Warning: Declaration of wp_bootstrap_navwalker_bottom::walk($elements, $max_depth) should be compatible with Walker::walk($elements, $max_depth, ...$args) in /var/sites/www.aace.org/htdocs/wp-content/themes/aace-theme/navbar-bottom.php on line 0
EdMedia Keynote & Invited Speakers - AACE

2021 Dates TBA

Amsterdam

Keynote & Invited Speakers

Jo Tondeur
Vrije Universiteit Brussel, Belgium

Sarah Howard
University of Wollongong, Australia

Jennifer Sparrow
The Pennsylvania State University
USA

Dominik Petko
University of Zurich
Switzerland

Lesley Gourlay 
University College London
United Kingdom


Keynote Speakers

 

Tuesday, June 23rd • 2:30 PM CEST

Making connections: Equipping the next generation of teachers for educational technology use

Jo Tondeur, Vrije Universiteit Brussel, Belgium with Sarah Howard, University of Wollongong, Australia

Sarah Howard

Jo Tondeur

Abstract: Educational practice exists in tension between two functions: education as a matter of assuring continuity of knowledge and society; and; education as a matter of fostering creativity and change. These dual agendas often result in a range of clashes and issues about the purpose of Education, conceptions of learning and the role of the teacher. In contemporary education, these endeavors are supported by digital technologies, which have the capacity to bridge these two functions and even create connections. However, using digital technologies in learning poses an additional set of challenges. These challenges affect teacher training institutions, schools, and teachers. To be able to navigate this educational landscape teachers are expected to effectively integrate technology in teaching and learning processes to teach expected content and support creative thinking.

Yet, technology integration and related change in practice continues to be a challenge for many teachers and educational institutions. Many of the questions related to the training for digital technology integration are still unanswered and attempts to address them have generated widespread debates. In an effort to address these issues, teacher training institutions have been considering a range of questions about how to best connect teachers’ competencies and institutional culture in the digital age: Which strategies are effective to train teachers? How can they develop the competencies to adequately use technology in specific subject areas? Can we address the complex systemic nature of digital technology integration at the school level?

Although digital technology integration depends in large part on the profile of teachers, innovations should be situated within the wider field of school improvement. An important conclusion is that school characteristics have the potential to promote individual digital technology use. During the keynote speech, Jo Tondeur and Sarah Howard will explore how to successfully develop teachers’ digital competencies, how this relates to individual characteristics, such as pedagogical beliefs, and the connection to educational institutional culture and change. A central theme of the talk will be: how can useful connections be made between research and practice, to inform digital technology use across levels of education and competing agendas, and to equip our next generation of teachers for technology integration? Using a new approach, they will employ artefacts to explore digital competencies in teacher training. Practical strategies to develop connections and digital competencies to support digital technology integration in teaching practice for continuity, creativity and change, will be discussed.

Bio: Jo Tondeur is professor at the Vrije Universiteit Brussel (Teacher Education Department). Prior to academia he was a teacher across various levels of schooling. His research interests are in the field of educational innovation, technology use, blended learning, professional development and instructional design. Most of his current research focuses on the interplay between (ICT) innovations and pre/in-service training and how this can be associated with teacher and school characteristics. To present how these themes relate, the SQR-model was developed, focusing on strategies to prepare teachers for ICT integration. As a lecturer of Instructional Design he is also committed to finding solutions to real problems by setting up design research. He is for instance investigating how TPACK can be developed in pre- and in-service training e.g. through teacher design teams. Moreover, Jo Tondeur is also exploring how ICT restructures the classroom as a spatial setting and the influences this has on pedagogical choices. For info and papers see https://www.researchgate.net/profile/Jo_Tondeur

Sarah Howard is an Associate Professor of Digital Technologies in Education, at the University of Wollongong in Australia. She is the Education Lead in the SMART Infrastructure Facility and a full-member of the Early Start Research Institute. Her research looks at technology-related change in education, specifically teacher practice and integration in learning. The driving question of her research is: how can we help teachers best use digital technologies to support what they value in learning? To explore this, she works collaboratively with educators to improve how digital technology use and change are researched, to better understand how complex digital learning and teaching practices occur over time. A key focus of this work is experimenting with new approaches, technologies and multimodal data to observe the classroom and explore digital technology integration, with the aim of conducting research that is meaningful and useful in practice. She collaborates closely with academics across Australia, internationally, and industry partners, such as Google and Intel, to build the critical public-private collaborations needed to support cutting-edge and exploratory research.


Wednesday, June 24th • 2:30 PM CEST

Quo Vadis TPACK? Scouting the Road Ahead

Dominik Petko, University of Zurich, Switzerland

Dominik Petko, University of Zurich, Switzerland

Abstract: Technological Pedagogical Content Knowledge (TPACK) is one of the most prominent models of teacher knowledge for technology integration in education. Although TPACK has been highly inspiring for theory and practice, there has been a noticeable decline in research papers on TPACK in the past three years. The keynote seeks to give an overview of the most probable reasons underlying the stagnation of TPACK research and considers the relevance of the model for current discussions on technology integration in education. In addition, it explores possible ways to invigorate research on TPACK in the future. In particular, five directions are highlighted: 1) Clarifying the interplay of factors in the TPACK model. 2) Expanding TPACK without changing its core. 3) Combining TPACK with other models of technology integration (e.g. research on teachers’ competencies, beliefs and technology acceptance and research on school-level factors of technology integration).  4) Providing a broader set of valid and reliable measures for TPACK (self-report scales, observation rubrics and standardized tests). 5) Going beyond case-study evidence and starting large-scale, longitudinal and experimental studies.

