Faculty of Education

Faculty of Education
Faculty of Education

Homecoming Pecha Kucha

20 slides. 20 seconds per slide. A fun and fast virtual Homecoming event.

Friday, October 16, 2020
3 - 4 pm
 

This Homecoming, come hear about some of the exciting research being done at the Faculty of Education in less time than it takes to make a burrito.

Pecha Kucha is a fast paced, visual way to share research stories. Each presenter will share 20 slides on their research and only be permitted 20 seconds to speak per slide. It's an excellent way to get a taste of some of the work being done by our faculty members.

 
Featuring presentations by:
 
Claire Ahn

Dr. Claire Ahn: Reading between the (digital) lines

In this presentation, Claire will take the audience on a narrative research journey, highlighting key projects related to her interests in multiliteracies that specifically examine the question: how is information mediated across different platforms and how does this affect understanding? 

Lynda Colgan

Dr. Lynda Colgan: Natural Mathematicians: What we can learn about teaching from young learners

Early number competence refers to a young child’s ability to know the value of small quantities instantly, grasp the magnitude of numbers, comprehend relationships between numbers, understand counting principles, and perform simple addition and subtraction. Research suggests that early number competence is an important predictor of future mathematics and school success. Knowing what we know about WHY early math is so important WHAT should we be doing to nurture the natural mathematician that is every child? Come along with me as we find the hidden treasure on the map to possibilities.

Lindsay Morcom

Dr. Lindsay Morcom: More than language: affirming identity, community, and connections to land through urban language revitalization

Most research in Indigenous language revitalization focuses on on-reserve education, and formal education of children. While vital, this does not serve the majority of Indigenous people, who live off reserve but who have just as much right to access their language and culture (UNDRIP, 2007, art. 14.3). Since most provincial schools do not offer Indigenous language classes, grassroots initiatives are the key to language revitalization in urban contexts.  Furthermore, these initiatives provide urban Indigenous people with much more than language; they are a site of identity affirmation, community building, and declaration of ongoing and unbroken connection to the land.

Dr. Richard Reeve: Prototyping… the Future of Education: Designing uses for Educational Technology in Support of Teaching and Learning

The global pandemic has brought into stark relief the challenges we face in terms of providing students, and their teachers, with ways of using technology that effectively supports teaching and learning at a distance. Even before this crisis the in-school educational uses of technology were at best uneven with many of these uses taking the form of replacements for existing low tech solutions but at higher cost and requiring greater levels of professional training for teachers. To realize the transformative value of new technologies, and to rationalize the additional costs, new forms of pedagogical practice need to be developed that unlock the affordances of these technologies. But how are we to develop these new uses and from where should they come? This presentation focuses on this question and shares research and development work that explores how design, and in particular prototyping, offers a path forward for the field of educational technology in terms of unlocking the transformative potential of new technologies. Examples will include design case research related to the prototyping of classrooms as knowledge building communities and the development of use-scenarios for Micro:bit microprocessors currently being developed by Ed Tech concentration students at the Faculty of Education. 

Dr. Jordan Shurr: Picture Plus Discussion: A method for text access for students with significant support needs.

Accessing texts is highly important for engaging in learning activities and daily life. Many students with autism, intellectual disability, and multiple disabilities have minimal access to age-appropriate texts and therefore are limited in their exposure to individually and socially relevant content. This presentation will provide a snapshot of one method to increase text access for students with significant support needs. A description and justification of the method will be presented in addition to research findings and implications.