Conference presentations and workshops, Spring 2017

March is a busy month in conference season. Four updates to share:

New Google Sites, Instagram, and Snapchat… oh my! Web-based tools in teacher preparation coursework
2017 Spring Research Day, West Chester University of Pennsylvania

Fluency with educational technologies is the litmus test for successful teachers in the 21st century. In this presentation I will share the results from my attempts to integrate new and emerging web-based technologies into a pre-service teacher educational technology methods course. These tools include: Edmodo, Instagram, old and new Google Sites, Snapchat, and YouTube. In addition, the incorporation of E-portfolios as a robust framework for assessing pre-service teacher’s technological capability and capacities will be presented and described. Results are only at the beginning stages and are thus anecdotal, but still provide clues and insight into how to best prepare future teachers to be successful in their classrooms with new technologies.

Considering Egan as a Metaphysician
Philosophy of Education Society Annual Meeting, Seattle, Washington

Educational studies (as a comprehensive and inclusive term for educational scholarship and practice) would benefit from thinking and research that is ontologically sensitive, or at least more aware of the assumptions that ground and bound inquiry. The aim of this work-in-progress is to introduce ontological and metaphysical questioning to educational studies by means of a reinterpretation of Kieran Egan’s scholarship.

Teaching as hermeneutic activism: A call for ontological positionalities in educational studies
Critical Questions in Education Conference, Academy for Educational Studies, New Orleans, Louisiana

With few exceptions, educational scholarship and practice remains dominated by paradigms of thinking and acting that focus primarily on knowing, knowledge, and what most would consider epistemological concerns. At first glance it is fitting and commonsensical that education should be primarily concerned with knowledge and how we can best know things. Practically and philosophically, education, teaching, and learning are epistemological; these human practices are inherently concerned with knowing. However, to only consider teaching and learning as epistemological endeavors is reductive, limiting, and diminishes the possibilities and capacities of education. Thus, the aim of this essay is to indicate and describe the unspoken and often unquestioned ontological and metaphysical assumptions that underpin educational studies (as a comprehensive and inclusive term for scholarship and practice) by providing examples from the everyday lived experience of teachers and students.

Utilizing Digital Commons to Share Your Knowledge and Expertise
Faculty and Staff Training (FAST), Information Services & Technology, West Chester University of Pennsylvania

West Chester has in the recent past decided to use a digital repository called Digital Commons. Digital Commons is a common web-based technology for universities to showcase the breadth of scholarship produced at an institution - everything from faculty papers, student scholarship, and annual reports to open-access journals, conference proceedings, and monographs. These scholarly materials are highly discoverable in Google, Google Scholar, and other search engines. This professional development workshop will introduce participants to the background and philosophy behind Digital Commons and open scholarship and also teach participants how to utilize Digital Commons to upload and share their publications while also connecting with other scholars around the world. 

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