Digital Age Learning in

Secondary Teacher
Preparation
California State University San Marcos
Anne Ren Elsbree aelsbree@csusm.edu
Pat Stall pstall@csusm.edu
Annette Daoud adaoud@csusm.edu
ABRI Conference, Honolulu June 12, 2014
http://www.aabri.com/HC2014Manuscripts/HC14044. pdf

Social Justice and Equity:

Collaboratively transforming
public education
Coursewor
k

Community
Collaborati
on

Clinical
Practice

Social
Justice
and
Equity

Disposition
s and TPEs

Faculty
Collaborati
on

Table 1: Comparison of
Program
Semester Organization
Previous Program

New Program

8 weeks Coursework, M-Th

Coursework begins with
Universitys calendar

16 week Coursework, M
Coursework begins prior to
public school calendar

8 weeks Clinical Practice, M-F 16+ weeks in Clinical Practice

Traditional Clinical Practice
Co-Teaching Clinical Practice
Clinical Practice begins week 8 Clinical Practice begins and
and ends with public school
ends with public school
calendar
Calendar

Theoretical Perspectives on
Digital Age Teachers and Learners

Motivation by autonomy, mastery

and purpose
(Pink, 2011)
Net Generation values of freedom,
collaboration and innovation
(Tapscott, 2009)

6 Steps for Persuasion in

Digital Age Learning (Daniel Pink, 2014)
1. Recalibrate feelings of power
2. Be an ambivert
3. Interrogative talk - Can you do this and
how?
4. Motivational interviewing
5. Understanding the context - Perspective
of audience
6. Focus on the Why and less on the how

6 Conditions for Self-Directed

Digital Learning (Phillip Candy, 2004)

1.Connectivity
2.Competence
3.Content
4.Credibility
5.Confidentiality & Capturing
information
6.Collaboration

Personal Learning Network

(Jeffery Heil, 2014)
Personalis something that relates to you.
Learning is a dynamic process that occurs
continuously. The only requirement is a
personal desire to learn.
Networkis a group of people with whom you
associate. This could be either in person or
online.
http://jefferyheil.com/pln/what-is-a-pln/

Digital Collaboration
Learning is a personal, interpersonal and
social activity rooted in cultural
contexts.
Web 2.0 digital tools allow for new ways
to learn personally, interpersonally, and
socially through collaboration.
Technology has the ability to rewire
our brain. The digital tools we use
redefine and shape our thoughts and
actions.

7 Teacher Roles in Digital Learning

(George Siemens, 2014)
1. Amplification
2. Curation
3. Wayfinding and socially driven sense
making
4. Aggregation
5. Filtering
6. Modeling
7. Persistent Presence
http://www.connectivism.ca/?cat=3

Table 2: Technology Used

Learn

In the past year, which of these things have you

done on your own (not professor directed, not
homework) to help you prepare to teach? Check all
that apply. (2012 Technology Infusion: Project Speak
Up Survey)
Tool
CSUS Nation
M

al

Found experts online who could answer my

questions

45%

20%

Posted to a blog or wiki

37

21

Provided online support to my peers

39

29

Started a wiki or blog to share my ideas and

connect with others

26

10

Tutored other students who needed help

34

24

Used a mobile application to help me with my

self-organization

32

22

Table 3: Technology Used to

Teach
In your teaching methods courses, which
technology tools or techniques are you learning to
use? Check all that apply.
(2012 Technology Infusion: Project Speak Up
Tool
CSUSM Nation
Survey)
al
Creating a website to manage my
classroom

62%

44%

Creating blogs or wikis

69

41

Integrating students mobile devices into

instruction

51

19

Managing a class using a learning

management system

31

14

Using social media to facilitate student

collaborations

44

25

Conclusions: With digital age learning,

teachers are able to:
Constantly act upon their
learning (Shulman, 2003)
Engage more productively in
recursive practice which involves a
cycle of planning, teaching, assessing
and reflection
Rewire students brains for
Community
Collaboratio
n
collaboration, redefine and shape
thoughts and actions for collaboration
Prepare students to
learn how to adapt and function
Clinical
Practice
in the future

Coursework

Social
Justice
and
Equity

Disposition
s and TPEs

Faculty
Collaboratio
n