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This page will pull together information on 9 February project meeting which will help the teachers from participating schools develop the case studies. During January, the team will use this page to prepare for the meeting.

Draft agenda for 9 Feb meeting

(the venue will be the Crucible: 55 Norfolk St, S1 1DA).  Register for the event can be found here.

space for teachers to talk re: projects

questions to ask:

Key questions/issues:

- our question/prompt to the teachers: what's stopping you from doing what you really want to do?

- looking for synergies across different case studies

- in terms of mapping, think re: communities/identities

Following on from my thoughts yesterday, I’ve been thinking about how this OER can offer something  distinctive in relation to supporting teachers/teacher educators/student-teachers in thinking about digital literacies...

For me, as a teacher educator, I’m looking for frameworks or perspectives that are going to encourage my students to think beyond existing curriculum frameworks and think differently about pedagogical possibilities.

So, I wondered if it might be useful to draw out the themes that seemed to cut across the case studies. Here are some themes- not intended as comprehensive. I’ve used examples to illustrate but they cut across all.

-          identities: how are we positioned in educational contexts, who are we & how do we relate to others...and who might we be and how might we relate with others , e.g. Jacks’ work , Jo’s instructional videos

-          communities and/or networks: what kinds of connections and relationships do we make? e.g. communities of teachers at Mundella & Wales; Chris’s attempts to use blogging to develop relationships across classes and between home and school; Jo’s instructional videos

-          locations: how do we make/change places and how does our relationship with places shift through engagement with new technologies? e.g.Rob’s work in the park, the Magna project, Chris & Camp Cardboard, Peter’s jungle hunt

-          purposes: what are teachers’ purposes? And children’s? And other partners’, e.g. the museum? What happens as these different purposes intersect? (How) did these purposes change?

Could such themes  help provide some structure to the case studies...or to the OER? Or at least help us think about the data we may need to capture depth in the case studies as well as breadth?

Of course there are other dimensions of each case study that are important too, i.e. things we discussed  yesterday, around:

-          context (curriculum as well as local factors)

-          journeys- where have they come from, how did they get here, where are they going next

-          getting stuff done (all the tecchie stuff as well as working with colleagues, dealing with the local and national policy context)