Instructors as Brokers of Digital Learning Opportunity: Exploring Brokering Practices in Connected Teacher Education Classrooms

• In Event: From Connected Learning to Connected Teaching: Toward a New Vision of Digital Literacy Teacher Education

Abstract

Learning brokers play a key role in providing equitable access to powerful learning opportunities in connected learning environments (Barron et al., 2009). Ching et al. (2016) defined brokering as a way to “Connect youth to meaningful future learning opportunities… and…Enrich their social networks” (p. 4). In informal settings, parents and mentors play an important role in providing access to learning opportunities and resources. In formal classroom settings, instructors are the gatekeeper to meaningful learning and have a role to play in connecting students to resources and networks that will enrich and sustain them within and beyond the class.

This poster focuses two instructors – Melinda and Catherine – to analyze their brokering moves in the context of an instructional unit on digital storytelling (Melinda) and computational thinking (Catherine). The findings reported in this poster are drawn from a multi-case study, conducted in Fall 2016, that explored the possibilities for connected learning (CL) as a model for rich, technology supported learning in 4, stand-alone educational technology (ET) courses at a Mid-Atlantic College of Education. Specifically, this poster explores the following questions:

1. How do course instructors understand/envision their roles as brokers of digital learning opportunities for their students?
2. What are the brokering practices related to teaching in the CL classroom, and what do these practices tell us about the instructors’ values and assumptions related to digital teaching and learning, both their own (in the teacher ed classroom) and their students’ (in their future classrooms)?

The instructional units were designed using CL design principles (Ito et al., 2013) to create production-centered tasks with opportunities for peer support, social connection, shared expertise, and collaboration. Data included classroom observation during the units, and pre and post interviews with the instructors. Qualitative analysis involved taking multiple passes through the data to create Index codes, In Vivo codes, pattern codes, and themes (Saldaña, 2015). Results of cross-case analysis suggests that important brokering moves included providing access to technology resources; professional communities beyond the classroom; peer support; valuing students as designers and knowledge seekers; and valuing technology learning as messing around. However, few brokering moves connected the academic sphere to other settings outside of the classroom. Understanding these brokering moves provides insight into how instructors can support access to digital learning opportunity in the formal classroom. Implications for future research on teacher-as-broker will also be explored.

Author

• Sarah C. Lohnes Watulak, Towson University