Technology Integration, Teacher as Change Agent

8/2/2019 Technology Integration, Teacher as Change Agent

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Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersectby Peggy Ertmer and Anne T. Ottenbreit-Leftwich

Staff Development and the Change

Process

The Big Question:

What are the necessary characteristics or

qualities that enable teaches to leverage

technology resources as meaningful

pedagogical tools?


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Four Variables of Teacher Change

Knowledge

Self-Efficacy

Pedagogical Beliefs

Subject and School Culture


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Keywords

Teacher Change

Teacher Knowledge

Teacher Beliefs

Technology Integration


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Effective teaching requires effective technology

It it time to shift our mindsets away from the

notion that technology provides a supplemental

teaching tool and assume, as with otherprofessions, that technology is essentialto

performance outcomes (i.e., student learning).

(Ertmer & Ottenbreit-Leftwich, 256)


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To achieve the kinds of technology uses required for 21st

century teaching and learning we need to help teachersunderstand how to use technology to facilitate meaningful

learning.

Enabling students to construct deep and

connected knowledge which then can be

applied to real situations

On the teachers part this requires the most

amount of change because they are changing

the content or context of learning, instruction,

and assessment.


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Important to remember:

Technology is not

an agent of change

Teachers must

assume this role


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If teachers are going to prepare

their students to betechnologically capable, they

need to have, at the very least,basic technology skills.

Knowledge


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Knowledge

Knowing how to use technology hardware (e.g., digital camera,

science probe) and software (e.g., presentation tool, social

networking site) is not enough to enable teachers to use the

technology effectively in the classroom.


To use technology to support meaningful instruction, teachers need:

Additional knowledge of the content they are required to teach

Pedagogical methods that facilitate student learning

Specific ways in which technology can support those methods


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Self-Efficacy

the belief that one is capable of performing in a certain manner to attain certain goals

Although knowledge of technology is necessary, it is not enough ifteachers do not feel confident using that knowledge to facilitate

student learning (Ertmer & Ottenbreit-Leftwich, 261).

Teachers develop self-efficacy in regards to technology through

personal successful experiences or personal mastery.


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Self-Efficacy

Give teachers time to play with new technology

Focus on new uses on teachers immediate needs

Start with small successful experiences

Work with knowledgeable peers

Provide access to suitable models

Participate in a professional learning community

Situate professional development programs within the context of

teachers ongoing work.

Ways to improve teachers self-efficacy:


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Pedagogical Beliefs

Teachers need to value technology as an

instructional tool

When learning experiences are solely focused on the technology itself, with no specificconnections to grade or content learning goals, teachers are unlikely to incorporate

technology into their practices (Ertmer & Ottenbreit-Leftwich, 263).

The more valuable a teacher

judges an approach or tool to be,

the more likely they are to use it.


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Even though, beliefs can influence knowledge

acquisition and the use of technology contextalso plays a role in teachers use of technology.

Teacher beliefs have been shown to be heavily

influenced by the subject and school culture in

which they participate.

Pedagogical Beliefs


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Culture

Each school, and even each team of teachers within a school

(discipline based or grade level based), has a set of norms that

guides behaviors and instructional practices. These norms

address everything from which values and goals arepromoted, to which instructional methods are preferred, to

which tools or resources are acceptable to use.


Peer pressure can provide the motivation that we need to try things we

otherwise would not, especially if we are also able to observe positive results

(i.e., student learning) ensuing from our efforts (Becker, 1994)


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Culture

The underlying message is that

teachers knowledge and beliefsappear to interact with the existing

culture to create action.



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Conclusion

Implementing a new definition of effective teaching requires:

Teacher knowledge change

Teacher beliefs change

Teacher culture change

Teachers need to own this new definition


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Strategies

Teachers need to see examples of what this kind of

teaching looks like in practice

Teachers need to believe in their own abilities to

implement these changes within their schools and subject

culture

Teachers need opportunities to witness how these changes

benefit student learning


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The most important feature of a

professional development program

is a strong focus on helping

teachers understand how studentslearn specific content and how

specific instructional practices

support that learning.

(Kanaya, 2005)

Technology Integration, Teacher as Change Agent

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