This project explores the concept of disruption as an analytical concept for investigating how
individual learning and changes in local practice mutually influence each other in designed
contexts.  We define disruption as an innovation that requires students to challenge or change
their epistemologies, participation, and identity in their learning. In this particular project, the
pedagogical disruption is the participation in a social network of learners engaging in public
discourse through blogs.  This project addresses a designed disruption that was created in the
context of the elementary education program. The results from the project have demonstrated
diverse consequences for participants, their activity and our understanding of their learning. 
These findings provide a starting point for examining the implications of disruptive practices
within pre-service teacher education programs.

Some of the highlights of this project:

The implementation of the blogs in the methods courses demonstrated diverse consequences for
the participants, their activity and our understanding of their learning.
The blogs demonstrated a shift in the preservice teachers identities over the course of the
academic year - from college student to elementary science teacher.

Tensions were observed during this transformation that involved epistemological, community,
and identity
Structured communities,like those found in this study, provide a situative learning experience for
the PSTs that encourages discourse and dialogue around content and pedagogical knowledge

Reflection through blogging leads to a recognition and disruption of the apprenticeship of
observation, creating a richer environment for reflection.

Project Team PIs
Dr. Janice L. Anderson
Dr. Julie E. Justice

Graduate Students
Jennifer Jones Gorham
Steven D. Wall
Ashley Boyd
Kathleen Nichols

UNC Center for Faculty Excellence - Lenovo Innovative Technologies Grant

Anderson, J., Justice, J., Gorham, J.J., Wall, S.D., Boyd, A. Nichols, K. & Altheiser, L. (2013). The Affordance Of Blogging On Establishing Communities Of Practice In A Pre-Service Elementary Teacher Education Program. Journal of Technology and Teacher Education. 21(1) 49-88.

Boyd, A., Gorham, J.J., Justice, J. & Anderson, J. (2013).  The Practice of Blogging to Facilitate Autobiographical Reflection. Teacher Education Quarterly.

Anderson, J. & Justice, J. (In Press). Disruptive Design in Pre-service Teacher Education: Uptake, Performance and Resistance. Submitted to Teaching Education.

Wall, S.D., Anderson, J. & Justice J. (2014). Structured Communities, Science Instruction Development, And The Use Of Blogging In A Pre-Service Elementary Teacher Education Program. Journal of Technology and Teacher Education

Wall, S.D., Anderson, J.L. & Justice, J. (Under Review). Blogging and the Development of Science Teacher Identity in Pre-service Elementary Teachers. Submitted to Computers & Education

Wall, S.D. & Anderson, J.L. (Under Review). Perceptions of Structure and Agency in Pre-Service Elementary Science Teachers. Submitted to the Journal of Science Teacher Education.

Wall, S.D. & Anderson, J.L. (Accepted with Revisions) Peer Interactions through social media and the development of science teaching identity in elementary education majors. Submitted to Contemporary Issues in Technology and Teacher Education.

Social Media and Teacher Education: The Blogging Project