University of Lisbon Institute of Education Neuza Pedro Ana Santos Lisbon, Portugal Email: email@example.comEmail: firstname.lastname@example.org
ICT, Teachers & Education Digital technologies is a central element of the structure in today‘s society being able to proficiently use them is considered a vital skill for any citizen of the 21st-century. Its unquestionable the potential in different sectors of professional activities makes technology a powerful tool for solving economic and societal problems and, ultimately, to increase the quality of human life conditions. The youngest, teenagers and children are their main adopters, their natural users. Nowadays, it is confirmed that ICT are widely used in European schools, however, it is difficult to ensure that they are being used with the innovative purpose that were expected.
(Today’s) Kids are easily attract to new technologies like computers, IPAD, smart phones, mainly because they talk the same language…the language of games and fun, rich colors and movement . They also think the same way: not linearly,always search for new and interesting things, looking for multiple options, doing multiple things, pursuing great achievements.This close relationship between kids and
(Some) Teachers can’t deal with this technology. They feel challenged by it, they look messy, they do not understand how it works.They do not feel comfortable with it, they make them nervous and they think that their classroom has been invaded by it. They are tired of trying to understand it and when they do that technology or application has already been replaced by another and they need to start learn all over again. This close relationship between kids and technologies has created a new type of
Research background In the present much more technologies its available in schools, by in itself, guarantee an effective use of ICT in teaching and learning activities. For this reason, researchers have sought to identify its underlying causes a) scarce opportunities for a regular use computers; b) lack of schools’ technological equipment; c) teachers’ stress; d) teachers’ reduced competences and confidence regarding ICT; e) lack of knowledge about the real impact of ICT in educational contexts; f) few experiences with ICT in teachers pre-service education and CPDSeveral authors have argued It has been proved that teachers that an perceived self-efficacy affects effective integration of ICT teachers professional goals andin students’ learning activities aspirations (Muijs & will Reynolds, 2002), their involvement require their presence in on planning instructional teachers’ training activities, enthusiasm in classroom (Schwazer & Schwitz, 2004) and
Purpose Teachers’ training Personal sense of efficacy ICT integration
Can the implementation of an ICT trainingprogram have positive effects on:a) teachers’ sense of efficacy as computer-users?b) teachers’ level of ICT-use in professionalpractices, considering different types ofteachers’ tasks?c) Do the effects associated with enrolling inICT-training program, both in teachers’ self-efficacy and technology-use in professionalpractices, remain over time?
Participants This study involved 50 elementary and secondary schools’ teachers. ICT-training program organized in a 50 hours- workshops develop for promoting teachers’ technical-pedagogical competences on ‘Educational use of Moodle, Google Sites and other Web 2.0 tools’. . 12 male 38 female 50 teachers Age mean 42.24 years Standard deviation 8.63
Instruments and ProceduresData was collected by an online questionnaire built on Google Docs.
Preparation (of classroom materials)• e.g. How often do you make hands-out for students using a computers?Professional use of e-mail• e.g. How often do you use email communication with school and district administration?Delivering Instruction• e.g. How often do you use a computer to deliver instruction to your class?Accommodation (of materials to students needs)• e.g. How often do you adapt an activity to students individual needs using a computer?Student Use (of technology during class time)• e.g. During class, how often students work individually using a computer, this year?Student (use for creating) Products• e.g. How often do you ask students to produce a multimedia project using technology?Grading (teachers’ use of technology for grading)• e.g. How often do you record students grades using a computer?
Results Computers’ self- Mean SD efficacy 1) Pre-test 3.18 0.55 2) Post-test #1 3.70 0.57 3) Post-test #2 3.72 0.58 Teachers’ technology Mean SD use 1) Pre-test 2.59 0.58 2) Post-test #1 3.00 0.60 3) Post-test #2 3.40 0.71Significant differences in Computers’ self-efficacy score (F (2.96) = 3.096, p= .049) and in Teachers’ technology use scores (F (2.96) = 4.729, p= .011).
ResultsComputer Self-efficacy Mean Difference t pPre-test - Post-test #1 0.520 -2.078 .043Post-test #1- Post-test #2 0.020 -.063 .950Pre-test - Post-test #2 0.540 -2.086 .042 Technology-use Mean Difference t pPre-test - Post-test #1 0.410 -.499 .620Post-test #1- Post-test #2 0.400 -1.997 .051Pre-test - Post-test #2 0.810 -3.998 .000 t-test for Computer Self-efficacy scale and Measure Teachers’ technology-use scale
Results Pre-test / Post- Post-test #1 / Pre-test / Post-Dimensions of technology use test #1 Post-test #2 test #2scale t p t p t p2) Professional E-mail 0.707 .483 -2.491 .016 -1.984 .0533) Delivering Instruction -0.495 .623 -1.638 .108 3.743 .0005) Student Use -.388 .700 -1.398 .169 2.523 .0157) Grading -0.287 .776 2.005 .051 2.899 .006
Conclusions ICT-training has beneficial effects in preparing teachers to take full advantage of ITC in their classrooms. Positive and significant differences were found in teachers’ computers self-efficacy and teachers level of ICT use in the 3 moments. These effects were more significant 2 months after the training program. Analysis of teachers’ levels of ITC: using a single dimension is not reliable. Higher scores in‘Preparation’ of teaching materials and ‘Instructional delivery‘ = ICT are not yet in the service of
Limitations… The present study (although with a reduced number of participants and limited representativeness) aims to stimulate the development of further research in the area, because more attention needs to be put in the analysis of the impact of in-service training and ICT- adoption in teachers’ professional activities not only in a short-term perspective but also through medium and long-term approaches and not only based on teachers perceptions of own professional practices but focusing in the analysis of the classrooms activities really conducted. It is also seen as useful the investment on studies that pursue the identification of the mechanisms that can potentiate and extend the favourable effects of
Thank you!! Neuza Pedro email@example.com Ana Santosapnsantos@gmail.com