Shifting instructional paradigms_fong_shelton_mason_site2015_final

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

Research Design:

Qualitative –

Phenomenological

Narrative

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

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.



Teachers were fearful and anxious.

They felt overwhelmed.

They adapted to a new role.



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

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.


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.


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]