Download - The journey from pre-service to practice: Exploring the connections between prior learning experiences and beginning teachers’ uses of technology

The journey from pre-service to practiceExploring the connections between beginning teachers’ uses of

technology and their pre-service education

Natalie Pareja Roblin, Jo Tondeur, Johan van BraakGhent University

Joke Voogt , Petra FisserUniversity of Twente

ECER, Cádiz, 2012

Introduction

• Increasing efforts to prepare (future) teachers for technology integration (Haydn & Barton, 2007; Kirschner & Selinger, 2003; Rizza, 2011).

• Adoption of novel strategies to develop (future) teachers’ abilities to use technology in the classroom (Kay, 2007; Polly, Mims, Shepard & Inan, 2010, Tondeur et al., 2012).

• Little is known about whether and how these novel strategies are leading to innovative uses of technology in schools by beginning teachers (BT) (Clausen, 2007; Roblyer & Knezek, 2003).

Research on beginning teachers’ uses of technology

Aims of the study

• Understand how and what for primary school BT use technology in their teaching practice.

• Identify the factors (e.g. access, support, school structure, experience) that primary school BT regard as most influential on the ways they use technology in their teaching practice.

• Examine the extent to which primary school BT feel that their pre-service education has contributed to shape how they use technology in their teaching practice.

Theoretical Foundations - Uses of technology

Inan & Lowther (2010), Russell et al. (2003), Tondeur et al. (2008); van Braak, Tondeur & Valcke (2004)

Theoretical Foundations - Factors

(Bate, 2010; Clausen, 2007; Dawson, 2008 ; Russell et al., 2003; Slaouti & Barton, 2007; Starkey, 2010)

Research approach

• Multiple case study (Yin, 2003)

4 primary school teachers (< 3 years experience)

Graduated from teacher education programs in Flanders advocated to prepare for technology integration

• Selection criteria

Reported (regular) use of technology to support instructionReported influence of pre-service educationDiversity in teaching experience, educational level, gender, and ICT profileWillingness to participate in the study

Procedure, data sources & analyses

Findings: Overview of technology uses

“With that large (digital) board they immediatly have a visual

image, is also faster, you can use films, it speaks much more to

their imagination” (Julia)

“When you need to draw a large diamond shape, it takes you a

long time. If you just say: Look, Power Point, make a diamond

shape, project it, and you are on your way” (Bart)

Teachers display pictures, maps and/or films on the (digital) board to

explain and/or clarify concepts.

Findings: Ways and purposes of technology use (RQ1)

“[With that program] I can see what they can do and what they cannot do, so next time they can start again with that exercise.

This way you can differentiate […] I notice

that they can also do it better than if they have a

book” (Eline)

Students who do not speak Dutch as a first language work on language and mathematics exercises available at an

online learning environment that is linked to the school’s textbook.


Students work in pairs on a Webquest about the solar

system.

“[The goal is] that they learn to use a computer, and to

browse through Internet in a safe way […] I find

important that they learn which sites are safe and which are not […] I think they have

enjoyed doing it, because they knew more, in their way,

additional information about all planets” (Bart)



“Our theme was about TV and advertisement. [I

believe] they also have to see how that [an

advirtisement] is made, and how much work gets

into it [...] that they see that it is not just about sticking

pictures on a piece of paper, but actually realize the composition behind it”

(Julia)Students design and develop an

advertisement. After thinking of a product, a price and a slogan, they go to

the computer room to work out their ideas.

Findings: Factors shaping technology use (RQ2)

“It is not possible to sit behind 1 computer with 19 children” (Eline)

“I think that when you have a beamer or a smart board in your classroom, then you are more motivated to use it” (Bart)


“Everybody has one hour in the computer room. It is not obliged, but the school principal has recommended it to us” (Bart)

“He [the school principal] wants us to provide the children with ICT experience as much as possible” (Julia)


“I think that, as a beginning teacher, as a young teacher, you are somehow expected to have gained more experience with computers during your education” (Bart)


“I want to have control over my classroom and stay close to all my children, and honestly, when you have an ICT corner then you leave these children with more freedom” (Valerie)


“Making and trying new things is difficult, especially at the start [of your career] because you are busy with preparing your lessons” (Bart)

Findings: Perceived influence of pre-service education (RQ3)

“The basic skills we did learn them” (Julia)

“We did have that quite a lot [courses on basic ICT skills]. A lot of text processing, also how to put pictures, there was also a lot of

Excell” (Eline)


“We received tips, for example that Webquest [about the solar system], you can use that [...] it is an added value” (Bart)

“[To learn about things] such as Klascement or Hot Potatoes was useful” (Valerie)


“If I had not learned it in my pre-service education, I think I would have never used it here” (Bart)

“I think they give us a push, and maybe that was their intention: We oblige you to use technology, and this way we know that you will use it. And I use it

now, without that [push]...” (Julia)


“[We should learn] not only the application itself, but [also] how to use it and how to integrate it [in your teaching]” (Julia)

“I thought: ICT, that I should be able to use. It turns out I can’t [...] I did not really learn how I now can use ICT to teach my students “ (Eline)

Conclusions & Discussion• Pre-service education influences BT decisions regarding technology use, but

(the extent of) this influence is largely determined by school characteristics.

• Clear ICT policies, infrastructure and internal support (CPD, mentoring) are critical institutional factors facilitating (and shaping) BT uses of technology.

• Attention to how to teach with technology in teacher education is needed, not just knowing about technology.

• How to bridge the gap between …

• … learning about technology and learning to teach with technology?

• … what BT learn in their pre-service education and the specific characteristics of the school context?

• … expectations toward technology use and school support?

THANK YOU!GRACIAS!

Natalie Pareja Roblin: [email protected]: [email protected]

Johan van Braak: [email protected] Voogt: [email protected]

Petra Fisser: [email protected]