BARRIERS TO CALL PRACTICES IN AN EFL CONTEXT: A CASE STUDY OF PREPARATORY YEA...
Breaking Barriers and Building Conversations
1. Breaking Barriers and Building
Conversations: Helping ICT
Coordinators Facilitate Teacher Technology
Adoption through Awareness of
the Concerns-Based Technology Adoption
Model, with a Particular Focus on the
Prince Edward Island Situation
Dissemination of the Exit Paper for Masters of Education
(IT) from Memorial University
by Mark Rooney
3. Introduction
Why was this topic chosen this?
◦ Very personal on a day-to-day basis
◦ An area I need growth in
◦ An area PEI STC’s have not had training
in
What is my hope for the project?
◦ Intended to shine some light on the area
of teacher technology awareness by
exploring a technology adoption model
(CBAM)
◦ Can awareness of this model help STCs
do a better job with teacher PD?
4. Rationale
Need for STCs?
◦ Beneficial to have someone in-house with
both technical and pedagogical skills
(Marcovitz, 2000)
PEI STC Roles
◦ Roles and Responsibilities mirror other
jurisdictions, with most time spent on
technical areas (Jones, 2004; Devolder, Vanderlinde,
van Braak, & Tondeur, 2010; Lai & Pratt, 2004)
◦ Expanding to include teacher PD
especially with integrated ICT curriculum
outcomes
5. Rationale (con’t)
Do STCs know how teachers adopt
technology innovations?
◦ In my experience, formal training around
how teachers adopt technology has not
been provided
Concerns-Based Adoption Model,
designed for teacher development,
may provide awareness on how
teachers can best be aided in
technology PD
6. The ICT Coordinator
ICT Coordinator title implies a more
substantial role than STC, which is
part of the challenge on PEI
Have varying degrees of abilities and
time allotments for their duties; usually
an add-on to teaching duties (Lai & Pratt,
2004; Lynch, Hobbs, & Hollanders, 1999)
There is value in helping teachers
make better use of ICT (Rodríguez-Miranda,
Pozuelos-Estrada, & León-Jariego, 2014; McGarr &
McDonagh, 2013)
7. The ICT Coordinator (con’t)
ICT coordinator could act more as a
change-agent to support teachers
through the process of ICT integration
(Tondeur, Cooper & Newhouse, 2010; Vanderlinde, van
Braak, & Hermans, 2009; Watson, 2006)
8. Barriers to ICT Integration
First-Order Barriers (Ertmer,1999)
◦ Equipment, time for training teachers
◦ Overcome with financial and human
resources
◦ Limited benefit is gained by addressing
these barriers alone (Tearle, 2003)
Second-Order
◦ Teacher confidence, beliefs, attitudes, and
resistance to change
9. Barriers to ICT Integration
Even if equipment is supplied,
teachers may not use it well (Atkins &
Vasu, 2000)
Addressing second-order barriers
focuses less on the device and more
on the mindset of the teacher
As teachers themselves, STCs are
possibly in the best position to assist
colleagues with ICT integration
10. Concerns-Based Adoption Model
(CBAM)
There is value in the STC being
educated on change processes
(Moursund, 1992)
CBAM is based on Fuller’s (1969)
work on stages of beginning teacher
development
◦ The first focus is on self, then the task,
then on others (students or colleagues)
◦ During progress through an innovation,
teachers express various stages of
concerns
11. CBAM Stages of Concerns
(Hord et al., 1987)
Stages Description of concerns
0 Awareness (self)
The teacher has little awareness or concern about the innovation.
1 Informational (self)
The teacher may seek to gain more knowledge about the innovation.
2 Personal (self)
The teacher is concerned with personal costs and how the innovation will
conflict with what they currently know or do.
3 Management (task)
The teacher focuses on the logistics of integrating the innovation into their
job.
4 Consequence (impact)
The teacher is concerned about how the innovation will affect their students.
5 Collaboration (impact)
The teacher expresses concern about how they compare to their peers and
how they can work with others in relation to the innovation.
6 Refocusing (impact)
The teacher is concerned about how they can better implement the
innovation.
12. Concerns-Based Adoption Model
(con’t)
These tested stages are applicable to
anyone undergoing change, including
technology integration (Mann, 2006)
These changes apply to the individual
Not all stages are always realized (Hord
et al., 1987)
CBAM relies upon a ‘change
facilitator’, usually an individual in the
building – STC is likely the best
candidate (Hord et al., 1987)
13. CBAM Levels of Use
(adapted from Hord et al., 1987)
Levels Description of Use
0 Nonuse
The teacher does not use or has no intention to use the innovation.
