aucei final final 2015
TRANSCRIPT
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AUCEI Conference 2015 AUCEI Conference 2015
Association of Ubiquitous Association of Ubiquitous and Collaborative Educators and Collaborative Educators
international international
Daithi Ó MurchúDaithi Ó Murchú 2015 2015
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BackgroundBackground
Digital Schools of Distinction Digital Schools of Distinction IrelandIreland
Digital Schools of Distinction is a flagship programme of the DES Ireland, which aims to promote,
recognise and encourage excellence in the use of
technology in primary schools.
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BackgroundBackground
Digital Schools of Distinction Digital Schools of Distinction IrelandIreland
This Digital Schools of Distinction programme is an accreditation, which primary schools can attain by demonstrating excellence in their approach to the integration of ICT in learning and teaching. The benefits of receiving this accreditation include access to an ICT support network, a toolkit to develop an ICT plan for every school, links with other schools in Ireland and external recognition through a nationally recognised award.
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Education Education Centres Centres IrelandIreland
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An enquiry into teachers’ perceptions of An enquiry into teachers’ perceptions of Technology-Enhanced Teaching and Technology-Enhanced Teaching and Learning in Primary Schools (DSoD).Learning in Primary Schools (DSoD).
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AUCEI Conference 2015 AUCEI Conference 2015
Excellence?? Truth??Excellence?? Truth??
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Data AnalysisData Analysis•Questionnaire Questionnaire (QUAN/QUAL) SPSS (Statistical Package for the Social Sciences).
•Dedicated weblogs and forums Dedicated weblogs and forums (QUAL) (COPs) Data coding : Nvivo/frequency tables and crosstabulation.
•A/r/tography A/r/tography (QUAL) (artistic, poetic and graphic reflections/The spaces in-between) Data coding : NVivo/cross-tabulation.
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My Hopes for the ResearchMy Hopes for the Research
Daithi Ó MurchúDaithi Ó Murchú 20152015
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My Hopes for the ResearchMy Hopes for the Research
Question the conventionalQuestion the conventional
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My Hopes for the ResearchMy Hopes for the Research
Reveal ConflictReveal Conflict
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My Hopes for the ResearchMy Hopes for the Research
Seek an open debateSeek an open debate
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My Hopes for the ResearchMy Hopes for the Research
Be guided by transformative Be guided by transformative visionvision
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My Hopes for the ResearchMy Hopes for the Research
Unmask oppressive practiceUnmask oppressive practice
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My Hopes for the ResearchMy Hopes for the Research
Politicize the seemingly unpoliticalPoliticize the seemingly unpolitical
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My Hopes for the ResearchMy Hopes for the Research
Avoid Profound “Avoid Profound “TRUTHSTRUTHS” ”
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My Hopes for the ResearchMy Hopes for the Research
Trace broader structures in the local Trace broader structures in the local situationsituation
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My Hopes for the ResearchMy Hopes for the ResearchCreate new conceptsCreate new concepts
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My Hopes for the ResearchMy Hopes for the Research
Stimulate new practiceStimulate new practice
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The How….The How…. A/r/tography (Irwin & de Cosson, 2004)
The primary methodology used for this research
study is a/r/tography, an arts-based inquiry that allows me to mashup participatory action research, narrative inquiry, hermeneu tic phenomenology, and autobiographical self-study (Heidegger, Gadamer, and
Ricoeur). It is a relatively new qualitative research methodology that combines the Greek graphia, or writing, alongside the identities of art ist, research and teacher, hence the a/r/t of a/r/tography.
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The How….The How…. A/r/tography (Irwin & de Cosson, 2004)
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The How….The How…. A/r/tography (Irwin & de Cosson, 2004)
A/r/tography allows for new understandings in
educational research. It is a methodology that flows from the artist/researcher/teacher in praxis.
Working within a scaffolding of metaphors and metonyms We engage in the three-dimensional
(nested) praxis of a sculptor walking/writing an understanding of this active, engaged and
embodied working process.
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The How….The How…. A/r/tography (Irwin & de Cosson, 2004)
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The How….The How…. A/r/tography (Irwin & de Cosson, 2004)
A sculpture defines itself through itself; it references the world as a living embodiment of its surroundings, in relational aptitude, it points to comprehensible (possibilities) for all who seek. Its (possible) simplicity transcends “boundaries imposed by outmoded discipline-based structures” (Gude, 2004, 8). It has a multiplicity of meanings through the lenses of postmodernism and (non)modernism, a pluralistic understanding contextualized by its location and the prior knowledge of a viewer who engages in a dialogic (Bakhtin, 1981; de Cosson, 2004; de Cosson, 2001) viewing relationship.
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The How….The How…. A/r/tography (Irwin & de Cosson, 2004)
A significant component of my research posits the
participants and myself as artists, inquirers and both teachers and learners through a/r/tography (Irwin & de Cosson, 2004).
Traditional qualitative data gathering methods, such as field notes, photo graphs, and interviews, are used in relation to artmaking, cre ative writing, performance, and reflection (Barney, 2006).
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AUCEI Conference 2015 AUCEI Conference 2015
Association of Ubiquitous Association of Ubiquitous and Collaborative Educators and Collaborative Educators
international international
Daithi Ó MurchúDaithi Ó Murchú[email protected]@gmail.comcomwww.domurchu.cowww.domurchu.comm