Teacher technology change

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  • I agree totally that teachers need concrete examples of how to use ICT to promote student centred learning. When i am being taught something I like to see it in a way in which i will be using it to almost model what is being taught. Student directed classrooms should be a goal for all teachers and with the acquisition of ICT into the classroom this has made the goal even more attainable.
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  • The challenge of this presentation is the shift of focus for ‘the role of the contemporary teacher.’ One of the most unsettling elements of ICT integration and ,by extension, retaliation in schools has to be the uncertainty of where the teacher fits in the equation. While this article still held the teacher in a somewhat ‘temporary light’, I enjoyed the depth of focus covered here in creating the teacher as a key player in the process, rather than an obsolete element as many ICT texts tend to assume.
    The presentation also carried a sound reinforcement of the ‘confidence and competence’ theme which has been inherent throughout the readings. In order for any integration to be effective the facilitator needs to adopt these traits within the learning environment.
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  • In my opinion, the 'appropriate' use of ICT can be in terms of addressing learning objectives and classroom assessment process. The use of ICT in teaching and learning process is called appropriate as long as the ICT use relates and supports students to achieve the learning targets. Besides, the use of ICT will be effective if it helps teachers to assess students progress in learning certain topic.
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  • I would like to comment on the statement “Teaching is not effective without the appropriate use of ICT resources to facilitate student learning”. From my point of view, it depends on the context of schools and the level of the students. If we are talking about teaching in the developing country in lower lever like primary schools, this statement will be wrong as both students and teachers are ICT illiterate. However, if we are talking about Australian context, this might be correct since all ICT enable students to be active learners.
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  • It's a great presentation. Now I become more aware that to become a good change agent of effective teaching by incorporating appropriate ICT, we as teachers need to be more explicit about our own beliefs about teaching, learning, students, and ICT. As we realize all these then we should deal with how and why with ICT in teaching and learning as a starting point to develop self efficacy and to appropriately use ICT in the teaching and learning.
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  • 1. Peggy A. Ertmer and Anne T. Ottenbreit-Leftwich Presented by Patricia Wise
  • 2. The presentation Introduce the concept of the paper Look at the key factors What is need to create change Discussion questions Conclusion Share responses online
  • 3. A thought to begin “Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful.” (Ertmer & Ottenbreit-Leftwich, 2010 pg 255)
  • 4. Change is needed Teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Ertmer & Ottenbreit-Leftwich, 2010 p.255
  • 5. The focus of this paper Looking at the teacher as an agent of change Characteristics, qualities and factors involved in fostering change A focus on four key variables Knowledge Self efficacy Pedagogical beliefs School culture
  • 6. knowledge Knowledge of the technology itself (technological literacy). The need to combine this knowledge with pedagogy and content knowledge. (TPACK) How to use it, how to teach others how to use it, how to integrate it with content and pedagogy. That all sounds pretty straight forward but…………….
  • 7. knowledge Fear of the unknown and change. Learning about technology is like asking teachers to hit a moving target Ertmer & Ottenbreit-Leftwich, 2010 p. 260 Technology is always changing, so knowledge and skills are only part of the picture.
  • 8. Self - Efficacy Self-efficacy is the belief that you can do something, it is confidence in your ability It’s your ‘I CAN’ How would you rate your confidence with the use of ICTs in the classroom?
  • 9. Self - Efficacy Confidence may be more important than skills and knowledge. If you are not confident using technology you will be reluctant to do so. How do teachers gain confidence? Through gaining personal experiences of success And also witnessing other peoples successful experiences. They need to be positive experiences, ones that work and get results.
  • 10. Pedagogical Beliefs When we interact with new learning we filter information through our beliefs. We all have beliefs, as teacher we have beliefs about how students learn best. We also have beliefs about how ICTs fit into our teaching and how valuable they are, or are not. Changing beliefs about pedagogy is not easy.
  • 11. Pedagogical Beliefs Teachers pedagogical beliefs towards technology are based on whether or not they think technology can help them achieve the instructional goals they perceive to be most important. Watson, 2006, cited in Ertmer & Ottenbreit- Leftwich, 2010 p.263 So professional development needs to show teachers the connection between ICTs and learning outcomes preferably in relation to specific grades and content.
  • 12. Pedagogical Beliefs Teachers need concrete examples of how to use ITCs to promote student centred learning. It has been found that when teachers witnessed the impact of technology on their students’ learning they were motivated to experiment with additional technologies in their teaching.” (Ertmer & Ottenbreit-Leftwich, 2010 p.277)
  • 13. culture When we talk about culture we refer to school culture. Many school cultures appear to not place high value on innovative use of technology. “research indicates that innovative teachers are easily overpowered by pressures to conform.” Pontocell, 2003; Roehrig et al., 2007 cited in Ertmer & Ottenbreit-Leftwich, 2010 p.264
  • 14. culture Technology innovation was less likely to be adopted if it deviated too greatly from the existing values, beliefs, and practices of the teachers and administrator in the school. The opposite of this may also be true
  • 15. culture School leadership is key The school culture should support teachers to experiment with the use of ICTs A shared vision and goal setting is important. This can come from leadership and teachers working together. Working teams can be set up to develop specific ICT implementation, these teams can be grade/content specific. Sharing knowledge, and ideas about what works.
  • 16. Discussion questions When considering Knowledge, Self-efficacy and pedagogical beliefs what areas do you recognise as needing attention for yourself as a teacher using ICTs? Culture and our peers influence our own teaching practice with ICTs. Do you believe that this is true, do you have any examples or strategies to reduce negative influences if they occur? What does the below statement mean to you, is there a criteria for what “appropriate” is? “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.”
  • 17. conclusions This paper focused on the teacher as agent of change. It allows us to identify four key areas of influence involved in utilising ICTs in the classroom. From this a teacher may ask Do I have the level of knowledge and awareness about ITCs that I require? How is my level of self-efficacy and confidence when using and teaching with ICTs? What are my beliefs about ICTs and pedagogy? How is my school environment and culture effecting my use of ICTs? By answering the above questions a teacher can identify factors that they can influence, change and develop to assist them in the appropriate use of ICT resources to achieve student learning outcomes.
  • 18. If we have time Please now take some time to add you thoughts and comments online.
  • 19. references Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How Knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42 (3), 255-284.