Teacher Technology Survey: debrief presentation (2014)

TEACHERS AND TECHNOLOGY SURVEY

Learning, Teaching & Technology Services

Lucy BlakemoreManager, Learning and Teaching InnovationNavitas Professional and English Programs

navitas-professional.edu.au navitasenglish.com

Outline Key Findings Background, sample & methodology PEP contexts and technology: overview Use of technology: devices, software and online Pedagogical applications and attitudes PD, communications and future trends Final thoughts and next steps


Key findings Teaching staff across PEP express positivity about using

technology in teaching Increased ownership of key technology devices correlates with

increased use in teaching Large-scale technology rollouts appear to have positive impact

But also raise level of expectation about campus technology, Professional Development and support

Teaching staff show keen appetite for learning about technology Especially application in teaching contexts (not just

technical basics) Multimedia stands out as a particular area of interest


Key findings (II) Biggest reported barrier to using technology is lack of

knowledge/confidence

Practical obstacles such as time and access also influence

There are contextual differences across PEP in how technology use is supported and expectations around this

Teaching colleagues play an important role for all in idea-sharing and supporting each other

But many need encouragement to actively share and communicate about technology

Overall, teaching staff are engaged and ready to learn more, with the right systems and support…

Background, context and methodology


Project background Understanding usage and attitudes of PEP teaching

staff relating to technology

Important for PEP business strategies, including future planning and projects

Impact on student experience and outcomes Targeting teacher support and development needs Monitoring changes in approaches to technology in

teaching (survey every 18-24 months)

Research need

Impact and outcomes

for PEP


Extent and variations in technology use among teaching staffUsage

Attitudes

Applications

Needs & gaps

Opportunities

Factors influencing technology use for learning and teaching

Behaviours and examples of technology integration across PEP

Perceived gaps in technology knowledge and skills PD needs relating to technology integration

Highlight areas for future development and innovation

To assess, explore and understand:

Research objectives


Who took part? 268 respondents in total

88 NPI (32.8%) 128 CLS (47.8%) 52 SAE (19.4%)

Mix of full-time, part-time and sessional/casual

Majority teaching on-campus CLS: 99% NPI: 68%

Spread of teaching experience and time at Navitas

ATTC

NCPS

HSA

ACAP VET

ACAP HE

C&I

ELICOS (AE)

ELICOS (GE)

NPI

CLS

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

4.5%

6.8%

19.3%

20.5%

48.9%

6.3%

35.9%

57.8%

Responses split by division

Q: Where do you currently teach?Q: What is your current role?Q: How many years have you been teaching at this organisation?Q: How many years of teaching experience do you have in total?

PEP contexts and technology: overview


Darwin

Melbourne

Brisbane

Sydney

Perth

Adelaide

Diverse teaching contexts across PEP Face-to-face, online and blended

programs Higher Education, VET, International

Education, government contracts Domestic and international

students, migrants and refugees English language courses, teacher

training, adult literacy, counselling, psychology, criminology, nursing… from 2 week courses to several years!

…but with technology, teaching staff share more similarities than differences


Teachers express positivity about technology

CLS NPI SAE0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Q: In general, how do you feel about using technology for teaching?

Even in different teaching contexts, overall attitudes are very similar


Top of mind technology associations (single word analysis)

Q: What THREE words come to mind when you think about teaching with technology?


Practical factors top of mind (easy, flexible, challenging, frustrating)

Generic Negative

Necessity

Resources & Support

Interactivity & Comms

Technical Issues

L & T Application

Technology Example

Generic Positive

Engagement & Energy

Innovation & Creativity

Difficulty&Inconvenience

Usefulness & Convenience

0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0% 14.0% 16.0% 18.0%

1.7%

2.4%

4.1%

5.6%

5.6%

6.4%

6.9%

7.5%

12.4%

15.7%

15.8%

15.8%

Q: What THREE words come to mind when you think about teaching with technology?

Mix: practical and emotional ‘pay-offs’(innovative, engaging, exciting)

Top of mind technology associations (conceptual analysis)

I once used the interactive whiteboard to slowly reveal images, enabling students to predict during the reveal. It was an efficient use of time and the students really

enjoyed it.

(General English, CLS)

Use of technology: devices, software and online


Personal devices: access and use in teaching

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Q: Which of the following do you personally have access to at home?Q. Which of your personal devices do you use for teaching or preparation work?

Implications for: Digital literacy and confidence among teaching staff? Support for BYOD (Bring Your Own Device)?


