The Organizational Context of Teaching and Learning

2021 ◽

pp. 203-218

Author(s):

Angela Elkordy ◽

Jessica Iovinelli

Keyword(s):

Technology Implementation ◽

Teaching And Learning ◽

Organizational Context ◽

Digital Transformation ◽

Interconnected Systems ◽

Learning Goals ◽

The People ◽

Order Change ◽

Second Order Change ◽

K 12

AbstractOn the surface, adopting technology presents itself as a technical issue. Yet, the real challenge of digital transformation in educational contexts necessitates a second-order change to disrupt and realign interconnected systems. A significant component of digital transformation in K-12 schools is an understanding of the unique affordances of digital tools and technologies and how these can be leveraged to align with learning goals and targets to impact teaching and learning in new ways. While there are several models for innovation diffusion and technology adoption in K-12 contexts, they fall short, particularly in describing the nature and interactions of these interconnected systems. These aspects of technology implementation remain a mystery. As a result, efforts to enact change in K-12 organizations often fall short due to a lack of understanding of context, inadequate goal-setting, insufficient professional development and personalized supports to build capacity, and a failure to evaluate progress. In K-12 educational settings, the people, the competencies, and the culture, alongside the strong leadership, resources, and organizational context, are all essential to effect sustainable change. We propose a model for digital transformation that considers all of these factors and interconnected systems.

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Cultural Boundary Work when Inviting Constructivist Pedagogy into Polytechnic Schools

Interdisciplinary Journal of Problem-based Learning ◽

10.14434/ijpbl.v14i2.28625 ◽

2020 ◽

Vol 14 (2) ◽

Author(s):

Anette Lykke Hindhede

Keyword(s):

Teaching And Learning ◽

Organizational Context ◽

Boundary Work ◽

Qualitative Interviews ◽

School Management ◽

Pedagogical Approach ◽

Process Of Change ◽

Constructivist Pedagogy ◽

Cultural Boundary ◽

Instructional Roles

In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers’ moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional roles and identities in order to meet the functional demands of the new forms of PBL-based teaching and learning. Based on qualitative interviews with teachers and heads of schools, we found that the process of change mobilized competing definitions of the legitimate teacher, the legitimate student, and legitimate knowledge in this organizational context.

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Delivering social work education on inquiry reports addressing harm to vulnerable people: An exploratory study

Journal of Social Work ◽

10.1177/1468017316652000 ◽

2016 ◽

Vol 18 (1) ◽

pp. 66-84 ◽

Cited By ~ 2

Author(s):

Stan Houston ◽

Mary McColgan

Keyword(s):

Social Work ◽

Learning Strategies ◽

Social Work Education ◽

Teaching And Learning ◽

Organizational Context ◽

Social Work Students ◽

Learning Needs ◽

Learning Approaches ◽

Social Work Educators ◽

Work Education

Summary This article outlines a research study examining how social work education, in relation to case reviews and inquiry reports, was structured and delivered to a range of social work students in Northern Ireland. Adopting a qualitative design, nine social work educators in the region were interviewed and asked about their approach to presenting findings from the reports to social work students and the issues this raised for the research sample. The results revealed three key themes: the salience of the organizational context; how learning was structured and organized; and the various attempts to build social work competence. Findings These themes showed that the co-ordinators were delivering a complex area of knowledge. It was clear that they had given considerable thought to the essential messages from the reports even though the constraints of time and setting were apparent. Moreover, they employed a range of innovations in the way the reports were theorized and how the knowledge coming from them was disseminated. The importance of the ‘fear factor’ within students was a primary issue affecting teaching and learning strategies. Applications The findings can be used as a foundation for further research into this area, looking at student feedback, the attainment of learning outcomes and, importantly, ways of enhancing teaching and learning approaches on this sensitive area. The research can also contribute to the identification of social work educators' learning needs and how to approach emotionally laden case studies of significant harm to vulnerable individuals.

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Generating Cultures for Mathematical Microworld Development in a Multi-Organizational Context

Journal of Educational Computing Research ◽

10.2190/47tc-n8ar-jpcb-7lvt ◽

2002 ◽

Vol 27 (1) ◽

pp. 185-211 ◽

Cited By ~ 2

Author(s):

Chronis Kynigos

Keyword(s):

Curriculum Design ◽

Teaching And Learning ◽

Educational Software ◽

Organizational Context ◽

Social Systems ◽

School Setting ◽

Methodological Issues ◽

Priority Systems ◽

Component Architecture ◽

Scripting Language

This article discusses methodological issues of mathematical microworld development integrated with generating innovation in the school setting. This is done by means of vignettes of key episodes in our eight-year-long experience of developing a component architecture for educational software based on Logo as a scripting language. The vignettes touch on the problems of collaboration between organizations and people of different expertise. They also address issues to do with the school and the classroom as social systems, with the method for implementing innovation and with curriculum design, teaching, and learning. A set of issues that emerged as problematic are outlined and discussed; the different priority systems involved, the amount of investment in collaboration, the differing discourses and epistemologies, the notion of a product, the interdependencies, and the contrast between reform and innovation versus instant fit. It is suggested that awareness needs to be raised as well as methods for dealing with these factors in order to generate cultures developing and using exploratory software.

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Understanding How Students Learn: Preparing Students to Become Professionals

Perspectives on Issues in Higher Education ◽

10.1044/ihe12.1.16 ◽

2009 ◽

Vol 12 (1) ◽

pp. 16-23

Author(s):

Lizbeth Curme Stevens

Keyword(s):

Service Learning ◽

Teaching And Learning ◽

Communication Disorders ◽

Learning Opportunities ◽

Graduate Courses ◽

Speech Language Pathologists ◽

Community Partners ◽

Scholarship Of Teaching ◽

Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.61 ◽

2008 ◽

Vol 11 (2) ◽

pp. 61-66

Author(s):

Jennifer C. Friberg

Keyword(s):

Continuing Education ◽

Teaching And Learning ◽

Classroom Setting ◽

Educational Tool ◽

Instructional Tool ◽

Online Classroom ◽

Potential Applications ◽

Education Tool ◽

Professional Learners ◽

Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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