understanding of transdisciplinarity shifted as they planned, taught, and reflected on instruction and how these shifts were supported by others. We documented evidence of how the lesson progressed from disciplinary thinking to interdisciplinary, multidisciplinary, and transdisciplinary thinking throughout the planning process. We also documented how the process of planning, teaching, coaching, and reflecting provided PSTs with an opportunity to better understand the connections between transdisciplinarity and pedagogy.
Bringing Critical Media Literacy into ELA Classrooms, 2022
There is also a history of the need for critical media and digital literacy education and integra... more There is also a history of the need for critical media and digital literacy education and integration that predates this current situation. The challenge is that the development and dissemination of demonstrably false information online becomes faster, easier, and more targeted. Critical evaluation of information is a global phenomenon as most individuals connect with digital friends more than their next-door neighbors. These challenges in critical media literacy are extended around the globe as individuals interact in networked publics. Ultimately social networks and digital spaces become “cesspools of misinformation” where digital wildfires wreak havoc in the real world.
Literacy Research: Theory, Method, and Practice, 2022
Although literacy research has traditionally focused on content area and disciplinary literacies;... more Although literacy research has traditionally focused on content area and disciplinary literacies; in this study, we argue for the importance of transdisciplinarity. We employed a participatory action research design to examine pre-service teachers' (PST) planning of a transdisciplinary math and music lesson to understand how conceptual framing of pedagogy and instructional practice can be shifted from content literacies to transdisciplinarity. Our area of inquiry focused on how PSTs' understanding of transdisciplinarity shifted as they planned, taught, and reflected on instruction and how these shifts were supported by others. We documented evidence of how the lesson progressed from disciplinary thinking to interdisciplinary, multidisciplinary, and transdisciplinary thinking throughout the planning process. We also documented how the process of planning, teaching, coaching, and reflecting provided PSTs with an opportunity to better understand the connections between transdisciplinarity and pedagogy.
This quasi-experimental, mixed model study explored the use of an instructional approach that pro... more This quasi-experimental, mixed model study explored the use of an instructional approach that provided direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives using a hybrid classroom format. The purpose of the study was to explore preservice teachers’ attitudes and dispositions toward the integration of multicultural education and multiliteracies to promote literacy among struggling readers. For the purposes of this study, we defined multicultural education as a field of study and an emerging discipline whose major aim is to create educational opportunities for all students, including students who are traditionally disenfranchised, to meaningfully and successfully engage in the education process. The study used a convenience sample of preservice teachers enrolled in a graduate-level educational program at a small private university in the Northeast. Results indicate opportunities for the use of an instructional approach that provides direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives in a hybrid classroom environment.
Despite the transformative possibilities associated with the inclusion of technologies in instruc... more Despite the transformative possibilities associated with the inclusion of technologies in instruction, relatively little is known about the regular use and perception of these technologies in higher education. Framed by existing challenges and opportunities around instructional technology use nationwide, this research offers a case of one institution’s attempts to set a baseline for technology-enhanced learning. This work is unique in that it is undertaken by a cross-disciplinary professional learning community (PLC) at their home institution. As such, both the case and the PLC process contribute to an understanding of how other institutions may examine campus-wide priorities related to teaching and learning. Findings suggest a degree of uncertainty around the use of technology-enhanced learning, most notable that users do not always understand why to support these tools. Additionally, the case research reports on how the PLC members communicated their work and findings to faculty and administrators.
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Papers by W. Ian O'Byrne