Teacher Technology Survey: debrief presentation (2014)

TEACHERS AND
TECHNOLOGY
SURVEY
Learning, Teaching & Technology Services
Lucy Blakemore
Manager, Learning and Teaching Innovation
Navitas Professional and English Programs

navitas-professional.edu.au navitasenglish.com
Outline
 Key Findings
 Background, sample & methodology
 PEP contexts and technology: overview
 Use of technology: devices, software and online
 Pedagogical applications and attitudes
 PD, communications and future trends
 Final thoughts and next steps

Key findings
 Teaching staff across PEP express positivity about using
technology in teaching
 Increased ownership of key technology devices correlates with
increased use in teaching
 Large-scale technology rollouts appear to have positive impact
 But also raise level of expectation about campus
technology, Professional Development and support
 Teaching staff show keen appetite for learning about technology
 Especially application in teaching contexts (not just
technical basics)
 Multimedia stands out as a particular area of interest

Key findings (II)
 Biggest reported barrier to using technology is lack of
knowledge/confidence
 Practical obstacles such as time and access also influence
 There are contextual differences across PEP in how technology
use is supported and expectations around this
 Teaching colleagues play an important role for all in idea-sharing
and supporting each other
 But many need encouragement to actively share and
communicate about technology
 Overall, teaching staff are engaged and ready to learn more,
with the right systems and support…

Background, context and
methodology

Project background
 Understanding usage and attitudes of PEP teaching
staff relating to technology
 Important for PEP business strategies, including
future planning and projects
 Impact on student experience and outcomes
 Targeting teacher support and development needs
 Monitoring changes in approaches to technology in
teaching (survey every 18-24 months)
Research
need
Impact and
outcomes
for PEP

 Extent and variations in technology use among teaching staffUsage
Attitudes
Applications
Needs & gaps
Opportunities
 Factors influencing technology use for learning and teaching
 Behaviours and examples of technology integration across PEP
 Perceived gaps in technology knowledge and skills
 PD needs relating to technology integration
 Highlight areas for future development and innovation
To assess, explore and understand:
Research objectives

Who took part?
 268 respondents in total
 88 NPI (32.8%)
 128 CLS (47.8%)
 52 SAE (19.4%)
 Mix of full-time, part-time and
sessional/casual
 Majority teaching on-campus
 CLS: 99%
 NPI: 68%
 Spread of teaching experience
and time at Navitas
4.5%
6.8%
19.3%
20.5%
48.9%
6.3%
35.9%
57.8%
ATTC
NCPS
HSA
ACAP VET
ACAP HE
C&I
ELICOS (AE)
ELICOS (GE)
NPICLS
0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%
Responses split by division
Q: Where do you currently teach?
Q: What is your current role?
Q: How many years have you been teaching at this organisation?
Q: How many years of teaching experience do you have in total?

PEP contexts and technology:
overview

Darwin
Melbourne
Brisbane
Sydney
Perth
Adelaide
Diverse teaching contexts across PEP
 Face-to-face, online and blended
programs
 Higher Education, VET, International
Education, government contracts
 Domestic and international
students, migrants and refugees
 English language courses, teacher
training, adult literacy, counselling,
psychology, criminology, nursing…
from 2 week courses to several
years!
…but with technology, teaching staff share more similarities than differences

Teachers express positivity about technology
CLS NPI SAE
Positive 82.0% 79.3% 82.4%
Neutral 12.5% 16.1% 7.8%
Negative 5.5% 4.6% 9.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Q: In general, how do you feel about using technology for teaching?
Even in different teaching contexts, overall attitudes are very similar

Top of mind technology associations
(single word analysis)
Q: What THREE words come to mind when you think about teaching with
technology?

