Teachers’ and students’ classroom work is increasingly described as knowledge work conducted in a... more Teachers’ and students’ classroom work is increasingly described as knowledge work conducted in a in a rapidly changing globalised, digital world. To enable teachers to effectively support students in the shifting contexts created by constantly emerging new technologies, teacher professional learning has gained prominence as a priority area in education (Yates, 2007). This paper reports on research into teacher and student learning of digital literacies within the context of a project undertaken by a university and an educational authority. The professional learning project was designed to enable practising teachers to engage their students with digital literacies.The project seeks to offer innovative, differentiated professional learning by combining the concept of a collaborative learning community with structures of distributed leadership and processes of inquiry learning. The mixed methods research explored teacher and student learning through online surveys and case studies. In...
Purpose In response to threats to teacher autonomy and creativity by measurements of teacher qual... more Purpose In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency. Design/methodology/approach The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated. Findings Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teachin...
2 but interestingly even television today has got far more words on it than it had originally. Fo... more 2 but interestingly even television today has got far more words on it than it had originally. For example the news has words streaming along the bottom of the screen. Back then in 1994 no one could really have imagined the Internet. There were a few connected ...
As mobile and connected digital practices reshape social, interpersonal and learning relationship... more As mobile and connected digital practices reshape social, interpersonal and learning relationships, it is increasingly challenging for teachers and schools to keep pace with rapid change. This paper reports on a professional learning project which set out to support teachers to learn more about how students in their classes used technologies, which technologies they used, what they thought about how they and others used them, and what they used them for. Teachers’ research into students’ digital use acted as a necessary intervention and prior step to developing classroom- and school-level responses to young people’s use of digital technologies. The paper reports on teachers’ findings, their responses to what they learnt and the implications for schools. In parallel, it reports also on the processes of the research and its deliverables as a professional learning enterprise, and the operation and value of this approach as professional learning methodology.
This is the published version Cloonan, Anne, Kalantzis, Mary and Cope, Bill 2010, Schemas for mea... more This is the published version Cloonan, Anne, Kalantzis, Mary and Cope, Bill 2010, Schemas for meaning-making and multimodal texts, in Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the english/literacy classroom, Routledge, New York, NY, pp.254-275.
Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Asses... more Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2009-10), indicate expectations that teachers will support their students' interpretation and creation of multimodal texts. However, English curriculum guidelines are yet to advise on a detailed metalanguage to support teacher and student discussion of the meaning-making dimensions of multimodal texts. Theoretical work on the development of multimodal metalanguage is in its early stages, lacking ready application for use in diverse classroom contexts. This article reports on research into applications of a framework designed to help teachers add depth and breadth to teaching and learning about multimodal meanings through development of a metalanguage (Cope & Kalantzis, 2000). While application of this framework in middle-years classrooms was initially found to be problematic, working in collaboration with teachers this framework was adapted and ...
Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-s... more Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-school literacy practices, sometimes leaving the adults who teach and care for them feeling like relics of yesterday. How can we harness what students bring to learning and reconcile that with what we have traditionally taught this age group? How do we leave our comfort zones and design meaningful experiences which transform learners (both young and not so young)?
Cloonan, Anne 2005, Professional learning and enacting theory : or trying to be a lifelong/lifewi... more Cloonan, Anne 2005, Professional learning and enacting theory : or trying to be a lifelong/lifewide teacher-learner while hanging on to your sanity, in Learning by design, VSIC, Victorian Schools Innovation Commission, Melbourne, Vic., pp.217-230. ... Unless expressly stated ...
Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-s... more Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-school literacy practices, sometimes leaving the adults who teach and care for them feeling like relics of yesterday. How can we harness what students bring to learning and ...