ELICOS benchmarking: mobile devices

Tablet device Smartphone0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Use of personal devices in teaching

Tablet device Smartphone0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Personal device ownership

Q: Which of the following do you personally have access to at home?Q. Which of your personal devices do you use for teaching or preparation work?


Campus devices: a common ‘toolkit’

Used daily or once/week 96% 81% 67%

Q: How often do you use the following devices in your teaching or preparation work?

I use a computer daily but at the moment am in a room without one,

which I find extremely inconvenient…(Academic English, CLS)

Whenever I have a room with a computer and/or projector I basically use them for my lessons (delivering

content) every day. (General English, CLS)

The upside: technology becoming part of normal teaching habits…

…and the downside: frustration when facilities are not available.


Classroom devices: PD needs Higher interest in learning how

to use devices in teaching contexts

Interactive Whiteboards and Lecture Capture Relatively recent introduction in

NPI and CLS Curiosity from others where

technology unavailable? Emerging theme: capturing and

creating multimedia Echo Webcam Camera/video camera HeadsetsCD player (not in PC)

Computer

Data projector

PC audio system/speakers

Headset with microphone

Camera/video camera

Webcam

Lecture Capture (Echo 360)

Interactive whiteboard

0% 10% 20% 30% 40% 50% 60%

4%

0%

5%

10%

9%

12%

12%

35%

28%

9%

11%

16%

16%

27%

39%

45%

44%

49%

How to use it in my teaching context

How to get started and use main functions

Q. Which devices would you like to learn more about for teaching or preparation work?


‘Endorsed’ technologies: NPI overview (frequency)

Moodle stands out: used most often and perceived highest importance Turnitin and BBC reflect more ‘occasional’ need for these types of tools

(assignments, synchronous sessions) Echo and Mahara used in specific contexts by smaller number of users

Mahara

Smarthinking

Echo360

BBC

Turnitin

Moodle

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

3%

4%

6%

9%

15%

83%

8%

13%

7%

26%

56%

6%

44%

41%

43%

28%

15%

5%

44%

42%

44%

37%

14%

6%

Often

Sometimes

Never

Doesn't apply to me

Q: How often do you use these technology resources? Q. How important are these resources in your own teaching or

preparation work?

Overall, reported usage reflects current penetration of tools in NPI


‘Endorsed’ NPI technologies: PD needs

Turnitin

Echo360

Mahara

Smarthinking

Blackboard Collaborate

Moodle

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

17%

36%

41%

23%

31%

14%

21%

23%

26%

29%

36%

41%

How to use it in my teaching contextHow to get started and use main functions

Again, interests largely reflect stages of rollout in NPI:

Getting started/main functions Mahara Echo 360 BBC

Using in teaching context: Moodle BBC Smarthinking

Q:Which (if any) would you like to learn more about?


How are teachers using ‘unendorsed’ technologies?

Q: How often do you use these kinds of technology resources for teaching or preparation work?

I find videos from TED, ABC and SBS

among others incredible resources for students, which are relevant and

interesting

(Academic English, CLS) Le

ast o

ften

Mos

t ofte

n

Presentation tools 64.4%

Online video resources 59.8%Online audio/podcast resources 31.3%

Document sharing 24.9%

Audio recording 21.6%

Social networking 17.4%

Wiki sites 10.5%

Screen and webcam recording tools

5.2%

Web conferencing 4.7%

Blogging sites 4.6%

Survey tools 1.5%

Using power point and youtube clips in

my on-campus classes to make the learning experience

varied and interactive...

(ACAP VET, NPI)


‘Unendorsed’ technologies: PD needs

Online video resources

Presentation tools

Social networking

Web conferencing

Online audio/podcast resources

Document sharing

Wiki sites

Survey tools

Audio recording

Blogging sites

Screen and webcam recording tools

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

6.9%

10.4%

8.1%

8.6%

15.8%

24.0%

20.2%

20.9%

34.3%

21.5%

29.9%

26.4%

33.5%

37.2%

36.6%

40.0%

45.1%

45.5%

48.6%

53.9%

57.0%

59.9%

How to use it in my teaching context

How to get started and use main functions

High interest in applying to teaching context across the board

Getting started Screen / webcam

recording Audio recording

Teaching context Screen / webcam

recording Blogging Audio recording

Q. Which (if any) would you like to learn more about?


The rise and rise of multimedia…

[we] Recorded mystery sounds on the PC and used it as part of a trivia quiz with a large number of students. Because the sound was stereo, it worked really well

and added a fun element to the trivia quiz.


Very useful Not at all useful

Q: Which kinds of media are useful in your students’ learning experiences?