Bio: Dominik Petko is Full Professor of Teaching and Educational Technology at the University of Zurich. He has led a number of pioneering projects on educational technology integration in schools and in teacher education in Switzerland. Next to working with large scale datasets he has conducted a number of smaller studies on the use of technologies in highly personalized schools. His publications have contributed to the advancement of models for educational technology integration, in particular, the “Will-Skill-Tool” Model and – more recently – TPACK. In 2019, he co-directed the UNESCO EduSummIT 2019 working group on educational technology integration models in Quebec City, CAN. Moreover, Dominik Petko is a teacher educator at the University of Zurich where he educates/trains preservice upper secondary school teachers.


Wednesday, June 24th • 7:15 PM CEST

Digital Fluency: Moving Beyond Literacy to Prepare our Learners to Solve Big, Bold
Problems

Jennifer Sparrow, Penn State University, United States

Jennifer Sparrow

Abstract: Students graduating from our universities are in need of not only deep knowledge of their majors, but also of an adaptability to learn and leverage emerging technologies to solve the problems and challenges that we face in this complex, rapidly changing world. The ability to adjust to the changing nature of work and the technologies is one of series of skills that round out 21st-century digital citizenship.  The additional skills include creative problem-solving, cross-cultural communications, persistence, adaptability, and more. In this interactive keynote, we will explore how we support our students in learning how to leverage advanced technologies and to provide opportunities to practice the skills needed to be successful in tomorrow’s workplace.  Attendees will learn about the changing nature of work and see real-world examples of how universities are currently using innovative approaches to education to allow students to hone their knowledge, skills, and abilities that will help them in not only their first job, but also their fifth or tenth job.   Throughout the session, participants will have opportunities to share digital fluency work at their institutions

Bio: Jennifer Sparrow is the Associate Vice President for Teaching and Learning with Technology at Penn State, where she leads a dynamic team of more than 95 learning innovators. Teaching and Learning with Technology collaborates across the entire institution to transform teaching and learning in positive and enduring ways.  The work is grounded in the values of: accessibility for all learners, reliability and credibility of all work, and strong partnerships with faculty, students, staff and vendors that enable new ventures in teaching and learning.

In her role, she champions for the following strategic goals: innovation in teaching and learning with technology, strategic opportunities for faculty development, the advancement of flexible, active learning spaces, research in the scholarship of technology-enhanced teaching and learning, and inspiring excellence in teaching and learning with technology at Penn State and beyond.

Current service includes: EDUCAUSE Board of Directors, Unizin Board of Directors, IMS Global Higher Education Board, and the Women’s Leadership Group for the United Way of Centre County. Sparrow teaches for the Bellisario College of Communications and she has been integral in the development of the Center for Immersive Experiences, the digital fluency project at the PSU Greater Allegheny campus, and the Center for Arts and Design Pedagogy.  During her tenure at Penn State, she has successfully developed four unique learning spaces: the Dreamery, a co-learning lab; the Maker Commons; the BlueBox Classroom, an experimental teaching space; and the Immersive Experiences lab, supporting the creation and consumption of virtual reality, augmented reality, and 360 video.

Jennifer received her bachelor’s degree from Smith College, her master’s degree from Florida Gulf Coast University, and doctorate from the University of Central Florida. Jennifer is the winner of the 2013 EDUCAUSE Rising Star Award.


Thursday, June 25th • 2:30 PM CEST

Digital “Wayfaring” in the Posthuman University

Lesley Gourlay, University College London, United Kingdom

Lesley Gourlay, University College London, United Kingdom

Abstratct: Mainstream educational discourses tend to portray digital technologies and devices either as inert ‘tools’ at the fingertips of an implicitly neoliberal student subject, or alternatively as a force to be feared, and therefore ‘harnessed’. I will argue in this keynote that both of these views are problematic and inaccurate, leading to a collapse into utopian / dystopian binaries, and fantasies around digital ‘magic’ and the disembodied ‘user’. I will propose an alternative posthumanist reading of digital literacies which centres embodiment, materiality, mobilities, and spatiality into our understanding of emergent digital knowledge practices. Drawing on Tim Ingold’s concepts of the line and wayfaring, I will make a case for a different conception of digital knowledge practices in the digital university. This will be an interactive session involving reflective groupwork, and the implications of this analysis for policy, practice and research will be discussed.

Bio: Lesley Gourlay is a Professor of Education in the department of Culture Communication and Media at UCL Institute of Education, London, where she served as Head of Department, 2014-2018. Her scholarship focuses on the interplay between technologies and the knowledge practices of students and academics, with a particular emphasis on textual practices and the digital. Her recent theoretical work has focused on sociomaterial and posthuman perspectives on engagement in the university, exploring themes of space, inscription, nonhuman agency, and digital media. She is a contributor to national and global debates surrounding digital literacy education, and serves on the editorial boards of several international higher education educational and technology journals. She has recently completed a new book Posthumanism and the Digital University: Bodies, Texts and Materialities, (Bloomsbury Academic, in press).