educational research and innovation: the case of technology integration
TRANSCRIPT
Educational research and innovation: The case of technology integration
Jo TondeurUniversity de Luxembourg
6th May 2015
ContentsIntroduction
ICT-use in education
Determinants - Teacher characteristics - School characteristic
In-service training Towards a linking science References
@jotondeur ugent.academia.edu/JoTondeur
Research approaches
Different types of ICT-use in primary education
Survey study (3)
Learning tool
Information tool
Technical skills
Cases under magnifying glass
• John – 56 year, 5th grade, 35 years teaching experience
• School: – No ICT plan, – PC lab with laptops, – PC’s in class, projectors
• Observed lesson : – Learning history using digital mind maps
.
S#mulated recall interviews (4)
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1. Pupils have a posi#ve a;tude towards ICT, and are willing to use ICT to support their own learning process.
2. Pupils use ICT in a safe, responsible and effec#ve way. 3. Pupils can work independently in a ICT enriched learning
environment. 4. Pupils can learn independently in a ICT enriched learning
environment. 5. Pupils can use ICT to elaborate their ideas in a crea#ve way. 6. Pupils can use ICT to search for, process and store digital
informa#on. 7. Pupils can use ICT to present informa#on to others. 8. Pupils can use ICT to communicate in a safe, responsible and
effec#ve way.
ICT attainment targets for primary education qualita#ve cross-‐case document analysis (5)
ICT-use in education
Research approaches
Concept paper
Review study Survey
Stimulated recall interviews Performance based-tests
Multidimensional approach
Different types of hard/software
Different ways to use ICT (TPACK)
Document analysis
Impact ICT curriculum
Observations
1st 2nd 3th 4th 5th 6th Grade level
0.00
2.00
4.00
6.00
8.00
10.00
12.00 Supportive use of ICT Class use of ICT
Explaining differences between teachers
Hours / week
1 6 11 16 21 26 31 36 41 46 51 56 62
Schoolnummer
1.00
2.00
3.00
4.00
5.00
+ differences between schools
Hours / week
Types of computer use
Cultural teacher characteristics
Structural teacher characteristics
Cultural school characteristics
Contextual school characteristics
How to explain?Survey study (7)
Basic skills
Learning tool
Information tool
School characteristics Availability of computers +++ Computers with Internet +++ Computers in the classroom ++ +++ Innovativeness ++ ++ ICT-policy ++ +++ ICT-training ++ Teacher characteristics Gender +++ Computer experience ++ Teacher centred beliefs + + - Pupil centred beliefs + +++ Innovativeness + ++
+ p < .05 ++ p < .01 +++ p < .001
• Psychological understandings / propositions felt to be true (Richardson, 2003)
• Through multitudinous experiences (Nespor, 1987, Pajares, 1992).
• Relatively stable
• Act as a filter through which new knowledge & experiences are screened for meaning (Kagan, 1992)
• Underlie teachers’ planning, decision making, behaviour in the classroom (Fang, 1996).
• Teachers more easily accept innovations that are in accordance with their educational beliefs (Ertmer, 2005)
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Pedagogical beliefs?
Traditionalism
Con
stru
ctiv
ism
Cluster 1
Cluster 3Cluster 4
Cluster 2
15
20
25
30
35
40
45
Information Tool Learning Tool Basic Skills
Cluster 1: Constructivist &Traditional Teaching profile
Cluster 2: Constructivist Teaching profile
Cluster 3: Traditional Teaching profileCluster 4: Undefined profile
Linking ICT use and educational beliefs Survey study (8)
*Reference list
To synthesize the evidence on the relationship between teachers’ beliefs about teaching and learning and their technology uses
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Method: Meta-‐aggrega)on of qualita)ve evidence • Review study that uses as data the findings from other qualita#ve
studies based on the same topic • A structured and process driven approach to review quan#ta#ve
literature (cf. Cochrane and Campbell Collabora#on; Hannes et al., 2012)
• Three step process (Hannes et al., 2012) 1. Extrac#on of findings 2. Categorizing of findings 3. Synthesizing the categories
Qualitative Review study (9)
Exploring beliefs and ICT use as bi-directional relationship (see Haney et. al, 2002)
> Exposure to new theories/prac#ce is not enough
Addressing beliefs as barriers and barriers related to beliefs and technology use (see Ertmer, 2005; Hermans et. al, 2008)
> Impact of barriers on expression/development of beliefs > Impact of beliefs as barriers on change in prac#ce
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Synthesised findings
Multidimensional approach to describing the relationship between beliefs and technology use
> In-‐depth analysis of the nature of beliefs profiles and different types of technology use (in specific contexts)
Including teacher beliefs in the professional development for technology integration
> Making beliefs explicit > Engaging (preservice) teachers in reflec#ve examina#on of rela#onships between beliefs and prac#ce (design teams, communi#es) > Benefits of hands-‐on experiences
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Synthesised findings
0
10
20
30
40
50
60
70
80
Inno - vativeness
Supportive leadership
Goal - orientedness
ICT Planning
ICT support
Infra - structure
Influence of school characteristics Mixed-method study (11, 12)
Teachers from C1 Use sign. > ICT School policy!