Practical factors top of mind
(easy, flexible, challenging,
frustrating)
1.7%
2.4%
4.1%
5.6%
5.6%
6.4%
6.9%
7.5%
12.4%
15.7%
15.8%
15.8%
0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0% 14.0% 16.0% 18.0%
Generic Negative
Necessity
Resources & Support
Interactivity & Comms
Technical Issues
L & T Application
Technology Example
Generic Positive
Engagement & Energy
Innovation & Creativity
Difficulty&Inconvenience
Usefulness & Convenience
Q: What THREE words come to mind when you think about teaching with
technology?
Mix: practical and emotional
‘pay-offs’
(innovative, engaging,
exciting)
Top of mind technology associations
(conceptual analysis)
I once used the interactive whiteboard to slowly reveal
images, enabling students to predict during the reveal.
It was an efficient use of time and the students really
enjoyed it.
(General English, CLS)

Use of technology:
devices, software and online

Personal devices: access and use in teaching
Laptop/netbo
ok/netbook
computer
Smartphone
(iPhone,
Android or
similar)
Camera/video
camera
MP3 or MP4
player
Desktop
computer
Tablet (ipad or
similar)
I do not use
personal
devices for
teaching work
Personal access 92.6% 85.3% 78.4% 57.8% 52.0% 52.0% 0
Use in teaching 64.2% 39.7% 25.0% 14.7% 55.4% 22.1% 7.4%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Q: Which of the following do you personally have access to at home?
Q. Which of your personal devices do you use for teaching or preparation work?
Implications for:
 Digital literacy and confidence among teaching staff?
 Support for BYOD (Bring Your Own Device)?

ELICOS benchmarking: mobile devices
Tablet device Smartphone
2011 - ELICOS Only 6.6% 23.4%
2013 - ELICOS Only 19.3% 47.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Use of personal devices in teaching
Tablet device Smartphone
2011 - ELICOS Only 12.4% 44.1%
2013 - ELICOS Only 53.8% 83.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Personal device ownership
Q: Which of the following do you personally have access to at home?
Q. Which of your personal devices do you use for teaching or preparation work?

Campus devices: a common ‘toolkit’
Used daily or
once/week 96% 81% 67%
Q: How often do you use the following devices in your teaching or
preparation work?
I use a computer daily but at the
moment am in a room without one,
which I find extremely inconvenient…
(Academic English, CLS)
Whenever I have a room with a
computer and/or projector I basically
use them for my lessons (delivering
content) every day.
The upside: technology becoming
part of normal teaching habits…
…and the downside: frustration
when facilities are not available.

Classroom devices: PD needs
 Higher interest in learning how
to use devices in teaching
contexts
 Interactive Whiteboards and
Lecture Capture
 Relatively recent introduction in
NPI and CLS
 Curiosity from others where
technology unavailable?
 Emerging theme: capturing and
creating multimedia
 Echo
 Webcam
 Camera/video camera
 Headsets4%
0%
5%
10%
9%
12%
12%
35%
28%
9%
11%
16%
16%
27%
39%
45%
44%
49%
0% 20% 40% 60%
CD player (not in PC)
Computer
Data projector
PC audio
system/speakers
Headset with
microphone
Camera/video camera
Webcam
Lecture Capture (Echo
360)
Interactive whiteboard
How to use it in
my teaching
context
How to get
started and use
main functions
Q. Which devices would you like to learn more about for teaching or
preparation work?

‘Endorsed’ technologies: NPI overview (frequency)
 Moodle stands out: used most often and perceived highest importance
 Turnitin and BBC reflect more ‘occasional’ need for these types of tools
(assignments, synchronous sessions)
 Echo and Mahara used in specific contexts by smaller number of users
3%
4%
6%
9%
15%
83%
8%
13%
7%
26%
56%
6%
44%
41%
43%
28%
15%
5%
44%
42%
44%
37%
14%
6%
0% 20% 40% 60% 80% 100%
Mahara
Smarthinking
Echo360
BBC
Turnitin
Moodle
Often
Sometimes
Never
Doesn't apply to
me
Q: How often do you use these technology resources?
Q. How important are these resources in your own teaching or
preparation work?
Overall, reported usage reflects current penetration of tools in NPI

‘Endorsed’ NPI technologies: PD needs
17%
36%
41%
23%
31%
14%
21%
23%
26%
29%
36%
41%
0% 10% 20% 30% 40% 50%
Turnitin
Echo360
Mahara
Smarthinking
Blackboard Collaborate
Moodle
How to use it in my
teaching context
How to get started and
use main functions
Again, interests largely reflect stages
of rollout in NPI:
 Getting started/main functions
 Mahara
 Echo 360
 BBC
 Using in teaching context:
 Moodle
 BBC
 Smarthinking
Q:Which (if any) would you like to learn more about?

