Tuesday, March 7
10:15 AM-11:15 AM
CST
Creekside I

Inquiry for Innovation: Strategies for Leading Complex Change

Roundtable ID: 50205
  1. aaa
    Johanna Prince
    University of Maine at Farmington
  2. aaa
    Meredith Swallow
    University of Maine at Farmington

Abstract: Pre-service, in-service, and faculty of K-12 and university classrooms alike regularly engage in meaningful experiences utilizing innovative technologies to support and enhance learning. Often though, educators are challenged with balancing current practices with the next specific solution in educational technology. As faculty and staff of teacher educator programs are often both leading and modeling the change process, there is a current focus on engaging educators in a change process that supports collaborative inquiry for innovation and change. The presentation will be grounded in research related to change process, adult learners, and best practices for professional development. We will model inquiry to help participants diagnose an issue, frame an effective central question, and plan for engaging colleagues in innovative ways that support students.

Objectives

Participants will Explore why solutions can be the problem with leading for educational technology Brainstorm a specific challenge, and better diagnose central issues Review characteristics of adult learners and relevant theory on effective professional development Discuss change process and creative problem solving Design and revise a central question to invite others to our conversation Discuss the power of questions and inquiry to frame change Reflect on next steps for implementation

Topical Outline

This workshop is designed to guide leaders focused on educational technology toward changing the paradigm of the teaching and professional development they offer from starting with solutions to beginning with conversation, questioning, problem solving, and planning for innovation. Participants should come prepared with some ideas to workshop, and their own device (phone, tablet, laptop) for use during the session. Why do solutions cause problems in leading change? Using evidence and inquiry as an approach to leading change with educational technology Research on working with adult learners Research on effective professional development to support change and innovation Inquiry and design for innovation theory and practice Design thinking process and activities Workshop and sharing Reflection and next steps

Prerequisites

Participants should come prepared with some ideas to workshop, and their own device (phone, tablet, laptop) for use during the session.

Experience Level

Beginner

Qualifications

Author 1 is the Director of Graduate Programs in Education and Program Coordinator for a collaborative Masters of Education in Instructional Technology. She regularly uses questions as the design framework for her graduate teaching, and her work with faculty across the programs she works with. She teaches graduate courses in research and educational technology; and in all teaching focuses on how teacher practice is connected to student outcomes. She has taught in K-12 and higher education settings. Author 2 is an Assistant Professor of Elementary Education with a focus on supporting pre-service and in-service teachers using educational technology. She teaches undergraduate courses on technology integration and graduate level courses on Inquiry Based Learning, and Curriculum, Assessment and Instruction for Digital Age Learners. She is a former middle and high school math teacher, and has taught and offered professional development for educators for the last 10 years.

Presider: Jerry Whitworth, Texas Woman's University

Topics

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