Positionality Statement Draft

As a former high school educator who was a proponent for thoughtful integration of digital technology into the classroom, I appreciate the work that is done by practicing teachers in planning for the technology-rich classroom.  Increased use of technology in the classroom can democratize the educative process, and the planning and implementation of lessons can model and encourage this democratization. 

In my relatively new role as a researcher with a foundation that partners with Vermont middle schools to provide technology, I occupy the space of supporter and potential collaborator. Although I am a new face to them, they have an existing understanding of the relationship, and can expect me to interact in similar ways and fulfill similar roles as those with which they are familiar. Educators in our partner schools are familiar with the participatory action research model, and have participated in research projects in different roles.

My critical viewpoint shapes my interpretation of artifacts such as planning documents and interview comments, and so the meaning that is constructed through the research interactions will be subsequently affected. Further, as a student in a qualitative research course, my viewpoint is in flux as I am introduced to new theoretical frameworks and methodologies.

A deep description of the lesson planning with regard to technology can help demystify the practice for in-service teachers as they consider further technological integration, as well as help the reflective process of teachers in our partner schools.