I find that offering students videos and audio in a digital and online environment provides a more

natural and easier learning environment

(ACAP Higher Ed, NPI)


I don't find using multimedia challenging

Sharing media with students outside of class time

Showing/playing media during teaching

Knowing how to apply media in my teaching

Helping students to create their own media

Understanding copyright

Creating my own media

Finding good quality media

0% 10% 20% 30% 40% 50% 60%

15%

22%

24%

31%

32%

36%

39%

48%

Multimedia challenges

Multimedia challenges

Finding good quality media: Most popular sources of media

are search engines and external video sites

some guidance needed to direct to most relevant?

Creating media continues to interest and challenge teaching staff across the board

Q: Which aspects of using multimedia do you find challenging?

Pedagogical applications and attitudes


Active integration or passive avoidance?

0.0%10.0%20.0%30.0%40.0%50.0%60.0%

39.5% 38.2%

19.7%

2.6% 0.0%

28.6%

54.0%

11.9%2.4% 3.2%

NPICLS

Q: Which of the following best describes your approach to using technology in your teaching?

Majority looking to actively integrate technology or use when possible


Positive and negative technology experiencesTop positive experiences Top negative experiences

Q: Which three statements best reflect any positive experiences you have had with technology?

Q. Which three statements best reflect any negative experiences you have had with technology?

I would love to use the IWBs more but I find that they don't always work and

can't always be relied on, I tend to plan two lessons, one on the IWB and one

just in powerpoint just in case…


‘It’s engaging for my students’ 26%

‘It gives me different ways to communicate with students’

17%

‘It gives ‘real-world’ relevance to learning’

14%

‘It can easily go wrong’ 36%

‘It takes too long to prepare’ 23%

Students love it and are very grateful to the educators that use this as it

helps them to break down the learning



Barriers to using technology in teaching

I don’t like using it

I don’t need to use it

I don’t understand how it’s relevant in my context

I worry things will go wrong

I don’t have access to the right facilities

I don’t have time

Nothing stops me

I don’t know how to use it well enough

0.0% 10.0% 20.0% 30.0% 40.0%

2.1%

5.7%

6.7%

21.8%

25.9%

26.4%

28.0%

36.3%

Q: What stops you from using technology more effectively in your teaching at the moment?

Lack of confidence or ability? PD/training needs?

Particularly strong in CLS

Common themes in 2011 survey and anecdotally

[What would make a positive difference?]

Learning how to use the equipment properly so I don't waste time in class

trying to get it to work.

(Academic English, CLS)


2011 2013Nothing stops me 6% 34%

ELICOS benchmarking: shifting barriers…2011 2013

Access to facilities 59% 20%

Fear it will go wrong 44% 24%

Lack of time 40% 27%

Q: What stops you from using technology more effectively in your teaching at the moment?

…and one of the biggest changes?

Technology rolled out across 2/3 of ELICOS classrooms during 2012


Where do teachers look for inspiration?

I only try new technology if it’s mandatory for my course

Students asking about it

Reading academic research about it

Reading/hearing an expert talk about it

Using it in a non-teaching context first

Attending a PD session about it

Seeing an example of it in my teaching context

Recommendation from a teaching colleague

0% 10% 20% 30% 40% 50% 60% 70%

3%

12%

16%

23%

30%

49%

54%

61%

Q: What has previously encouraged you to try a new technology-related idea in your teaching?

‘Formal’ and ‘informal’ support both important in encouraging innovation


Planning successful technology integration

I make sure someone else has tried it first

I don’t have a set approach for this

I don’t know until I try it out

I compare it to alternative ideas/methods

I check if it fits my teaching methods

I check if it fits with my teaching objectives/learning outcomes

0.0% 20.0% 40.0% 60.0% 80.0%

7.0%

21.4%

26.4%

28.4%

37.3%

62.7%

Q: Before you try it, what helps you to decide whether a new technology-related idea is likely to be effective in your teaching?

Importance of pedagogical context in technology integration

Sometimes technology is not used to enhance lessons but is just gimmicky so you have to be careful to remember your

aims and not get carried away with the medium


PD, communications and future trends


Talking about technology

0.0%10.0%20.0%30.0%40.0%

6.7%16.9%

41.5%32.3%

2.6%

Q: Which of the following best describes how you talk about technology with other teachers?

