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The journey from pre-service to practice: Exploring the connections between prior learning experiences and beginning teachers’ uses of technology
 

The journey from pre-service to practice: Exploring the connections between prior learning experiences and beginning teachers’ uses of technology

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Teachers are increasingly expected to integrate technology in their teaching practice – and to do so in innovative ways. This leaves teacher training institutions with the responsibility of ...

Teachers are increasingly expected to integrate technology in their teaching practice – and to do so in innovative ways. This leaves teacher training institutions with the responsibility of preparing future teachers for this. However, despite the various approaches that are currently being explored and implemented by teacher training institutes around the world, research findings still suggest that beginning teachers typically make little or no use of technology in their instructional practice (e.g., Russell et al., 2003; Gao, Wong, Choy & Wu, 2011). There is a growing body of research that attempts to understand and explain this limited use by identifying the factors that support and/or hinder technology integration by beginning teachers (Bullock, 2004; Slaoui & Barton, 2007; Dawson, 2008; Starkey, 2010). Besides factors like, for example, access to technology (Dexter & Riedel, 2003) and teachers’ attitudes towards technology (Bate & Maor, 2008), one major factor that has been identified concerns the amount and adequacy of beginning teachers’ pre-service training (Drent & Meelissen, 2008), and more specifically the opportunities it provides them to gain experience with the use of technologies to enhance student learning in a particular subject domain (Dawson, 2008; Starkey, 2010).
Recent studies have tried to understand whether or not beginning teachers feel prepared to integrate technology in their teaching practices (e.g. Slaouti & Barton, 2007; Dawson, 2008). However, less attention has been given to the purposes and the quality of beginning teachers’ use of technology (Dexter & Riedel, 2003), and to how these relate to their prior learning experiences. The ultimate goal of the current study is to address this lacuna by analysing the connections between Flemish beginning teachers’ pre-service learning experiences (both formal and informal) and the ways in which they use technology to support instruction during their early career. Specific research questions guiding the current study are: (1) What (formal and informal) pre-service learning experiences are regarded by beginning teachers as meaningful for supporting the integration of technology in their instructional practice?, and (2) in what ways are beginning teachers using technology, and how is this shaped by their prior (formal and informal) learning experiences?
As mentioned above, pre-service training is only one of many factors involved in the uptake of technology by beginning teachers. Moreover, from literature it is known that various factors interact with each other (Slaouti & Barton, 2007). Therefore, besides identifying the specific connections between pre-service learning experiences and technology integration, we believe that we should not close our eyes for such other factors – and especially for how they affect the connections under study here. Hence, a third research question concerns: (3) What (other) factors influence the ways in which beginning teachers inte

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  • Intro of the authors, the study and the focus of this ppt > title [1’]
  • “ Met dat groot [digital] bord, hebben ze direct een visuele beeld, ook snelheid, dat gaat ook met filmpjes, veel meer tot de verbeelding spreken, en zijn ze ook rapper mee” (Julia) “ Als je een grote ruit moet tekenen, je bent er lang aan bezig. Als je gewoon zegt: kijk, PowerPoint, een ruitje tekenen, gewoon projecteren, en je bent er mee weg” (Bart)
  • “ Dan kan ik zien, OK dat kunnen ze al, dat kunnen ze nog niet dus de volgende keer moeten ze met die oefening terug beginnen, dan… zo, dat je zo wat kunt differentiëren […] ik merk dat ze dat ook wel beter kunnen dan, dan dat ze een boek hebben” (Eline)
  • “ Dat ze gewoon computer leren gebruiken, en ook dat veilig leren surfen […] dat vind ik wel belangrijk, dat ze dat leren, welke sites die veilig zijn, en welke niet […] ik denk wel dat ze dat graag gedaan hebben, want, ze, wisten meer, op hun manier, extra informatie over alle planeten eigenlijk“ (Bart)
  • “ Onze thema gaat over TV en over reclameboodschappen […] ze moeten ook eens zien hoe dat gemaakt wordt, en hoeveel werk dat daar inkruipt [...] dat ze beseffen hoe moeilijk dat zoiets is, dat dat niet zomaar is, wat fototjes op papier plakken, dat ze de compositie daarin zien” (Julia)
  • “ Ik kan moeilijk met 19 aan 1 computer gaan zitten“ (Eline) “ Ik denk dat als je een beamer of een smartbord in je klas hebt, dat je sowieso wel meer geprikkeld bent dat te gebruiken” (Bart)
  • “ iedereen heft zijn uurtje in de computerklas. Het is geen verplichting maar de directeur heeft het aanbevolen” (Bart) “ Hij [de directeur] wil dat we kinderen zoveel in contact laten komen met ICT” (Julia)
  • “ Eigenlijk vooral, ik denk dat de mensen een beetje verwacht hebben dat je, als beginnende leerkracht, als jonge leerkracht, meer met computers in aanraking gekomen zit, in de loop van uw, in uw opvoeding” (Bart)
  • “ Ik wil zo nog mijn klas helemaal onder controle hebben en graag dicht bij mij al die kinderen, maar ja als je een hoek ICT hebt, dan laat je die dan een beetje meer vrij. Ik denk dat dan daar wel mee te maken heeft vooral“ (Valerie)