“Despite the effort of the ICT co-ordinatior to set up a strategic plan, teachers are not aware of the specifics of the plan.” [Principal/School 17]
Designing new ICT activities: Teacher design teams
Authen#c needs
Learning by design
Collabora#on
Evalua#on and reflec#on
TPACK
Intervention study (12)
“Ongoing collaboration among educators produces teacher learning, and this ultimately improves teaching and learning”
(Levin, 2010, p. 110)
Own practice as a starting point (authentic learning) Improve practice (and hence student learning) Design as a core activity Collaboration: Share / generate knowledge about practice Facilitate teacher/group learning (role of the coach)
Characteristics of teacher design teams
Delphi study (14)
Determinants of ICT-integration in education
Research approaches
Delphi study
Case study Surveys
Intervention study
Pedagogical beliefs: IT’s about education
Importance of school policies
Specific determinant > types of ICT-use
Qualitative review
Delphi study
Case study
Surveys
Intervention study
Qualitative review
Concept paper
Review study
Performance based-tests
Document analysis interviews
Observations
Educational innovation: What type of research do we need?
?
?
?
Design based research as a form of linking scienceConcept paper (15)
theore#cally-‐oriented interven#onist collabora#ve responsively grounded itera#ve
1. Lim, C.P., Zhao, Y., Tondeur, J., Chai, S.C., & Tsai, C.C. (2013). Bridging the Gap: Technology Trends and Use of Technology in Schools. Journal of Educa)onal Technology & Society, 16(2), 59-‐69
2. Voogt, J., Fisser, P., Pareja, N., Tondeur, J., & van Braak, J. (2012). Technological Pedagogical Content Knowledge -‐ a review of the literature. First published online March 16 2012. Journal of Computer Assisted Learning
3. Tondeur, J., Van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary educa#on. Journal of Computer Assisted Learning, 23(3), 197-‐206.
4. Tondeur, J., Kershaw, L. H., Vanderlinde, R. R., & Van Braak, J. (2013). Ge;ng inside the black box of technology integra#on in educa#on: Teachers' s#mulated recall of classroom observa#ons. Australasian Journal of Educa)onal Technology, 29(3).
5. Vanderlinde, R., van Braak, J., De Windt, V., Tondeur, J., Hermans, R., & Sinnaeve, I. (2008). Technology curriculum and planning for technology in schools: The Flemish case. TechTrends, 52(2), 23-‐26.
6. K. Aesaert, D. van Nijlen, R. Vanderlinde, J. van Braak (In Press). Direct measures of digital informa#on processing and communica#on skills in primary educa#on: Using item response theory for the development and valida#on of an ICT competence scale.
7. Tondeur, J., Valcke, M., & van Braak, J. (2008). A mul#dimensional approach to determinants of computer use in primary educa#on: teacher and school characteris#cs. Journal of Computer Assisted Learning, 24(6), 494-‐506
8. Tondeur, J., Hermans, R., Valcke, M., & van Braak, J. (2008). Exploring the link between teachers' educa#onal belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-‐2553
9. Tondeur, J., van Braak, J, Ertmer, P., Onenbreit-‐Leowich, A. (2013). The link between teachers’ educa)onal beliefs and technology use in the classroom: A mixed method review of the literature Paper accepted for presenta#on at the European Conference on Educa#on Research (ECER): Istanbul, Turkey. September 2013 10. Vanderlinde, R., van Braak, J., & Tondeur, J. (2010). Using an online tool to support school-‐based ICT policy planning in primary educa#on. Journal of Computer Assisted Learning, 26 (5), 296-‐306 11. Tondeur, J., Devos, G., Van Houne, M., van Braak, J., & Valcke, M. (2009). Understanding organisa#onal and cultural school characteris#cs in rela#on to educa#onal change: The case of ICT integra#on. Educa#onal Studies, 35 (2). 12. Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integra#on in the classroom: Challenging the poten#al of a school policy. Computers & Educa)on, 51(1), 212-‐223. 13. hnps://www.academia.edu/6600239/Teacher_Design_Teams_for_technology_integra#on 14. Becuwe, Thys, Tondeur, Pareja , van Braak, (2014). Condi#ons to Implement Collabora#ve Design as a Strategy for Professional Development: The Case of ICT-‐Integra#on in Teacher Educa#on. ECER, Porto 15. Albion, P. R., Tondeur, J., Forkosh-‐Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integra#on: Towards a reciprocal rela#onship between research and prac#ce. Educa)on and Informa)on Technologies, 1-‐19.