Sarah,

I have to thank you for your very generous input into my musings. Yes these
are threads that weave through my own thinking. Having been away from
teaching for a few years until 2006 (I left to return to nursing practice
for three years), I return with a fresh outlook as to the possibilities of
harnessing the power of my students' and my own (and my colleagues')
concerns and reflections, as well as that of our celebrations. I had not
previous to my three years away realized that so many shared these thoughts
- and certainly (until the past 12 months) had not even considered that
there might be such a body of knowledge around the topics.

This is most helpful and yes I would love to read your paper.

Sincerely,

PennyB.


On 3/26/08 5:54 AM, "Sarah Fletcher" <[log in to unmask]> wrote:

> Hi Penny and Michael,
> 
> I am following this new thread with great interest as my research focuses on
> embedding web-based technology and multi media within research mentoring as
> a means to assist practitioners to improve their practice.  I am currently
> involved in a major project (as a consultant) regarding the possibilities
> for E-enablement of the General Teaching Council's Teacher Learning Academy.
> 
> My project brief has been to prepare a report on how peer learning could be
> brought about by mentoring and coaching and to investigate implications this
> has for dynamic interaction between social organisations and technology.   I
> am also creating an on-line version of a paper for my presentation at AERA
> (American Educational Research Association) Annual Conference by tomorrow.
> 
> My paper encompasses self study into practitioner researchers' attitudes to
> web-based technology and other practitioners' reflections on how far it can
> facilitate eliciting, representing and disseminating their research. The
> on-line version will be linked (by tomorrow evening) from the Home page of
> http://www.TeacherResearch.net I hope you'll find it useful to engage with.
> 
> My own approach to research that originated in a Living Educational Theory
> approach to action research has evolved over time, largely because of my
> experiences of working in Japan. Rather than 'I experience a problem'(i.e. a
> deficit model) as a starting point for improvement I prefer an Appreciative
> Inquiry approach which leads from a more positive base towards improvement.
> 
> So ... might it be helpful to look at the strengths of using VLE technology
> identified in the feedback you are processing from students and imagine the
> ways that you can extend positive aspects so that they balance out problems?
> What is the focus of the positive feedback - are you getting mixed feedback
> about similar aspects of using VLEs? Is there a better way of using a VLE?
> 
> I agree with Michael that anxiety (e.g about being shown up as incompetent
> in posting contributions to a list) can show up in later negative feedback
> from students. Change is daunting and going back to the TLA project I talked
> about earlier - the key we are identifying is to so embed technology in the
> 'normal' operations of a social group that it becomes effectively addictive!
> 
> If we think about Facebook and other social networking sites, it is the hook
> to 'what next?' that allays fears about using technology.  It is a natural
> curiosity to follow a story line that keeps people tuning into soaps on tv.
>  I wonder if it might it be that using a vle is not rewarding enough for
> some students? Is criticising technology a 'cover' for other unvocalised
> concern?
> 
> So - as a research mentor my advice to adopt, adapt or ignore would be this;
> look not first at the complaints but at the positives of technology use and
> consider if a vle is exploiting them so students feel addicted to using it!
> Is the vle creating problems because it is being used in way that could be
> more imaginative, exciting and evoke a stronger sense of student ownership?
> 
> Warm regards,
> 
> Sarah
> 
> Consultant Research Mentor
> http://www.TeacherResearch.net
> 
> Convenor BERA Mentoring & Coaching SIG
> Details at http://www.bera.ac.uk