The journey from pre-service to practice: Exploring the connections between prior learning experiences and beginning teachers’ uses of technology The journey from pre-service to practice: Exploring the connections between prior learning experiences and beginning teachers’ uses of technology Presentation Transcript

  • The journey from pre-service to practiceExploring the connections between beginning teachers’ uses of technology and their pre-service education Natalie Pareja Roblin, Jo Tondeur, Johan van Braak Ghent University Joke Voogt , Petra Fisser University of Twente ECER, Cádiz, 2012
  • Introduction• Increasing efforts to prepare (future) teachers for technology integration (Haydn & Barton, 2007; Kirschner & Selinger, 2003; Rizza, 2011).• Adoption of novel strategies to develop (future) teachers’ abilities to use technology in the classroom (Kay, 2007; Polly, Mims, Shepard & Inan, 2010, Tondeur et al., 2012).• Little is known about whether and how these novel strategies are leading to innovative uses of technology in schools by beginning teachers (BT) (Clausen, 2007; Roblyer & Knezek, 2003).
  • Research on beginning teachers’ uses of technology
  • Aims of the study• Understand how and what for primary school BT use technology in their teaching practice.• Identify the factors (e.g. access, support, school structure, experience) that primary school BT regard as most influential on the ways they use technology in their teaching practice.• Examine the extent to which primary school BT feel that their pre-service education has contributed to shape how they use technology in their teaching practice.
  • Theoretical Foundations - Uses of technology Inan & Lowther (2010), Russell et al. (2003), Tondeur et al. (2008); van Braak, Tondeur & Valcke (2004)
  • Theoretical Foundations - Factors (Bate, 2010; Clausen, 2007; Dawson, 2008 ; Russell et al., 2003; Slaouti & Barton, 2007; Starkey, 2010)
  • Research approach• Multiple case study (Yin, 2003) 4 primary school teachers (< 3 years experience) Graduated from teacher education programs in Flanders advocated to prepare for technology integration• Selection criteria Reported (regular) use of technology to support instruction Reported influence of pre-service education Diversity in teaching experience, educational level, gender, and ICT profile Willingness to participate in the study
  • Procedure, data sources & analyses
  • Findings: Overview of technology uses
  • Findings: Ways and purposes of technology use (RQ1) “With that large (digital) board they immediatly have a visual image, is also faster, you can use films, it speaks much more to their imagination” (Julia) “When you need to draw a large diamond shape, it takes you a long time. If you just say: Look, Power Point, make a diamond shape, project it, and you are on Teachers display pictures, maps your way” (Bart) and/or films on the (digital) board to explain and/or clarify concepts.
  • Findings: Ways and purposes of technology use (RQ1) “[With that program] I can see what they can do and what they cannot do, so next time they can start again with that exercise. This way you can differentiate […] I noticeStudents who do not speak Dutch as that they can also do it a first language work on language better than if they have aand mathematics exercises available book” (Eline) at an online learning environment that is linked to the school’s textbook.
  • Findings: Ways and purposes of technology use (RQ1) “[The goal is] that they learn to use a computer, and to browse through Internet in a safe way […] I find important that they learn which sites are safe and which are not […] I think they have enjoyed doing it, because they Students work in pairs on a knew more, in their way, Webquest about the solar additional information about system. all planets” (Bart)