Diffusion-adoption professional learning models which position teachers ascompliant technicians o... more Diffusion-adoption professional learning models which position teachers ascompliant technicians of policy and practices are limited in their long term effects on teacher professionalism. In contrast, co-researching models of professional learning hold the potential to engage teachers and researchers in explorations of mutual concern which impact on professionalism and contribute to development of both theory and practice. This article describes professional learning within the context of an Australian state department of education during a period of reform. The contextual influences and design of a collaborative, film-driven participatory action research design which explored teacher learning and application of multiliteracies theory are explored. A spiral of cycles of action research incorporated engagentent with multiliteracies theory and collaborative planning; filming of teacher classroom 'action' and reflective interviews; collaborative observation of and reflection on ...
Teachers’ work can increasingly be described as knowledge work conducted in a rapidly changing gl... more Teachers’ work can increasingly be described as knowledge work conducted in a rapidly changing globalised, digital environment. In order to support contemporary teachers’ work, professional learning needs to be grounded in the contexts and identities of teachers, while engaging them in theoretical discourse. Such an approach challenges traditional approaches to the offering of a Masters in Education by distance learning. This presentation reports on a university-educational authority partnership designed to enable practising teachers to gain Masters qualifications through practice-based ethnographic data collection and research. The context of this partnership is a new professional learning program being offered by Deakin University, Australia and the Catholic Education Office Melbourne. Teachers plan and conduct projects in which they identify an issue to be addressed at their school; research the issue identified; develop and implement an intervention to address the issue; and rep...
The current study was conducted by researchers from Deakin University, led by Professor Christine... more The current study was conducted by researchers from Deakin University, led by Professor Christine Halse from the Centre for Research in Education Futures and Innovation (CREFI). The study was commissioned by the Australian Institute for Teaching and School Leadership (AITSL), funded by the Department of Education, Employment and Workforce Relations, and managed by the Asia Education Foundation (AEF). The purpose of the study was to inform future decision making for policy and practice by providing empirical, research-based evidence about the understandings, characteristics, enablers and needs of teachers and principals to deliver the Asia priority in the Australian Curriculum, relative to the Australian Professional Standards for Teachers and the Australian Professional Standard for Principals. The findings and recommendations are derived from a large-scale national survey, extensive narrative data collected from teachers and principals, case studies of Asia literate teachers at dif...
Teachers’ and students’ classroom work is increasingly described as knowledge work conducted in a... more Teachers’ and students’ classroom work is increasingly described as knowledge work conducted in a in a rapidly changing globalised, digital world. To enable teachers to effectively support students in the shifting contexts created by constantly emerging new technologies, teacher professional learning has gained prominence as a priority area in education (Yates, 2007). This paper reports on research into teacher and student learning of digital literacies within the context of a project undertaken by a university and an educational authority. The professional learning project was designed to enable practising teachers to engage their students with digital literacies.The project seeks to offer innovative, differentiated professional learning by combining the concept of a collaborative learning community with structures of distributed leadership and processes of inquiry learning. The mixed methods research explored teacher and student learning through online surveys and case studies. In...
Purpose In response to threats to teacher autonomy and creativity by measurements of teacher qual... more Purpose In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency. Design/methodology/approach The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated. Findings Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teachin...
2 but interestingly even television today has got far more words on it than it had originally. Fo... more 2 but interestingly even television today has got far more words on it than it had originally. For example the news has words streaming along the bottom of the screen. Back then in 1994 no one could really have imagined the Internet. There were a few connected ...
As mobile and connected digital practices reshape social, interpersonal and learning relationship... more As mobile and connected digital practices reshape social, interpersonal and learning relationships, it is increasingly challenging for teachers and schools to keep pace with rapid change. This paper reports on a professional learning project which set out to support teachers to learn more about how students in their classes used technologies, which technologies they used, what they thought about how they and others used them, and what they used them for. Teachers’ research into students’ digital use acted as a necessary intervention and prior step to developing classroom- and school-level responses to young people’s use of digital technologies. The paper reports on teachers’ findings, their responses to what they learnt and the implications for schools. In parallel, it reports also on the processes of the research and its deliverables as a professional learning enterprise, and the operation and value of this approach as professional learning methodology.