How are teachers using ‘unendorsed’ technologies?
Q: How often do you use these kinds of technology resources for
teaching or preparation work?
I find videos from
TED, ABC and SBS
among others
incredible resources
for students, which
are relevant and
interesting
(Academic English,
CLS)
LeastoftenMostoften
Presentation tools 64.4%
Online video resources 59.8%
Online audio/podcast resources 31.3%
Document sharing 24.9%
Audio recording 21.6%
Social networking 17.4%
Wiki sites 10.5%
Screen and webcam recording
tools
5.2%
Web conferencing 4.7%
Blogging sites 4.6%
Survey tools 1.5%
Using power point
and youtube clips in
my on-campus
classes to make the
learning experience
varied and
interactive...
(ACAP VET, NPI)

‘Unendorsed’ technologies: PD needs
6.9%
10.4%
8.1%
8.6%
15.8%
24.0%
20.2%
20.9%
34.3%
21.5%
29.9%
26.4%
33.5%
37.2%
36.6%
40.0%
45.1%
45.5%
48.6%
53.9%
57.0%
59.9%
0.0% 20.0% 40.0% 60.0% 80.0%
Online video
resources
Presentation tools
Social networking
Web conferencing
Online
audio/podcast…
Document sharing
Wiki sites
Survey tools
Audio recording
Blogging sites
Screen and webcam
recording tools
How to use it in
my teaching
context
How to get started
and use main
functions
 High interest in applying to
teaching context across the
board
 Getting started
 Screen / webcam
recording
 Audio recording
 Teaching context
 Screen / webcam
recording
 Blogging
 Audio recording
Q. Which (if any) would you like to learn more about?

The rise and rise of multimedia…
[we] Recorded mystery sounds on the PC and used it
as part of a trivia quiz with a large number of students.
Because the sound was stereo, it worked really well
and added a fun element to the trivia quiz.
Very useful Not at all useful
Q: Which kinds of media are useful in your students’ learning experiences?
I find that offering students videos and audio in a
digital and online environment provides a more
natural and easier learning environment
(ACAP Higher Ed, NPI)

15%
22%
24%
31%
32%
36%
39%
48%
0% 10% 20% 30% 40% 50% 60%
I don't find using multimedia
challenging
Sharing media with students outside of
class time
Showing/playing media during teaching
Knowing how to apply media in my
teaching
Helping students to create their own
media
Understanding copyright
Creating my own media
Finding good quality media
Multimedia challenges
Multimedia challenges
 Finding good quality media:
 Most popular sources of media
are search engines and
external video sites
 some guidance needed to direct
to most relevant?
 Creating media continues to
interest and challenge
teaching staff across the
board
Q: Which aspects of using multimedia do you find challenging?

Pedagogical applications and
attitudes

Active integration or passive avoidance?
39.5% 38.2%
19.7%
2.6%
0.0%
28.6%
54.0%
11.9%
2.4% 3.2%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
I actively look for
ways to use
technology in my
teaching
I try to use
technology in my
teaching when I can
I don’t mind using
technology in my
teaching
I put off using
technology in my
teaching but I do
eventually
I try to avoid using
technology in my
teaching if I can
NPI
CLS
Q: Which of the following best describes your approach to using
technology in your teaching?
Majority looking to actively integrate technology or use when possible

Positive and negative technology experiences
Top positive experiences Top negative experiences
Q: Which three statements best reflect any positive experiences you
have had with technology?
Q. Which three statements best reflect any negative experiences you
have had with technology?
I would love to use the IWBs more but
I find that they don't always work and
can't always be relied on, I tend to
plan two lessons, one on the IWB and
one just in powerpoint just in case…
‘It’s engaging for my students’ 26%
‘It gives me different ways to
communicate with students’
17%
‘It gives ‘real-world’ relevance
to learning’
14%
‘It can easily go wrong’ 36%
‘It takes too long to prepare’ 23%
Students love it and are very grateful
to the educators that use this as it
helps them to break down the learning

