W3_Reading

‘First do no harm’: Factors influencing teachers’ ability and willingness to use ICT in their subject teaching

Teachers provided covered time to explore ICT for their subject area.

At start of academic year

One day of group discussion

One day of individual exploration

One day at end of year to share ideas and experiences

Barriers to previous attempts to integrate ICT

Distance Learning had not worked

Lack of time to plan and explore

Difficult to get computer access

Digital projectors not available

Assumptions and design

All teachers want to teach subject well

Lack of time perceived as barrier to ICT use

Teachers willing to explore

Followed action research model

Teachers reflect on practice and explore possibilities

Outcomes learned by face to face conversations and emails

This approach more successful than traditional professional development

Communities of practice approach more successful

31 of 37 responded

Positive effect on interest in exploring ICT further

Helpful to see “other peoples stuff”

All reported a varying degrees of positive response

75% reported positive but modest impact on use

All reported gaining something

Teacher time is major factor in lack of ICT use

Top down training much less successful that this community and personal approach

Impacting Academic achievement with student learners teaching digital storytelling to others: The ATTTCSE Digital Video Project

Invitational digital learning experience

At risk middle school students

Adults included university researchers, teacher candidates, language and technology instructors, and parents from diverse backgrounds – the VIP’s

VIP’s chosen by children as having impact on them

Focus on writing and technical skills

Students learning and teaching adult VIP’s

3-year longitudinal study

Variety of activities

Interviews

Exit surveys

Reflective journals

Research field notes

Student/Parent created artifacts

Purpose

Provide a rich field experience for student teachers

Learning to teach with digital tools

Facilitation and chunking into steps to support student learning

Improve writing and technology stills of students

Develop authentic use of technology

Writing activities

Used digital storytelling with movie making

Content used biographies and family histories

Two-week training for students to be able to teach adults

Acronym ATTTCSE

Amazing Technologists Think Teach and Create Stories of Excellence

A – artifacts, importing images to video editor

T – timeline and sequencing on storyboard

T – transitions inserted between slides

T – title and silent screen slides

C – credits for creators of movie

S - sound, both music and voice-over narration

E – effects added and export video

Outcomes

Facilitation and technology skills of teacher candidates improved

Positive motivational impact on students due to VIP’s

Teacher candidates noted more skill involved in facilitating

Dramatic increase in student writing skills

Students became aware of future learning opportunities

Positive attitude toward learning for students

Educating the First Digital Generation

Lack of access and teacher technology skill combine to slow the change to digital teaching tools

Use of technology outside school will do more to prepare them then limited technology opportunities at school

Students with access have technology in everyday lives

Technological change happens quickly but adoption of technology in schools moves slowly

Digital generation skilled in use of technology but cannot function without it

Teachers’ Perceptions of the Effectiveness of ICT Competence Training

Goal is convincing teachers that ICT needs to be incorporated into teaching

Surveyed 450 teachers for attitudes about standardized technology training for teachers

NOF (New Opportunities Fund in UK) made some progress with teachers but large degree of negative opinions about content and form of training

Few features of what is considered effective training present in NOF

Lack of time and resources for teachers to investigate and incorporate technology

Teachers with negative perceptions don’t believe computers important in teaching

NOF training did not achieve the desired results

Wanted to change teachers’ attitude toward technology for teaching

Wanted to see change in teaching methods, teacher preparation, and research activities

References

Figg, C. & McCartney, R. (2010). Impacting academic achievement with student learners teaching digital storytelling to others: The ATTTCSE digital video project. Contemporary Issues in Technology and Teacher Education, 10(1), 38-79.

Galanouli, D., Murphy, C., & Gardner J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence training. Computers and Education, (43), 63-79.

Harwood, P. G. & Asal, V. (2007). Educating the First Digital Generation. Westport, CT: Praeger.

Hayden, T. & Barton, R. (2008). ‘First do no harm’: Factors influencing teachers’ ability and willingness to use ICT in their subject teaching. Computer Education, 51, 439-447.