June 23, 2013
June 23, 2013
June 26, 2013
Computers in Education
23.940.1 - 23.940.26
On Adopting an Inquiry Stance: A Case Study of Three Teachers as TheyIntegrated the InterLACE Technology to Encourage Student Sharing andReasoningShifting from the familiar, traditional lecture style to the more demanding yet potentiallyrewarding inquiry stance is no easy feat. Even when teachers are open to reforming theirinstructional approach and are given support, professional development, and atechnological tool they helped design to augment their attempts to probe studentreasoning and promote class-wide collaboration and discussion, the struggle to assimilatecan result in moments of regression, failure, and disillusionment. However, there aretriumphs and breakthroughs as well, and this case study will chronicle many aspects ofthe journey experienced by three high school physics teachers who agreed to participatein the InterLACE Project as both design team members and inaugural users. Throughrecords of design team meetings, transcripts of in-class observations and interviews, andanalyses of the activities that the teachers devised for the Thought Cloud, InterLACE’sfirst prototypical tool, we construct a portrait of the teachers’ excitement, concerns,conflicts, and successes as they helped design and then implemented the Thought Cloudin their classrooms.The three teachers we feature in this case study highlight the diversity of adoption wesaw among our design team. All three were either relatively new or brand new to theteaching profession, yet they implemented the Thought Cloud to differing degrees andwith varying efficacy: Sam, a first-year teacher, used the technology more often than anyother member of the design team and showed the most growth in his adoption of theinquiry stance. Kraig, a third-year teacher, implemented the tool on a number ofoccasions and successfully interacted with his students’ ideas, but particularly in times ofunease, he would slip back into his standard lecture mode. And Caroline, a second-yearteacher, struggled to integrate the technology into her classroom practice, despite hercontinuing enthusiasm and grand ambitions. In detailing these three cases we aim toexpose the sorts of challenges teachers face—and the benefits they reap—whenexperimenting with a new technology and its requisite pedagogical approach.
Dowling, D. M., & Hynes, M. M. (2013, June), On Adopting an Inquiry Stance: A Case Study of Three Teachers as They Integrated the InterLACE Technology to Encourage Student Sharing and Reasoning Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22325
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