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From #Edcamp to #Edchat: a Case Study Exploring Innovative, Self-Directed Educator Professional Learning Amy E Kennesaw State University DigitalCommons@Kennesaw State University Doctor of Education in Teacher Leadership Office of Collaborative Graduate Programs Dissertations Fall 12-13-2016 From #edcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning Amy E. Vitala Kennesaw State University Follow this and additional works at: http://digitalcommons.kennesaw.edu/teachleaddoc_etd Part of the Other Teacher Education and Professional Development Commons Recommended Citation Vitala, Amy E., "From #edcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning" (2016). Doctor of Education in Teacher Leadership Dissertations. Paper 13. This Dissertation is brought to you for free and open access by the Office of Collaborative Graduate Programs at DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Doctor of Education in Teacher Leadership Dissertations by an authorized administrator of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Running Head: #EDCAMP TO #EDCHAT From #edcamp to #edchat: A Case Study Exploring Innovative, Self-Directed Educator Professional Learning Amy E. Vitala Kennesaw State University October 2016 A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Bagwell College of Education #EDCAMP TO #EDCHAT 2 Dedication I am incredibly grateful to my mother, Ann, and my late father, Mike, who always encouraged me to pursue any path I wanted, as long as I gave it my best. They placed great value on education and instilled in me a love of learning from a young age. I am sincerely thankful for the members of my dissertation committee, Dr. Jo Williamson, Dr. Iván M. Jorrín Abellán, and Dr. Julie Moore, whose expertise, advice, and kindness were critical to the successful completion of my dissertation. I am truly indebted to Dr. Jo Williamson, my dissertation chair, whose mentorship and guidance were invaluable throughout this process. Dr. Williamson’s dedication to her students and academia astounds me; I can honestly say that I would not be typing this page without her commitment to my journey. My school district colleagues and members of my local and global PLN have also been an amazing source of support and inspiration. The educators with whom I connect face-to-face and virtually constantly inspire me to grow professionally and have kept me going throughout this degree program. Finally, I’d like to dedicate this project to Scott, Katie, Sally, Ashley, and so many others in my life for their unwavering support, guidance, and encouragement (plus a great deal of understanding when I was feeling overwhelmed and acting a little nuts). #EDCAMP TO #EDCHAT 3 Abstract Although there is a plethora of in-depth research regarding effective professional development and best practices for adult learning, there is evidence that suggests traditional professional development for educators neglects to adequately address the needs of these adult learners. Research on adult learning, motivation, and self-directed learning supports the claim that there is a disconnect between research-based best practice and the traditional delivery models that are pervasive throughout much of the district- and school-mandated professional learning. Professional development is evolving, however, and educators are engaging in learning opportunities that challenge the traditional models. The emergence of self-directed professional development among educators is transforming the way in which educators connect with one another and engage in professional growth activities. This case was a large, suburban, K-12 public school district, which has recently offered and endorsed more innovative models of professional learning, such as Twitter chats and edcamps. This case study explores educators’ engagement in these and practices beyond their district, as well as the motivating, enabling, and impeding factors, for participation in such professional development activities. In addition, this study addresses the issue of traditional professional development deficits and the ways in which we can infuse preferred professional learning activities more consistently in schools. Keywords: professional development, adult learning, self-directed learning, innovative professional learning, Twitter, edcamp #EDCAMP TO #EDCHAT 4 Table of Contents Chapter 1: Introduction……………………………………….…………..………6 Chapter 2: Conceptual Framework………………………….…….……..………8 Adult Learning Theories……………………………….………….…...……8 Personalized Learning…………………………………………….….…….11 Educator Professional Development…………………………….…………13 Technology Affordance………………………………………….………...19 Ubiquitous Learning…………………………………………….…………20 Emerging Practices…………………………………………….…………..21 Need for Research…………………………………………….…………...27 Chapter 3: Research Methodology……………………………….……………..29 Worldview………………………………………………….………..…….29 Goals……………………………………………………….…………...….31 Research Questions……………………………………….…….………….33 Research Tradition……………………………………….…….……….….34 Setting and Participants…………………………………………..…….….37 Data Collection………………………………………………….….….…..44 Data Analysis…………………………………………………….……......48 Trustworthiness…………………………………………………..…….….55 Methodological Limitations………………………………….…..…….….57 Ethical Considerations……………………………………………..……...59 Chapter 4: Findings………………………………………..…………………….59 Optional, Self-Directed Professional Learning Practices……..…………..60 Motivations for Participation in Self-Selected Professional Learning…....91 Enabling and Impeding Factors for Participation …………………….....114 Participants’ Visions for Future School Professional Development….....119 #EDCAMP TO #EDCHAT 5 Conclusion……………………………………………………………....125 Chapter 5: Discussion…………………………….…………………………....127 Overview of the study………………….…………………………..……127 Discussion of Findings……………………….……………….…………129 Limitations.…………………………………….………………………..146 Implications for Future Research………………………………….…….147 Conclusions……………………………………………………….….….147 References…………………………………………………………………....…149 Appendices.………………………………………………………………….….156 #EDCAMP TO #EDCHAT 6 Chapter 1: Introduction Despite the plethora of research regarding adult learning theories and learner motivation, traditional professional learning opportunities for educators continue to disappoint. (Darling- Hammond, 2013, WIlliams, 2005; Knight, 2000; Carpenter, 2015; TNTP, 2015). Studies on self-directed learning (Houle, 1961; Tough, 1967; Bullock, 2013), self-generated learning (Swanson, 2013), and adult learner preferences (Knowles, 1963; Merriam, 2013) repeatedly suggest that a disconnect exists between research-based best practices and the traditional one- way presenter delivery model that remains pervasive in much of our mandated educator professional development. Educator professional learning is quickly evolving. Many educators are now engaging in opportunities that completely challenge what has, unfortunately, become the sit-and-get norm. Tools like social media and events such as unconferences are rapidly transforming the face of learning for educators, allowing an educators to build their own Personal Learning Network (PLN). This self-directed means of learning has been embraced by a growing global community of digital-age educators who are engaging in optional connected and collaborative learning on their own accord - and with their own agenda (Gustafson, 2015; Swanson, 2013). The researcher aimed to gain a deep understanding of this special group of K-12 educators in a large suburban district who are engaging in optional self-directed professional learning opportunities. In order to do this, the researcher sought out those educators to capture a glimpse into this professional learning paradigm shift in hopes that emerging themes may offer insight into potential actionable solutions. The purpose of this study was to conduct an in-depth, pragmatic investigation of the behaviors and motivation of members of this community in hopes of gaining insight that can inform change in the field of educator professional development. The #EDCAMP TO #EDCHAT 7 aim was to explore the experiences, motivations, and perceptions of those who regularly opt into emerging models of optional self-directed professional learning when available. In addition, the actionable implications of research outcomes drive the researcher’s considerations for solutions to the perceived issues with traditional professional development for educators. The researcher utilized a qualitative single case study research design to conduct this study, which was driven by pragmatic inquiry. Through observations, interviews, social media archival review, and a focus group, this study investigated the various factors that motivate K-12 educators in a large suburban school district to engage in optional self-directed learning opportunities. The proposed issue related to whether or not deficiencies with traditional professional development drives participation in unconventional professional development practices. The research questions examined participants’ current self-directed practices, perceptions of traditional professional development opportunities, strengths of self-directed professional learning, and factors that enable or impede participation in this type of professional learning. Additionally, considerations were made to determine if and how motivating characteristics of optional self-directed professional learning can be applied to potentially enhance traditional
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