This is the published version Cloonan, Anne, Kalantzis, Mary and Cope, Bill 2010, Schemas for mea... more This is the published version Cloonan, Anne, Kalantzis, Mary and Cope, Bill 2010, Schemas for meaning-making and multimodal texts, in Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the english/literacy classroom, Routledge, New York, NY, pp.254-275.
Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Asses... more Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2009-10), indicate expectations that teachers will support their students' interpretation and creation of multimodal texts. However, English curriculum guidelines are yet to advise on a detailed metalanguage to support teacher and student discussion of the meaning-making dimensions of multimodal texts. Theoretical work on the development of multimodal metalanguage is in its early stages, lacking ready application for use in diverse classroom contexts. This article reports on research into applications of a framework designed to help teachers add depth and breadth to teaching and learning about multimodal meanings through development of a metalanguage (Cope & Kalantzis, 2000). While application of this framework in middle-years classrooms was initially found to be problematic, working in collaboration with teachers this framework was adapted and ...
Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-s... more Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-school literacy practices, sometimes leaving the adults who teach and care for them feeling like relics of yesterday. How can we harness what students bring to learning and reconcile that with what we have traditionally taught this age group? How do we leave our comfort zones and design meaningful experiences which transform learners (both young and not so young)?
Cloonan, Anne 2005, Professional learning and enacting theory : or trying to be a lifelong/lifewi... more Cloonan, Anne 2005, Professional learning and enacting theory : or trying to be a lifelong/lifewide teacher-learner while hanging on to your sanity, in Learning by design, VSIC, Victorian Schools Innovation Commission, Melbourne, Vic., pp.217-230. ... Unless expressly stated ...
Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-s... more Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-school literacy practices, sometimes leaving the adults who teach and care for them feeling like relics of yesterday. How can we harness what students bring to learning and ...
Diffusion-adoption professional learning models which position teachers ascompliant technicians o... more Diffusion-adoption professional learning models which position teachers ascompliant technicians of policy and practices are limited in their long term effects on teacher professionalism. In contrast, co-researching models of professional learning hold the potential to engage teachers and researchers in explorations of mutual concern which impact on professionalism and contribute to development of both theory and practice. This article describes professional learning within the context of an Australian state department of education during a period of reform. The contextual influences and design of a collaborative, film-driven participatory action research design which explored teacher learning and application of multiliteracies theory are explored. A spiral of cycles of action research incorporated engagentent with multiliteracies theory and collaborative planning; filming of teacher classroom 'action' and reflective interviews; collaborative observation of and reflection on ...
Teachers’ work can increasingly be described as knowledge work conducted in a rapidly changing gl... more Teachers’ work can increasingly be described as knowledge work conducted in a rapidly changing globalised, digital environment. In order to support contemporary teachers’ work, professional learning needs to be grounded in the contexts and identities of teachers, while engaging them in theoretical discourse. Such an approach challenges traditional approaches to the offering of a Masters in Education by distance learning. This presentation reports on a university-educational authority partnership designed to enable practising teachers to gain Masters qualifications through practice-based ethnographic data collection and research. The context of this partnership is a new professional learning program being offered by Deakin University, Australia and the Catholic Education Office Melbourne. Teachers plan and conduct projects in which they identify an issue to be addressed at their school; research the issue identified; develop and implement an intervention to address the issue; and rep...
The current study was conducted by researchers from Deakin University, led by Professor Christine... more The current study was conducted by researchers from Deakin University, led by Professor Christine Halse from the Centre for Research in Education Futures and Innovation (CREFI). The study was commissioned by the Australian Institute for Teaching and School Leadership (AITSL), funded by the Department of Education, Employment and Workforce Relations, and managed by the Asia Education Foundation (AEF). The purpose of the study was to inform future decision making for policy and practice by providing empirical, research-based evidence about the understandings, characteristics, enablers and needs of teachers and principals to deliver the Asia priority in the Australian Curriculum, relative to the Australian Professional Standards for Teachers and the Australian Professional Standard for Principals. The findings and recommendations are derived from a large-scale national survey, extensive narrative data collected from teachers and principals, case studies of Asia literate teachers at dif...
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