EDUC 9701 – Effective Use of ICT for Learning and Teaching

Week 10 Presentation

John Hagoiya21st May 2013

Teacher Technology Change: How Knowledge,

Confidence, Beliefs and Culture Intersect

– Peggy A. Ertmer [Purdue University]Anne T. Ottenbreit-Leftwich

[Indiana University](2010)

• police officers • mechanics • doctors • ‘Tools of the trade’ (Ertmer

& Ottenbreit-Leftwich, 2010)

• ‘Out of date and/or out of fashion’

• Benefits of technology are measured by comparing the results to the intended outcomes:

* Police officer arrest the speeding driver? * Mechanic identify the problem and fix the car? * Doctor diagnose your health problem?

Using Technology – Past verses Present

Do these expectations apply to us (teachers)?

• We (today’s teachers) use roughly ‘the same tools as those who came before us’ (Cuban, 2001)

• Keeping the tradition! • ICT use rarely linked to student learning outcomes they are designed to

support (Lawless & Pellegrino, 2007)

• ‘… if and when technology is used, it is not used to support instruction that facilitates student learning,’ (International Society for Technology in Education [ISTE], 2008; Partnership for 21st Century Learning, 2007; Cuban, Kirkpatrick & Peck, 2001)

• It is time to shift our mindsets from the notion that technology provides a supplemental teaching tool and assume, as with other professions, that technology is essential to successful performance outcomes (i.e., student learning). • Simply put, ‘effective teaching and learning require effective ICT use’ (Ertmer

& Ottenbreit-Leftwich, 2010)

Technology and Us

• In general, we are hesitant to adopt curricular and/or instructional innovations (Ponticell, 2003)

• Unlike curricular changes, which occur periodically, technology tools and resources are constantly changing (Straub, 2009)

• ‘Despite rapid changes and access to ICT, technology is not being used to support the kinds of instruction believed to be most powerful,’ (Ertmer & Ottenbreit-Leftwich, 2010, p.255)

• Specifically, we must change our mind-sets to appreciate the fact that ‘teaching is not effective without the appropriate use of ICT resources to facilitate student learning,’ (Ertmer & Ottenbreit-Leftwich, 2010)

Teacher = Agent of Change

What are the necessary qualities that enable us to use ICT as a meaningful pedagogical

tool?

• Teacher knowledge = knowledge of the subject (content knowledge - CK), knowledge of teaching methods and classroom management strategies (pedagogical knowledge - PK), and knowledge of how to teach specific content to specific learners in specific contexts (pedagogical content knowledge - PCK) (Shulman, 1986)

• Pre-service teachers = ‘digital natives’ (Ertmer & Ottenbreit-Leftwich, 2010; Koutropoulos, 2011)

• In-service teachers = ‘digital immigrants’ – learn these skills ‘on the job’ (additional courses, workshops, peer collaborations, etc.) (Ertmer & Ottenbreit-Leftwich, 2010)

• Narrow the gap between personal and instructional use of technology • Unfortunately, ‘narrowing the gap’ – learning about ICT and its use – is

equivalent to asking teachers ‘to hit a moving target’. Strong confidence or self-efficacy is critical (Mueller et al., 2008)

Quality 1 – Our Knowledge

• Although knowledge of technology is necessary, it is not enough if teachers do not feel confident using that knowledge to facilitate student learning (Ertmer & Ottenbreit-Leftwich, 2010)

• Research suggests that self-efficacy may be more important than skills and knowledge among teachers as they use technology (Bauer & Kenton, 2005)

• One of the two greatest predictors of teachers’ technology use is their confidence that they can achieve instructional goals using technology (Wozney, Venkatesh & Abrami, 2006)

Quality 2 – Our Confidence [Self-efficacy]

• ‘Belief systems consist of a complex mix of rules of thumb, generalizations, opinions, values and expectations grouped in a more or less structured way’ (Hermans et al. 2008)

• ‘The more a belief is functionally connected with other beliefs, the more implications and consequences it has for other beliefs,’ (Rokeach, 1972)

• Core beliefs are the most difficult to change, as their connections to other beliefs are deeply rooted (Richardson, 1996)

• Teacher belief systems comprise a myriad of interacting, intersecting and overlapping beliefs (Pajares, 1992)

• Our belief systems influence how we use ICT (Angers & Machtmes, 2005; Hermans et al., 2008; Windschitl & Sahl, 2002)

• Traditional teacher beliefs verses constructivist teacher beliefs • Does technology clash with my existing beliefs?

Quality 3 – Our Pedagogical Beliefs [Values]

• Culture = ‘an acceptable way of doing something’ • We must conform to the culture of the school and its interlocking

cultural, social and organisational contexts (Ertmer & Ottenbreit-Leftwich, 2010)

• Unfortunately, ‘school or teacher culture’ often may not adopt ICT as an important tool (Somekh, 2008)

• ICT may be seen as ‘destabilising the culture of /school or classroom life’ (Somekh, 2008)

• Experienced teachers who don’t see the value of integrating technology into their classrooms can negatively impact the use of instructional technologies by newer teachers (Abbott & Faris, 2000; Hazzan, 2003)

Quality 4 – Our Culture

Group Activities

• You are the leader or a senior staff member (in a decision-making position) of a school that is embracing ICT change.

1. Select two qualities that you see as ‘stumbling blocks’ to effective ICT use by your teachers.

2. List strategies that you – at the management level – will implement that specifically target these qualities as you support your teachers embrace ICT.

Context 1 – ‘School Leader/Senior Staff Member

•You are a ‘digital immigrant’ teacher appointed to a school that has embraced ICT change.

1. Select two qualities that you regard as ‘stumbling blocks’ to your effective ICT use in your subject or class.

2. List strategies that you will implement to support your transition to using ICT effectively.

Context 2 – ‘Digital Immigrant’ Teacher

• You are a ‘digital native’ teacher in a school that is embracing ICT change.

1. Select two qualities that you think will be your challenges as you use ICT in your subject or class.

2. List strategies that you will use to address these challenges.

Context 3 – ‘Digital Native’ Teacher

• When considering (and implementing) changes to teachers’ ICT practices, all of these qualities be give equal attention (Ertmer & Ottenbreit-Leftwich, 2010)

• 21st Century teaching and learning require us to use 21st Century ideas and means to achieve the intended outcomes/goals.• ICT compliments our efforts as we engage our students in meaningful

learning that enables them to construct deep and connected knowledge, which can be applied to real or authentic situations in and out of school (Law, 2008; Lai, 2008; Thomas & Knezek, 2008)

• ‘… and that is quality education by quality teachers’ (US Department of Education Report, 2003, p.3)

Conclusion – Implications for Change

Reference

• Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: how knowledge, confidence, beliefs and culture intersect. Journal of Research on Technology in Education, 42(3) 255-284.