1 Orientation
The teacher may seek to gain more knowledge about the innovation but has not decided to use
it.
2 Preparation
The teacher gets ready for the initial use of the innovation.
3 Mechanical
The teacher begins using the innovation but often struggles with mastering tasks and has little
time for reflection.
4a Routine
The teacher is has integrated the innovation and few changes are being made.
4b Refinement
The teacher alters the innovation to better suit their needs.
5 Integration
The teacher extends their implementation beyond their classroom to collaborate and maximize
the impact of the innovation.
6 Renewal
The teacher reevaluates the quality of use of the innovation and explores new goals.
14. Concerns-Based Adoption Model
(con’t)
As with the stages of concern,
progression through the levels of use
is a possibility, not an assumption
(Anderson, 1997)
The stages of concern and levels of
use together allow the change
facilitator to measure teachers’
perception and management of the
innovation
15. CBAM Diagnostic Tools
Stages of concerns can be measured
with individual interviews, open-ended
question, or questionnaire
Levels of use can be measured with a
formal chart and focused interview
Informal interactions in the school play
a valuable role, as well
16. CBAM Diagnostic Tools
(con’t)
Some of this analysis requires training
and may not easily apply to STCs
Still, awareness of teachers’ concerns
and usage allows the STC to then
better prepare training opportunities
17. CBAM Concerns
Focuses only on the negative
concerns of the teacher, not any
hopes or aspirations about the
innovation (Straub, 2009)
Concerns of the teacher may be
overemphasized in comparison of the
role they are required to play (Buchmann,
in Conway & Clark, 2003)
18. CBAM Concerns (con’t)
STCs as change facilitators may be
perceived as being pro-technology or
intimidating to work with
The change facilitator (possibly the
STC) is highly relied upon.
Considering the time-constraints
already, this is an inherent challenge
19. Implementation Plan Using
CBAM
A third component of CBAM is the
Innovation Configuration, created to give
users key points of the innovation (Hord et
al., 1987)
This map would first be designed by
DEECD or ELSB personnel along with
STCs
STCs use stages of concerns on each
other to practice using the material and
rate their concerns relative to the
innovation
20. Implementation Plan Using
CBAM (con’t)
STCs return to their schools to
informally interview individual teachers
or have them respond to an open-
ended question
STCs identify teachers with high-level
concerns and consider them as
secondary change facilitators (Hord et
al., 1987)
Secondary change facilitators can
mentor colleagues within the school
who are a stage before them
21. Implementation Plan Using
CBAM (con’t)
STCs, as change facilitators, research
strategies for implementation
particular to the innovation
All teachers share concerns,
successes, and solutions on a Board-
based wiki to support and enhance the
levels of others (Ertmer, Addison Lane, Ross,
& Woods, 1999)
Change facilitators periodically revisit
teachers with interview to monitor
progress (Hord et al., 1987)
This section will provide some background to the paper, including why the topic was chosen due to the personal interest I have in it.
Why are STCs required? What roles do they serve? Is this comparable to other jurisdictions? PEI has implemented curriculum outcomes for technology via integration in other subjects.
Awareness of an technology adoption model like the CBAM may provide STCs with valuable insight as to how teachers’ concerns are expressed during a technology innovation.
A discussion around the role of the STC on PEI. A brief oral history of the STC may be included here for the benefit of new STCs in the room.
Discussion of the changing role to include supporting teachers with ICT use. This sets up the challenge of incorporating this part of the role.
A discussion about the classification of barriers that exist in integrating ICT innovations and where the ICT coordinator can make the most gains.
A discussion about the classification of barriers that exist in integrating ICT innovations and where the ICT coordinator can make the most gains.
Introduction of the CBAM and how it is applicable to teacher adoption of technology.
Awareness of the stages of concerns and discussion of how they can apply to teacher adoption of technology. Have STCs consider a recent innovation, such as IWBs, and rate their own levels of concerns or those of teachers they work with.
Discussion on how the stages of concerns are not linear, nor should progression through all stages be assumed. Introduce the change facilitator as a key player.
Review of the Levels of Use. STC’s will likely be able to see themselves or their fellow teachers somewhere in this framework when considering a given innovation.
Discussion on how the stages of concerns are not linear, nor should progression through all stages be assumed.
How is CBAM used?
How is CBAM used?
Though CBAM has been well-adopted and endured over a long period of time, there are concerns about its use.
Though CBAM has been well-adopted and endured over a long period of time, there are some concerns about its use and some issues the change facilitator should be aware of.
A possible implementation plan is suggested for CBAM usage on PEI. Steps are outlined for discussion.
Focusing on the role of the STC in the implementation plan.