61% of teaching staff are inspired to try new ideas based on colleague recommendation……but only 24% are actively recommending ideas themselves


A familiar shape – and a challenge

6.7%

16.9%

41.5%

32.3%

2.6%

Rogers’ Diffusion of Innovation adoption curve and influencing behaviour change:

Nurturing innovators (and mitigating risk)

Identifying and working with early adopters to reach early majority

Understanding barriers for late majority and laggards


Dealing with problems and looking for advice Emphasis on those closest at

hand! Teaching colleagues ‘Resolve it myself’

Contextual differences to note between NPI and CLS: IT Helpdesk Senior Teaching staff LTT Services

Campus eMentor (AMEP/SEE)

I don’t know where to go

Admin Coordinator

External experts I know


Usually resolve it myself

Senior teaching staff/T&L Team Leader

Log request with IT helpdesk

Teaching colleagues

0% 10% 20% 30% 40% 50% 60% 70%

4%

8%

9%

19%

25%

31%

20%

63%

45%

2%

2%

7%

5%

2%

32%

57%

27%

62%

CLSNPI

Q: Who do you go to if you have a problem with technology?


Who guides the students?

Teachers and students appear to share responsibility

‘Teaching staff’ comes top in CLS High contact time and

language challenges?

Again, contextual differences between NPI and CLS: Perceived role of LTT

Services (top choice NPI) IT Helpdesk Student services/admin

It’s not necessary

Campus eMentor (AMEP/SEE)

IT Helpdesk

Senior teaching staff/T&L Team Leader

Student Services/Student Admin


The students themselves

Teaching staff

0% 20% 40% 60% 80%

0%

18%

34%

21%

40%

61%

53%

54%

3%

6%

8%

30%

15%

23%

56%

74%

CLSNPI

Q. Who should be responsible for guiding students with technology for learning?


Preferred ways to learn about technology

Teaching colleagues and self-reliance Face-to-face PD sessions popular

across all businesses Online PD currently more

interesting to NPI Idea-sharing a strong theme

Contrast responses about listening, chatting or recommending technology ideas!

‘Navitas online communities’ still building awareness and role Idea-sharing taking place

mostly face-to-face or one-on-one? Navitas online communities

External conferences

Taking part in research or pilot projects

External training courses

Online PD sessions

Explore and practise things myself

Idea-sharing with teaching colleagues

Face to face PD sessions

0% 20% 40% 60% 80%

20%

22%

24%

31%

45%

56%

60%

68%

Q: How would you like to learn more about teaching with technology?


Perceived ability and development priorities

Majority focussed on improving content knowledge and teaching ability Technology competes with other development priorities if tackled in

isolation should ideally complement and integrate with these

Q: What stage do you feel you’re at in terms of your knowledge in these different areas?

Novice Expert

Technology Pedagogy & Content


Technology: what would make the biggest positive difference?

Concepts in cluster Category % of total responses

Information, idea-sharing, mentoring PD and training 27%Equipment in classrooms, access to facilities

Access & resources 18%Examples of effective use, tangible outcomes

Practical application 17%

Faster internet, reliable equipment Reliability 15%Practice, increasing confidence, self-paced Self-development 14%Technical, pedagogical, local, out of hours Support 14%Getting familiar with tech, recognition of time Time 13%

Q: What would make the biggest positive difference to how you feel about using technology in teaching?

More training and mentoring in technology

applications so as to become competent and confident in their use


Access to reliable and cutting edge technology

and systems, support should something go

wrong, and fluid integration into existing course content


Final thoughts and next steps


Emerging themes to work withPositivity about technology; awareness of drivers and barriers

Ownership of devices and use in teaching

Appetite for learning and application in teaching contexts

Multimedia: sources, creation and sharing

Building knowledge and confidence

Removing obstacles where possible (reliability, time, access)

Working with contextual differences across PEP

Encouragement to actively share and communicate about technology in different ways


The technology ‘iceberg’: still lurking!

‘Technology’ = much more than hardware and software

Questioning and evaluating approaches

Testing beliefs about learning and teaching

Challenging to provide effective Professional Development and support in all contexts

Integrating Technology

pedagogy policy & procedure

teacher/student roles

learning and teaching theory

campus facilities


Getting started: TPACK model Technological Knowledge

Working with technology, tools & resources; Understanding applications for work &

everyday life Content Knowledge

Subject matter being learned/taught Concepts, theories, practices & approaches to

developing knowledge Pedagogical Knowledge

Processes & methods of teaching & learning How students learn, classroom management,

lesson planning, assessment

Technological Pedagogical Content Knowledge (TPACK)‘Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually’1

1Koehler & Mishra, 2009


Next steps? How does this apply to…

Me My business unit My school / campus?

Additional hypotheses and questions Identifying areas for further investigation

Communication and sharing findings Priorities: short and long-term

Full written report available soon!