Barriers to using technology in teaching
2.1%
5.7%
6.7%
21.8%
25.9%
26.4%
28.0%
36.3%
0.0% 10.0% 20.0% 30.0% 40.0%
I don’t like using it
I don’t need to use it
I don’t understand how it’s relevant
in my context
I worry things will go wrong
I don’t have access to the right
facilities
I don’t have time
Nothing stops me
I don’t know how to use it well
enough
Q: What stops you from using technology more effectively in your
teaching at the moment?
Lack of confidence or ability?
PD/training needs?
Particularly strong in CLS
Common themes in 2011 survey
and anecdotally
[What would make a positive difference?]
Learning how to use the equipment
properly so I don't waste time in class
trying to get it to work.
(Academic English, CLS)

2011 2013
Nothing stops me 6% 34%
ELICOS benchmarking: shifting barriers…
2011 2013
Access to facilities 59% 20%
Fear it will go wrong 44% 24%
Lack of time 40% 27%
Q: What stops you from using technology more effectively in your
teaching at the moment?
…and one of the biggest changes?
Technology rolled out across 2/3 of ELICOS classrooms during 2012

Where do teachers look for inspiration?
3%
12%
16%
23%
30%
49%
54%
61%
0% 10% 20% 30% 40% 50% 60% 70%
I only try new technology if it’s mandatory for
my course
Students asking about it
Reading academic research about it
Reading/hearing an expert talk about it
Using it in a non-teaching context first
Attending a PD session about it
Seeing an example of it in my teaching context
Recommendation from a teaching colleague
Q: What has previously encouraged you to try a new technology-related
idea in your teaching?
‘Formal’ and ‘informal’
support both important
in encouraging
innovation

Planning successful technology integration
7.0%
21.4%
26.4%
28.4%
37.3%
62.7%
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%
I make sure someone else has
tried it first
I don’t have a set approach for this
I don’t know until I try it out
I compare it to alternative
ideas/methods
I check if it fits my teaching
methods
I check if it fits with my teaching
objectives/learning outcomes
Q: Before you try it, what helps you to decide whether a new
technology-related idea is likely to be effective in your teaching?
Importance of pedagogical
context in technology integration
Sometimes technology is not
used to enhance lessons but is
just gimmicky so you have to
be careful to remember your
aims and not get carried away
with the medium

PD, communications and future
trends

Talking about technology
6.7%
16.9%
41.5%
32.3%
2.6%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
I often recommend
technology ideas to
other teaching staff
I sometimes
recommend a
technology idea to
other teaching staff
I chat about technology
with other teaching
staff
I listen to teaching staff
who talk about
technology
I don’t pay much
attention to teaching
staff who talk about
technology
Q: Which of the following best describes how you talk about technology
with other teachers?
61% of teaching staff are inspired to try new ideas based on colleague
recommendation…
…but only 24% are actively recommending ideas themselves

A familiar shape – and a challenge
6.7%
16.9%
41.5%
32.3%
2.6%
Rogers’ Diffusion of Innovation adoption
curve and influencing behaviour change:
 Nurturing innovators
(and mitigating risk)
 Identifying and working with early
adopters to reach early majority
 Understanding barriers for late
majority and laggards

Dealing with problems and looking for advice
 Emphasis on those closest at
hand!
 Teaching colleagues
 ‘Resolve it myself’
 Contextual differences to note
between NPI and CLS:
 IT Helpdesk
 Senior Teaching staff
 LTT Services
4%
8%
9%
19%
25%
31%
20%
63%
45%
2%
2%
7%
5%
2%
32%
57%
27%
62%
0% 20% 40% 60% 80%
Campus eMentor (AMEP/SEE)
I don’t know where to go
Admin Coordinator
External experts I know
Learning, Teaching &
Technology Services
Usually resolve it myself
Senior teaching staff/T&L
Team Leader
Log request with IT helpdesk
Teaching colleagues
CLS
NPI
Q: Who do you go to if you have a problem with technology?

