UoDEdushare

As a teacher educator I’m really interested in the potential of social media for CPD. The way colleagues and students have engaged with this especially this year has been amazing. Recently I have been reading a PhD thesis on this very topic by Tim Jefferis. I was made aware of Tim’s work through my own PhD research so I might write about this later. But I think Tim’s research is well worth reading and not just because it is extremely accessible. One of Tim’s findings was that the tweeps (tweeting teachers) in his study embraced the opportunity to debate ideas and liked being challenged. I find this open, even courageous attitude refreshing. I recently experienced this sort of debate first hand, whilst discussing digital technology theory on twitter, and am convinced such experiences are helping me develop as a researcher and as a more resiliant learner. In the example below, within a few seconds of tweeting, I was able to engage with several very well-informed professionals. My own understanding was taken forward far faster than if I’d been researching this area on my own.

Unfortunately I don’t think all teachers are like this and some are fearful of being ‘wrong’ so shy away from challenges. A good example is with the teaching of STEM subjects in primary school. This issue was being debated via the #scotedchat earlier tonight where I argued that there is a fear of science and maths subject teaching and a reluctance from some primary teachers to address this. Whilst tweeting I offered to give examples of topics where conceptual understanding was particularly problematic (see below). Examples include teaching the topics of ‘space’, ‘sound’ or ‘floating and sinking’ (i.e. density) which are often covered in early years but without a sensible rationale.

When I see floating and sinking taught this usually translates into a lesson based around making something that floats, or sinks, probably with placticine. But the concept of density requires an understanding of mass and volume. When applied to floating and sinking an understanding of forces (gravity, air resistance, up thrust) is also important. These are all fairly simple ideas for any adult, educated to degree level, to comprehend but the teacher must have a sound understanding so these can be introduced to learners in a carefully considered manner. So lots of thinking and planning is needed. And this requires intellectual and attitudinal effort so in reality teachers (who are under a variety of pressures) opt for a water tray and a few toy boats. 

I really hope this situation will change and would argue the way teachers and students are engaging with social media, and taking responsibility for their own development, is a huge step in the right direction. If you want some evidence of this why not check out the #uodedu Twitter posts or visit some of the Edushare blogs written by Dundee University education students and staff.