1. EDUC 9701 – Effective Use of ICT for
Learning and Teaching
Week 10 Presentation
John Hagoiya
21st May 2013

2. Teacher Technology Change: How
Knowledge,
Confidence, Beliefs and Culture Intersect
– Peggy A. Ertmer [Purdue University]
Anne T. Ottenbreit-Leftwich
[Indiana University]
(2010)

3. • police officers
• mechanics
• doctors
• ‘Tools of the trade’ (Ertmer
& Ottenbreit-Leftwich, 2010)
• ‘Out of date and/or out of
fashion’
• Benefits of technology are measured by
comparing the results to the intended
outcomes:
* Police officer arrest the speeding
driver?
* Mechanic identify the problem and
fix the car?
* Doctor diagnose your health
problem?
Using Technology – Past verses Present

4. Do these expectations apply to us (teachers)?

5. • We (today’s teachers) use roughly ‘the same tools as those who came
before us’ (Cuban, 2001)
• Keeping the tradition!
• ICT use rarely linked to student learning outcomes they are designed to
support (Lawless & Pellegrino, 2007)
• ‘… if and when technology is used, it is not used to support instruction that
facilitates student learning,’ (International Society for Technology in Education [ISTE], 2008;
Partnership for 21st Century Learning, 2007; Cuban, Kirkpatrick & Peck, 2001)
• It is time to shift our mindsets from the notion that technology provides
a supplemental teaching tool and assume, as with other professions,
that technology is essential to successful performance outcomes (i.e.,
student learning).
• Simply put, ‘effective teaching and learning require effective ICT use’
(Ertmer & Ottenbreit-Leftwich, 2010)
Technology and Us

6. • In general, we are hesitant to adopt curricular and/or instructional
innovations (Ponticell, 2003)
• Unlike curricular changes, which occur periodically, technology tools and
resources are constantly changing (Straub, 2009)
• ‘Despite rapid changes and access to ICT, technology is not being used
to support the kinds of instruction believed to be most powerful,’ (Ertmer
& Ottenbreit-Leftwich, 2010, p.255)
• Specifically, we must change our mind-sets to appreciate the fact that
‘teaching is not effective without the appropriate use of ICT resources
to facilitate student learning,’ (Ertmer & Ottenbreit-Leftwich, 2010)
Teacher = Agent of Change

7. What are the necessary qualities that enable
us to use ICT as a meaningful pedagogical
tool?

8. • Teacher knowledge = knowledge of the subject (content knowledge - CK),
knowledge of teaching methods and classroom management strategies
(pedagogical knowledge - PK), and knowledge of how to teach specific
content to specific learners in specific contexts (pedagogical content
knowledge - PCK) (Shulman, 1986)
• Pre-service teachers = ‘digital natives’ (Ertmer & Ottenbreit-Leftwich, 2010; Koutropoulos,
2011)
• In-service teachers = ‘digital immigrants’ – learn these skills ‘on the job’
(additional courses, workshops, peer collaborations, etc.) (Ertmer & Ottenbreit-Leftwich,
2010)
• Narrow the gap between personal and instructional use of technology
• Unfortunately, ‘narrowing the gap’ – learning about ICT and its use – is
equivalent to asking teachers ‘to hit a moving target’. Strong confidence or self-
efficacy is critical (Mueller et al., 2008)
Quality 1 – Our Knowledge

9. • Although knowledge of technology is necessary, it is not enough if
teachers do not feel confident using that knowledge to facilitate
student learning (Ertmer & Ottenbreit-Leftwich, 2010)
• Research suggests that self-efficacy may be more important than
skills and knowledge among teachers as they use technology (Bauer &
Kenton, 2005)
• One of the two greatest predictors of teachers’ technology use is their
confidence that they can achieve instructional goals using
technology (Wozney, Venkatesh & Abrami, 2006)
Quality 2 – Our Confidence [Self-efficacy]

10. • ‘Belief systems consist of a complex mix of rules of thumb, generalizations,
opinions, values and expectations grouped in a more or less structured way’
(Hermans et al. 2008)
• ‘The more a belief is functionally connected with other beliefs, the more
implications and consequences it has for other beliefs,’ (Rokeach, 1972)
• Core beliefs are the most difficult to change, as their connections to other
beliefs are deeply rooted (Richardson, 1996)
• Teacher belief systems comprise a myriad of interacting, intersecting and
overlapping beliefs (Pajares, 1992)
• Our belief systems influence how we use ICT (Angers & Machtmes, 2005; Hermans et al.,
2008; Windschitl & Sahl, 2002)
• Traditional teacher beliefs verses constructivist teacher beliefs
• Does technology clash with my existing beliefs?
Quality 3 – Our Pedagogical Beliefs [Values]

11. • Culture = ‘an acceptable way of doing something’
• We must conform to the culture of the school and its interlocking
cultural, social and organisational contexts (Ertmer & Ottenbreit-Leftwich, 2010)
• Unfortunately, ‘school or teacher culture’ often may not adopt ICT as an
important tool (Somekh, 2008)
• ICT may be seen as ‘destabilising the culture of /school or classroom
life’ (Somekh, 2008)
• Experienced teachers who don’t see the value of integrating technology
into their classrooms can negatively impact the use of instructional
technologies by newer teachers (Abbott & Faris, 2000; Hazzan, 2003)
Quality 4 – Our Culture

12. Group Activities

13. • You are the leader or a senior staff member (in a decision-making
position) of a school that is embracing ICT change.
1. Select two qualities that you see as ‘stumbling blocks’ to effective ICT use by
your teachers.
2. List strategies that you – at the management level – will implement that
specifically target these qualities as you support your teachers embrace ICT.
Context 1 – ‘School Leader/Senior Staff Member

14. • You are a ‘digital immigrant’ teacher appointed to a school that
has embraced ICT change.
1. Select two qualities that you regard as ‘stumbling blocks’ to your effective
ICT use in your subject or class.
2. List strategies that you will implement to support your transition to using
ICT effectively.
Context 2 – ‘Digital Immigrant’ Teacher

15. • You are a ‘digital native’ teacher in a school that is embracing ICT
change.
1. Select two qualities that you think will be your challenges as you use ICT in
your subject or class.
2. List strategies that you will use to address these challenges.
Context 3 – ‘Digital Native’ Teacher

16. • When considering (and implementing) changes to teachers’ ICT
practices, all of these qualities be give equal attention (Ertmer &
Ottenbreit-Leftwich, 2010)
• 21st Century teaching and learning require us to use 21st Century
ideas and means to achieve the intended outcomes/goals.
• ICT compliments our efforts as we engage our students in meaningful
learning that enables them to construct deep and connected
knowledge, which can be applied to real or authentic situations in
and out of school (Law, 2008; Lai, 2008; Thomas & Knezek, 2008)
• ‘… and that is quality education by quality teachers’ (US Department of
Education Report, 2003, p.3)
Conclusion – Implications for Change

17. Reference
• Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology
change: how knowledge, confidence, beliefs and culture
intersect. Journal of Research on Technology in Education,
42(3) 255-284.