Who guides the students?
 Teachers and students appear to
share responsibility
 ‘Teaching staff’ comes top in CLS
 High contact time and
language challenges?
 Again, contextual differences
between NPI and CLS:
 Perceived role of LTT
Services (top choice NPI)
 IT Helpdesk
 Student services/admin
0%
18%
34%
21%
40%
61%
53%
54%
3%
6%
8%
30%
15%
23%
56%
74%
0% 20% 40% 60% 80%
It’s not necessary
Campus eMentor (AMEP/SEE)
IT Helpdesk
Senior teaching staff/T&L Team
Leader
Student Services/Student Admin
Learning, Teaching & Technology
Services
The students themselves
Teaching staff
CLS
NPI
Q. Who should be responsible for guiding students with technology
for learning?

Preferred ways to learn about technology
 Teaching colleagues and self-reliance
 Face-to-face PD sessions popular
across all businesses
 Online PD currently more
interesting to NPI
 Idea-sharing a strong theme
 Contrast responses about
listening, chatting or
recommending technology
ideas!
 ‘Navitas online communities’ still
building awareness and role
 Idea-sharing taking place
mostly face-to-face or one-on-
one?20%
22%
24%
31%
45%
56%
60%
68%
0% 20% 40% 60% 80%
Navitas online communities
External conferences
Taking part in research or pilot
projects
External training courses
Online PD sessions
Explore and practise things
myself
Idea-sharing with teaching
colleagues
Face to face PD sessions
Q: How would you like to learn more about teaching with technology?

Perceived ability and development priorities
 Majority focussed on improving content knowledge and teaching ability
 Technology competes with other development priorities if tackled in
isolation
 should ideally complement and integrate with these
Q: What stage do you feel you’re at in terms of your knowledge in
these different areas?
Novice Expert
Technology Pedagogy & Content

Technology: what would make the biggest positive difference?
Concepts in cluster Category
% of total
responses
Information, idea-
sharing, mentoring
PD and training 27%
Equipment in
classrooms, access to
facilities
Access & resources 18%
Examples of effective
use, tangible outcomes
Practical
application
17%
Faster internet, reliable
equipment
Reliability 15%
Practice, increasing
confidence, self-paced
Self-development 14%
Technical, pedagogical,
local, out of hours
Support 14%
Getting familiar with
tech, recognition of time
Time 13%
Q: What would make the biggest positive difference to how you feel
about using technology in teaching?
More training and
mentoring in technology
applications so as to
become competent and
confident in their use
Access to reliable and
cutting edge technology
and systems, support
should something go
wrong, and fluid integration
into existing course content

Emerging themes to work with
Positivity about technology; awareness of drivers and barriers
Ownership of devices and use in teaching
Appetite for learning and application in teaching contexts
Multimedia: sources, creation and sharing
Building knowledge and confidence
Removing obstacles where possible (reliability, time, access)
Working with contextual differences across PEP
Encouragement to actively share and communicate about
technology in different ways

The technology ‘iceberg’: still lurking!
‘Technology’ = much more than
hardware and software
 Questioning and evaluating
approaches
 Testing beliefs about learning
and teaching
 Challenging to provide
effective Professional
Development and support in
all contexts
Integrating Technology
pedagogy
policy & procedure
teacher/student roles
learning and teaching
theory
campus facilities

Getting started: TPACK model
 Technological Knowledge
 Working with technology, tools & resources;
 Understanding applications for work &
everyday life
 Content Knowledge
 Subject matter being learned/taught
 Concepts, theories, practices & approaches to
developing knowledge
 Pedagogical Knowledge
 Processes & methods of teaching & learning
 How students learn, classroom management,
lesson planning, assessment
Technological Pedagogical Content Knowledge (TPACK)
‘Underlying truly meaningful and deeply skilled teaching with technology,
TPACK is different from knowledge of all three concepts individually’1
1Koehler & Mishra, 2009

Next steps?
 How does this apply to…
 Me
 My business unit
 My school / campus?
 Additional hypotheses and questions
 Identifying areas for further investigation
 Communication and sharing findings
 Priorities: short and long-term
Full written report available soon!

Teacher Technology Survey: debrief presentation (2014)

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