Finding Time: Factors That Support District Capacity for Civic Education in the Digital Age

• In Event: Educating for Democracy in the Digital Age: Possibilities and Challenges for Innovation in Democratic Education

Abstract

Objectives or purposes

This study draws on a mixed methods study of an ongoing district reform effort to create a comprehensive opportunity structure for civic engagement in the digital age. This paper responds to concerns that civic education while considered as a broadly valuable good, is generally a low priority in state and federal policy and is underspecified in social studies curriculum (Jamieson, 2013). It also responds to concerns that faced with lack of resources to make technology widely available on a consistent basis, urban schools de-prioritize digital skill ( including those essential for civic education) and in turn, teachers feel ill prepared to teach such skills (Hohlfeld et al, 2008).


Perspective(s) or theoretical framework

This study adopts a theory-driven strategy for studying educational interventions (Weiss (1995); Chen (1990); Connell, et al. (1995) and focuses not just on the outcomes associated with an intervention but on surfacing the implicit and explicit assumptions that guide the implementation of the initiative (Author, 2006). Additionally, the study draws on Fullan’s (2011) analysis of drivers of whole system reform and focuses on the factors that a) foster instrinsic motivation in teachers and students, b) engage educators in a process of continuous improvement; c) inspire collective or team work, and d) result in wide spread reach of students and teachers.

Methods and Data

This mixed methods study draws on multiple data sources including observations and field notes of initiative leadership meetings, interviews with district and school site leaders, observations of teacher professional development and classroom practice, and student and teacher interviews and focus group. Additionally, a survey of exiting seniors, administered yearly, will provide data on the expanding opportunity structure. This presentation will focus on the observation and interview data that has informed the development of the initiative theory of action and preliminary insights into the factors that enable and constrain a district wide focus on the combined goals of expanding the infrastructure for digital civic learning opportunities.

Results and scholarly significance of the study or work
The first phase of research has highlighted a number of assumptions and unanticipated needs that appear likely to influence the success of a sustainable focus on digital civic literacy in urban high schools. These include assumptions that: a) investment in teacher and administrator buy-in should be a first phase priority (prior to parent and student buy-in), b) even educators who are strongly committed to goals of civic education and digital media literacy are unlikely to have had extensive professional development and will need support to enhance capacity; c) teacher’s investment and preparation are insufficient absent institutionalize expectations at the school and district level. Data suggest that the activities growing out of these assumptions have met some success but have also surfaced some unanticipated challenges. The findings help focus the efforts of proponents of civic education in the digital age but also surface some challenging considerations when investing in teacher led innovation in a high-turnover school district.

Author

• Joseph E. Kahne, Mills College