MESHGuides

The theory that underpinned this research study came from four main fields, these being Social Constructivism, Transformational Change, Technology Adoption Models and Virtual International Schools.

Pedagogic shift is discussed in the context of a changing educational landscape. Specifically, there has been a rapid increase in the number of virtual schools, some of which are international. This rapid increase has led to a multitude of definitions of virtual international schools.

Pedagogic shift can be seen as a change of existing teaching practices, which may or may not be transformational in nature. In the context of this research study, pedagogic shift is defined as a process where teachers engage with each other to change their current isolated teaching practices to teaching in collaboration with others through the integration of web-based communication technologies into those new teaching practices. Teaching practices can be viewed as those strategies (the tasks) and learning designs (the logistics) that enable teachers to practice their craft of teaching.

This research could never have been completed without the enthusiastic participation of the EuroLink - virtual international school (ELvis: http://www.elvischool.eu/) partnership of teachers and their critical friend who were the focus of this study. I gratefully appreciate your willingness to be active participants in this research and give particularly thanks to Malcolm Moss, Hans Venderbos and Patrizia Sanguedolce.

Background:
The work presented in this guide comes from a four year research study (2009 – 2013). The research questions that underpinned the study were as follows:

In a shrinking more connected world, technologies play an increasingly important role in educating younger generations. However, the process of change that teachers must go through to accommodate the appropriate use of emerging technologies for teaching, learning and assessment is a complex process, which can be viewed from multiple perspectives. The context in which this process has been explored was a Virtual International School. Virtual International Schools are a growing phenomenon across the USA and the EU in particular.

Parental involvement is considered key to children's high attainment (Plowden 1967; Desforges and Abouchaar 2003; DCSF 2007).

Perceptions of Black students having lower ability influences the low expectations teachers have of Black children

Stereotyped negative assumptions about the ability of Black children being able to achieve lead to Black people viewed as genetically/intellectually inferior and Black pupils set lower attainment targets, placed in lower sets/streams and entered in lower tiered examinations, and being less likely to be recognised as academically gifted (Gillborn and Youdell 1996; Tikly et al., 2006; Dunne et al., 2007; Gillborn 2008). This is evident internationally:

Research suggests some teachers lack awareness of how to (and the necessary resources) deliver a culturally diverse curriculum (Maylor et al., 2007).

Newly qualified teacher surveys in England consistently show that teachers feel less prepared to educate a multiethnic workforce (DfES 2005, 2007; DfE 2012).