  • Findings: Ways and purposes of technology use (RQ1) “Our theme was about TV and advertisement. [I believe] they also have to see how that [an advirtisement] is made, and how much work gets into it [...] that they see that it is not just about sticking pictures on a piece of paper, but actually realize the Students design and develop an composition behind it” advertisement. After thinking of a (Julia)product, a price and a slogan, they go to the computer room to work out their ideas.
  • Findings: Factors shaping technology use (RQ2) “It is not possible to sit behind 1 computer with 19 children” (Eline) “I think that when you have a beamer or a smart board in your classroom, then you are more motivated to use it” (Bart)
  • Findings: Factors shaping technology use (RQ2) “Everybody has one hour in the computer room. It is not obliged, but the school principal has recommended it to us” (Bart) “He [the school principal] wants us to provide the children with ICT experience as much as possible” (Julia)
  • Findings: Factors shaping technology use (RQ2) “I think that, as a beginning teacher, as a young teacher, you are somehow expected to have gained more experience with computers during your education” (Bart)
  • Findings: Factors shaping technology use (RQ2) “I want to have control over my classroom and stay close to all my children, and honestly, when you have an ICT corner then you leave these children with more freedom” (Valerie)
  • Findings: Factors shaping technology use (RQ2) “Making and trying new things is difficult, especially at the start [of your career] because you are busy with preparing your lessons” (Bart)
  • Findings: Perceived influence of pre-service education (RQ3) “The basic skills we did learn them” (Julia) “We did have that quite a lot [courses on basic ICT skills]. A lot of text processing, also how to put pictures, there was also a lot of Excell” (Eline)
  • Findings: Perceived influence of pre-service education (RQ3) “We received tips, for example that Webquest [about the solar system], you can use that [...] it is an added value” (Bart) “[To learn about things] such as Klascement or Hot Potatoes was useful” (Valerie)
  • Findings: Perceived influence of pre-service education (RQ3) “If I had not learned it in my pre-service education, I think I would have never used it here” (Bart) “I think they give us a push, and maybe that was their intention: We oblige you to use technology, and this way we know that you will use it. And I use it now, without that [push]...” (Julia)
  • Findings: Perceived influence of pre-service education (RQ3) “[We should learn] not only the application itself, but [also] how to use it and how to integrate it [in your teaching]” (Julia) “I thought: ICT, that I should be able to use. It turns out I can’t [...] I did not really learn how I now can use ICT to teach my students “ (Eline)
  • Conclusions & Discussion• Pre-service education influences BT decisions regarding technology use, but (the extent of) this influence is largely determined by school characteristics.• Clear ICT policies, infrastructure and internal support (CPD, mentoring) are critical institutional factors facilitating (and shaping) BT uses of technology.• Attention to how to teach with technology in teacher education is needed, not just knowing about technology.• How to bridge the gap between … • … learning about technology and learning to teach with technology? • … what BT learn in their pre-service education and the specific characteristics of the school context? • … expectations toward technology use and school support?
  • THANK YOU! GRACIAS! Natalie Pareja Roblin: natalie.parejaroblin@ugent.be JoTondeur: jo.tondeur@ugent.be Johan van Braak: Johan.vanBraak@UGent.be Joke Voogt: J.M.Voogt@utwente.nl Petra Fisser: P.H.G.Fisser@utwente.nl