Browsing by Author "Friesen, Sharon L"

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    In Our Hands: Designing for Mobile Devices
    (2018-01-17) Caissie, Belina; Friesen, Sharon L; Jacobsen, Michele DM; Lock, Jennifer Vivian; Dyjur, Patti; Stordy, Mary Margaret
    Two significant impacts on K–12 learning environments are the increasing diversity of learners and one-to-one learning environments. Over the last two decades, several large-scale, provincially-funded projects have supported one-to-one technology in education and equity in Alberta’s education system. For example, the iPad was appropriated by education at an unprecedented rate. This participatory action research study engaged fifth-grade students and their teacher in an exploration of their science learning and teaching with iPads as the one-to-one mobile device used. Two main types of action research cycles occurred: 1) technology and 2) teaching and learning. Multiple action research cycles were carried out concurrently to investigate: In what ways does the design of technology-enabled, inclusive learning environments impact teacher and student learning and agency in middle school? Data collection methods included focus groups, individual interviews, observations, researcher journaling, a survey, documents, and artifacts. Three process findings emerged through the student focus groups: challenges, customization, and choice. Seven impact findings were evident from the classroom observations and individual interviews: increased collaboration, improved student engagement, student empowerment, teacher empowerment, technology-enhanced learning environment, shifts in teachers’ perceptions of learners, and shifts in students’ perceptions. This study revealed that a technology-rich classroom does not automatically create a technology-enhanced learning environment. Systemic barriers mute the potential of one-to-one access. When the design of technology integration at both the school and school authority level creates significant barriers to effective student and teacher use of mobile devices as pedagogical tools, the ability of both teachers and students to act in new and innovative ways is thwarted. The inability to act in new and innovative ways makes it difficult for teachers and students to develop and exert their agency. The findings of this study imply that the potential of iPads is not being fully realized in the context of learning and teaching as well as provides insight on how iPads can be leveraged as pedagogical devices. Ten recommendations for educational stakeholders, including the Department of Education, educational leaders, teachers, and Faculties of Education, are presented to support a shift from technology-rich classrooms to technology-enhanced learning environments.
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    Translanguaging and Student Funds of Knowledge as a Teacher Resource
    (2017-12-21) Pablo-Wrzosek, Marie-Joy; Zaidi, Rahat; Friesen, Sharon L; Guo, Yan; Roy, Sylvie; Yaman Ntelioglou, Burcu; Wilcox, Gabrielle
    Alberta classrooms are changing. Students present as more culturally and linguistically diverse, creating new social realities in schools today. Consequently, educators grapple with the question of how to teach students who speak languages with which they are not familiar with? Such questions illuminate the need for a reconceptualization of the role of language as a response to the progressively heterogeneous nature of the student body and the increased use of home languages in classrooms. Using a translanguaging framework (Garcia & Wei, 2014), this research involved the study of a monolingual teacher’s present-day teaching practices as he implemented the use of his students’ home language and their funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992) as a teacher resource. Its’ intent is to further current understandings of the pedagogical implications when a monolingual teacher changes his practice to utilize emergent bilingual students’ multiple languages and rich experiences. A Participatory Action Research methodology was utilized to investigate teacher change of perception and practice that included epistemological translanguaging frameworks within existing monolingual structures and contexts. The reflexive-dialogic cycles highlighted the authenticity and responsiveness of PAR to demonstrate further understandings of how a practice is produced and transformed from a monolingual teacher’s perspective. Results from the study indicates the criticality of a teacher’s willingness to explore the pedagogical possibilities of leveraging home language and “funds of knowledge” use in learning settings. It also suggests the validity of a student’s linguistic repertoires and “funds of knowledge” as a legitimate teacher resource. I argue there is space for the use of a translanguaging pedagogy with that of the teacher’s need to meet existing monolingual expectations and policies. Challenges such as the discrepancies in cultural and linguistic knowledge between teacher and student and teacher education are also discussed. If the communicative norm for students is to include personal linguistic knowledge as a path towards understanding the world, then it can be argued that it is no longer possible for teachers to isolate languages and use only one language as the medium of instruction.