Root-metaphors for understanding: A framework for teachers and teacher educators of information and communication technologies

Kilbourn, Brent; Álvarez, Isabel

doi:10.1016/j.compedu.2006.12.004

Cited by 8 publications

(10 citation statements)

References 22 publications

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“…Funding provided time for teachers to critically reflect with the pre-service teacher (Kilbourne & Alvarez, 2008). Baseline data collected from the teachers identified their needs and informed planning for this training event.…”

Section: Discussionmentioning

confidence: 99%

“…Throughout the training event participants were able to share socially situated knowledge within the context of their unique classrooms by critically reflecting on their practice; found by Kilbourne & Alvarez (2008) to be a key factor in successfully introducing new technologies and developing aspirational lessons, using appropriate technologies to enhance the student experience and transform learning (Kirkwood & Price, 2013). All participants rated high levels of confidence in using the technologies and appropriate pedagogy at the end of the event (Rienties, Brouwer & Lygo-Baker, 2013); confidence building being viewed as key to the successful introduction of technology into the classroom (Livingstone, 2012).…”

Section: Guskey Levelmentioning

confidence: 99%

“…Mukama & Andersson (2007) present similar factors for the successful introduction of new technologies in Rwandan classrooms. Other researchers such as Kilbourne & Alvarez (2008) identify that teachers need time to become able to use Information Communication Technology (ICT) critically in their practice. Byrd-Blake & Hundley (2012) draw on Holloway's (2006) factors which focus on teacher content knowledge and teaching skills, student learning goals, creating a supportive culture for a learning community, using student data to inform professional development planning and as part of the training itself, embedding training in the daily work of the teacher, sustaining training over time, allowing for feedback and coaching, providing opportunities for teachers to participate in planning their training and reflect on practice.…”

mentioning

confidence: 99%

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Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK

Boulton

2017

Teaching and Teacher Education

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This paper explores the effectiveness of new technologies in developing literacy within subject disciplines of secondary school students at risk of social exclusion. The research was undertaken as a collaborative project across five schools, including qualified and pre-service teachers in the United Kingdom. This paper provides an overview of the study and presents key findings related to impact on student progression and engagement and impact on teachers. The research indicates the affordances of the software supported more flexible, collaborative and creative learning opportunities, improved literacy and engagement with learning.

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Section: Discussionmentioning

confidence: 99%

Section: Guskey Levelmentioning

confidence: 99%

mentioning

confidence: 99%

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Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK

Boulton

2017

Teaching and Teacher Education

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“…This is also reflected by Mukama and Andersson's (2007) study, which indicated that teachers needed time to become able to use ICT critically in their practice, and also in the study by Kilbourne and Alvarez who found that pre-service teachers found it difficult to integrate information technology critically into their classrooms (Kilbourne & Alvarez, 2008).…”

Section: Barriers To Cascading the Use Of Blogs Into Teachingmentioning

confidence: 74%

Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

Boulton

Hramiak

2013

Technology, Pedagogy and Education

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This paper reports on research that took place at Nottingham Trent University and Sheffield Hallam University, United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically web logs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should be on-going and assumptions about new teachers as champions of cascading innovative use of Web 2 technologies into their practice as NQTs may be over optimistic.

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“…In order to become more familiar with how each worldview can help shed different light on a phenomenon, we will use the example of sending an e-mail. Formism focuses on issues of similarity ([ 33 ], p. 1358): “ A formistic orientation on e-mail raises several issues. One is to note that a formist’s focus would be on how an e-mail is similar to and/or different from other forms of communication, particularly written communication.…”

Section: Introductionmentioning

confidence: 99%

Using root metaphors to analyze communication between nurses and patients: a qualitative study

et al. 2017

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BackgroundMetaphors in communication can serve to convey individuals’ backgrounds, contexts, experiences, and worldviews. Metaphors used in a health care setting can help achieve consensual communication in professional–patient relationships. Patients use metaphors to describe symptoms, or how disease affects them. Health professionals draw on shared understanding of such metaphors to better comprehend and meet patient needs, and to communicate information that patients can more easily integrate into their lives.This study incorporated a theoretical framework based on four worldviews, each with an underlying foundational metaphor (root metaphor). The use of these root metaphors (formism, mechanism, contextualism, and organicism) can have an explanatory function and serve to impart new meanings, as each type of metaphor can lead to a particular interpretation. The study aimed to extract and discuss the root metaphors, with a view to analyzing the communication between health professionals and patients.MethodsIn a case study in Spain over a six-month period, we analyzed the content of recorded, transcribed interviews conducted by one nurse with 32 patients who had chronic illnesses. We inductively extracted five categories that emerged from the interviews: blood sugar, cholesterol, exercise, blood pressure, and diet. We then examined these categories from the standpoint of each of the four root metaphors using two approaches: A series (deductive) and an emergent (inductive) approach.ResultsThe results show that the nurse tended to primarily use two worldviews: mechanism and formism. In contrast, patients tended to favor mechanism when discussing cholesterol, blood pressure, and blood sugar levels, whereas contextualism was predominant when the category was diet or exercise.ConclusionsThis study adds to the existing literature on health professionals and patients’ communication. It shows how the use of Pepper’s root metaphors help to analyze the communication between the nurse and patients. Furthermore, it shows they are both using different root metaphors when they are talking about illness and treatments especially regarding blood sugar, cholesterol, exercise, blood pressure, and diet. Further qualitative and quantitative studies are needed to solidly these findings.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-1059-0) contains supplementary material, which is available to authorized users.

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Root-metaphors for understanding: A framework for teachers and teacher educators of information and communication technologies

Cited by 8 publications

References 22 publications

Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK

Exploring the effectiveness of new technologies: Improving literacy and engaging learners at risk of social exclusion in the UK

Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

Using root metaphors to analyze communication between nurses and patients: a qualitative study

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