Browsing by Author "Cooper, Tennille"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Educator Learning 2.0: Exploring Educators’ Use of Twitter to Support Professional Learning
    (2014-08-05) Cooper, Tennille; Lock, Jennifer
    The purpose of the study was to explore the phenomenon of K-12 educators using Twitter to support their informal professional learning. The research used a case study design with both qualitative and quantitative data sources. Data were collected using three procedures: an adapted version of the Constructivist On-Line Learning Environment Survey (COLLES) (Taylor & Maor, 2000a, 2000b), semi-structured interviews and online Twitter content. The findings demonstrated that Twitter was used to complement professional learning by accessing and sharing information, as a catalyst for learning beyond Twitter and for collaborative dialogue and discourse. Further, the findings indicated the reason educators used Twitter was to experience professional learning that was personalized and relevant, through access to information and resources while also establishing and developing connections to others. Such learning opportunities occurred through various interactions that built and supported learning networks while allowing educators to participate to varying degrees.
  • Thumbnail Image
    Item
    Open Access
    From Student to Coach: Experiences of the D2L Coaches in the School of Education
    (University of Calgary, 2014-05) Cooper, Tennille; da Rosa dos Santos, Luciano; Lock, Jennifer; Werklund School of Education
    Triggered by the implementation of a new learning management system, a graduate student coaching team, led by the Associate Dean of Teaching and Learning, was created to provide instructional and technical support to academic staff and sessional instructors in the Werklund School of Education. Drawing on their background as teachers, as well as, on their knowledge developed as educational technology students, these coaches share insights into their experiences as members of a coaching team within a larger technology support network. Further, recommendations are identified in how student coaches can play a key role during new technology implementation.