IN-PERSON New Schools of Thought
Abstract
There is a disconnect between the experience our students have in schools and the experience required to be a civic-minded, engaged participant in our 2024 world. Nearly a quarter of the way into the 21st century, educators and researchers are still trying to define the pedagogies and instructional approaches that are most effective in fostering the durable skills needed for this monumental task. Further, research has not explored the pedagogical innovations required to make this move in K-12 environments. In 2014, Walder published a study on defining pedagogical innovation in higher education. The research resulted in a refined definition of pedagogical innovation and seven distinctive notions of the concept: novelty, change, techno-pedagogy, reflection, improvement, application, and human relations. Ten years on, pedagogical innovation research is still focused primarily on higher education. Our proposed conceptual framework aims to shift Walder’s research to K-12 classrooms, and to determine how the seven distinctive notions manifest in the instructional planning process and learning environment. In this presentation, we will shine the light on how the framework that Walder outlined can help us address the following questions: What is the teachers’ conception of pedagogical innovation? Can this model be used to enact pedagogical objectives that are responsive to students’ needs in 2024 that are linked both to the student and the discipline or the technology that aims to improve quality? And perhaps most importantly, how can we empower teachers to embrace a new model of innovation and creativity in their teaching practices?
Dr. Andrea Tejedor is an educator, researcher and consultant specializing in visioning and leadership in the educational technology arena. A former Fulbright Fellow, she earned a masters degree in instructional design and technology and a doctorate in education leadership, management and policy at Seton Hall University. Dr. Tejedor’s early research focused on a pedagogical framework for virtual learning environments. As an educational technology steward and former school district leader, she researches, designs, and assesses strategic planning and educational technology initiatives.
Dr. Katie Larsen is a Licensed Educational Psychologist and Nationally Certified School Psychologist. She earned her masters in Education & Cognitive Neuroscience from Harvard University, and her doctorate in Clinical, Counseling, and School Psychology from the University of California, Santa Barbara. Dr. Larsen’s early research focused on student well-being and learning accessibility in K-12 environments. She worked in direct practice as a K-12 school psychologist and serves as Senior Researcher and Education Strategist, focused on the educational impact of technology on student learning.
Emily Cook is an experienced educational practitioner and leader. She currently advises and consults with districts on long term strategic planning using data driven insights to improve learning experiences for students. Emily earned her Masters from National University and now supports district administrators across the country to leverage educational technology and training to improve K-12 teaching and learning. She developed, and currently manages the research department at Bluum, which is focused on understanding how teaching and learning intersect with technology.
1:30 pm - 3:00 pm
Wednesday 8th January, 2025