Bridging borders: Leveraging technology to foster more humanizing hybrid transnational collaborations

• In Event: Technological Orientations and Analysis: Digital Possibilities and Opportunities

Proposal

This presentation focuses on the work of Author 2, who organized a global hybrid professional development conference centered on inquiry-based pedagogy, connecting teachers in the US and worldwide. Through innovative use of technology, the conference allowed real-time interaction and authentic connections between educators globally. This presentation traces the challenges, adaptations, and lessons learned in using technology to foster more humanizing hybrid collaboration amongst a global network of educators in real time.

Author 2, an IB coordinator at a public K-5 elementary school in the northeastern US, led their school through its candidacy and eventual authorization as an IB World School. As the only IB school in their district, they face unique challenges, such as advocating for their transdisciplinary model amid district-wide departmentalization and adapting to new state legislation mandating specific ELA curriculum programs that are not aligned with the IB model of inquiry and concept-based pedagogy.

To address these challenges, Author 2 has sought to enhance communication and support between the small number of IB PYP schools across the state. They sought opportunities to engage with other PYP schools through official IB professional development workshops, global conferences, and social media platforms but were repeatedly met with funding and logistical challenges. In response to these issues, Author 2 approached their central office to organize a conference designed for educators that would focus on inquiry-based pedagogy. After much negotiation, their central office approved and financial support was provided by the district as well as outside grant funding secured by Author 2. Seeking to offer a more inclusive and globally-minded experience for participants, Author 2 partnered with an education technology specialist to design a unique hybrid experience in which the conference would be delivered simultaneously to both in-person and virtual attendees who would interact in real time.

A central concern for Author 2 was the “digital divide,” identifying it not only in terms of access to technology (e.g. virtual participants must have their own computer, internet access, etc), but also the experience during the conference. Though unable to provide equipment to individual participants, Author 2 secured outside grant funding in order to provide discounted and complementary registration for virtual attendees. To address the divide of the conference experience, Author 2 and their partner put together a three person technology team who attended the conference and ensured that virtual participants had uninterrupted access to in-person discussions and activities and provided space for in-person and virtual attendees to interact. For example, OWL cameras were used to share a panoramic view of the in-person space and to intuitively provide close ups of in-person keynote and audience speakers in real time. Additionally, instead of having virtual speakers break into their own separate group for small group activities, team members would use handheld cameras so that they could work together with in-person attendees as they moved around the room.

The conference was first held in summer 2023. Author 2 encountered numerous challenges, such as finding an affordable venue (an unused middle school), spreading the word about the event without a marketing team, prepping the site themselves, funding the presenters, and designing the interactive hybrid experience. Teachers from Author 2’s school formed conference committees to plan, decorate, advertise, and set up and break down the event – all outside of contract hours. The first conference had 159 attendees – 119 in person and 40 virtually – from nine countries. In person participants came from four countries and virtual participants came from five. The hybrid design of the conference was highly praised by participants, who shared that the “technical side was organized and accessible” and that “Every session was welcoming and inviting. The speakers were incredibly engaging and allowed for the time to network and work with educators from across the globe!” This success led to ongoing networking and collaboration among participants, including school visits, book clubs, and social media interactions.

The conference was held again in the summer of 2024 with 91 attendees - 65 in person and 26 virtually – from 16 countries. Learning from the prior conference, they enhanced the hybrid experience by creating three cohorts for in-person attendees: practitioners, leaders, and global connections. The global connections cohort was made up of in-person participants who wanted to engage in the hybrid experience and virtual participants. Each cohort stayed in a learning space together throughout the conference and the speakers rotated each day. This allowed the tech team to be focused in one space to better support engagement and be as responsive as possible to any issues in real time. For example, if a hybrid or in-person participant referenced a specific source such as a website or material they use in their practice, the link to that resource was quickly added to the ZOOM chat and brought up on the screen in the room. It also allowed the team to set up three podcast booths in the back of the room to facilitate small group work, discussions, and socializing during breaks. Participant feedback again praised the hybrid model, with a virtual participant sharing, “Excellent online experience! [The team] responded promptly to feedback, entering zoom was quick, replies on the chat were swift.” Similarly, an in-person participant shared, “The hybrid experience was amazing. At first, I was reluctant to be in the virtual cohort but it was such an opportunity to speak with and get ideas from people around the world. I loved the set up [because] it made it easy to engage with the virtual space.”

In summary, Author 2’s work demonstrates the challenges and potential of leveraging technology to foster more humanizing hybrid professional development collaboration and networking for educators.

Authors

• Teresa Speciale, Trinity College (CT)

• Denise Kraft, Middletown Public Schools