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SHIFTING THE INSTRUCTIONAL PARADIGMS OFVETERAN HIGH SCHOOL TEACHERS TO EMBRACEDIGITAL TOOLS FOR INSTRUCTIONAL PRACTICE
Paper Presentation
SITE Conference, Las Vegas, NV
March 4, 2015
Donna Fong, Ed.D.
Kaye Shelton, Ph.D.
Diane Mason, Ph.D.
Statement of the Problem
Teachers’ resistance to change instructional
methodology frequently undermines successful reform
(Beringer, 2007; Ravitz, 2010). Barriers, such as teacher
perceptions and beliefs, appear to play a substantial
role in inhibiting integration of digital tools (Miranda &
Russell, 2011; Russell, O’Dwyer, Bebell &Tao, 2007;
Wozney, Venkatesh, & Abrami, 2006).
Purpose Statement
The purpose of this phenomenological qualitative
study was to investigate a paradigm shift in
instructional practices among high school veteran
teachers who have transitioned from utilizing 20th
century pedagogy to facilitating students’ acquisition
of 21st century skills, with the use of digital tools as an
essential learning component.
Research Questions
1. What were the life experiences that resulted in changes in instructional practices among high school veteran teachers who transitioned from utilizing 20th century pedagogy to facilitating students’ acquisition of 21st century skills?
2. What challenges did the participants overcome as they progressed through change in their instructional practices?
3. What were the common beliefs of these teachers who made changes in instructional practices to integrate digital tools?
Review of the Literature
Theoretical Framework
Characteristics of Digital and Pre-Digital Generations
Technology and 21st Century Skills
Barriers Due to Resource Limitations
Barriers Due to Teachers’ Perceptions and Beliefs
New Emerging Pedagogy and 21st Century Skills
Professional Development
Methodology (cont.)
Participants: 7 high school veteran teachers
◦ The participants were teachers who were at least 40
years old.
◦ All participants had taught for a minimum of 10 years.
◦ All participants were considered to be effective
teachers by their supervisor.
◦ All teachers scored at least 3 on the LoTi Survey.
Methodology (cont.)
Treatment of Data:
◦ Significant statements from interviews were
identified and categorized into emergent themes.
◦ Data from interviews were cross-checked with
artifacts.
◦ Confidentiality was ensured.
Trustworthiness:
Member checking, Triangulation, Epoche
(Creswell, 2007; Lincoln & Guba, 1985;
Moustakas, 1994)
Methodology (cont.)
Narrative Analysis (cont.)
RQ 1 Emergent themes:
Teachers desired to develop life-long learning skills.
Traditional resources and techniques became obsolete.
Positive support and feedback were provided.
Narrative Analysis (cont.)
RQ 2 Emergent themes:
Teachers were fearful and anxious.
They felt overwhelmed.
They adapted to a new role.
Narrative Analysis (cont.)
RQ 3 Emergent themes:
Most teachers found their initial assumptions to be
erroneous.
Their assumptions evolved through experiences
with digital tools.
They have developed new perspectives and beliefs.
Implications (cont.)
1. Teachers need adequate on-site technical support for
timely assistance when needed during instructional time.
(Miranda & Russell, 2011).
2. Teachers need technology training that is frequent and in
small increments.
Implications (cont.)
3. Technology support teams should be formed to mentor
and assist their colleagues.
4. Campus PLCs should be formed to provide structure and
mentoring for student-centered learning with an
emphasis on digital tools and 21st century skills.
Implications (cont.)
5. Administrators must model proficiency in 21st century
skills and digital technology in order to establish a culture
that promotes the importance of these skills. (Kotter,
1996; Miranda & Russell, 2011; Northouse, 2010; Platt,
Trip, Ogden, & Fraser, 2000).
6. While this study focused on high school teachers,
implications from this study may be extended to higher
education faculty, as well. (Georgina & Hosford, 2009;
Rasmussen, Davidson-Shivers, & Savenye, 2011).
Recommendations for Future Research
Research that examines the phenomena from an objective
point of view rather than the participants’, such as from the
researcher’s observations.
Research that replicates this study with other populations:
other regions, ethnicities, urban & rural communities.
Research that investigates the impact of campus and
district leaders on transforming instructional practices to
include digital tools.
ReferencesBeringer, J. (2007). Application of problem based learning through
research investigation. Journal of Geography in Higher Education, 31(3), 445-457. doi:10.1080/03098260701514033
Bauer, J., & Kenton, J. (2005). Toward technology integration in schools: Why isn’t it happening. Journal of Technology and Teacher Education, 13(4), 519-546. Retrieved from http://www.aace.org/pubs/jtate/
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25, 690-696.
Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business Review.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury, CA: Sage.
References (cont.)
Miranda, H., & Russell, M. (2011). Predictors of teacher-directed student use of technology in elementary classrooms: A multilevel SEM approach using data from the USEIT study. Journal of Research on Technology in Education, 43(4), 301-323. Retrieved from http://www.iste.org/learn/publications/journals/jrte.aspx
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
Northouse, P. G. (2010). Leadership: Theory and practice (5th ed.). Thousand Oaks, CA: Sage.
Platt, A. D., Tripp C. E., Ogden, W. R., & Fraser, R. G. (2000). The skillful leader: Confronting mediocre teaching. Acton, MA: Ready About Press.
Rasmussen, K. L., Davidson-Shivers, G. V., & Savenye, W. C. (2011). The near future of technology in higher education. In D. Surry, J. Stefurak, & R. Gray (Eds.).Technology integration in higher education: Social and organizational aspects (pp. 326-342). Hershey, PA: Information Science/IGI Global.
References (cont.)
Ravitz, J. (2010). Beyond changing culture in small high schools: Reform models and changing instruction with project-based learning. Peabody Journal of Education (0161956X), 85(3), 290-312.
doi:10.1080/0161956X.2010.491432
Russell, M., O’Dwyer. L. M., Bebell, D., & Tao, W. (2007). How teachers’ uses of technology vary by tenure and longevity. Journal of
Educational Computing Research, 37(4), 393-417. doi: 10.2190/EC.37.4.d
Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-207. Retrieved from http://www.aace.org/pubs/jtate/
Contact Information
Dr. Donna FongDeweyville High [email protected]
Dr. Kaye SheltonLamar [email protected]
Dr. Diane MasonLamar [email protected]