Assess ESL Teacher Attitudes To Integrating Technology in Teaching
1. Assessing ESL Teacher
Attitudes To Integrating
Technology in Teaching
Troy Cox
TESOL 2010, Boston
Handout:
troycox.byu.edu, click on Conference Presentations
2. Context
! English Language Center (ELC)
at Brigham Young University
(BYU)
! Teacher Training/Lab School
for graduate students in
Linguistics and English
Language Department
! Intensive English Program for
NNS wanting academic English
preparation
3. Faculty
! Average teacher at the ELC has
between 2 and 3 semesters
teaching experience.
! Faculty Facts & Assumptions are
in ELC Philosophy Document
at
http://www.elc.byu.edu/teacher/philosophy/ELC%20Philosophy.pdf
4. Technology Resources
! 5 Computer Classrooms
(77 machines)
! Labs used as classrooms
for 5 hours of the day and
open use for 5 hours a day
! 8 LCD projectors (5
portable, 3 in classrooms)
! AV (TVs, OHPs, CD
Players, etc.)
5. Requirements Needed to
Teach
! Prerequisites to teach at
the ELC are:
! Methods class
(1st semester)
! Student Teaching
(2nd semester)
6. M.A. TESOL Revision
Background
! Brigham Young University’s TESL MA was revised as a
result of feedback received from…
! an academic review of the graduate programs in the
Department of Linguistics and English Language
conducted in 2006-2007
! the university reaccreditation process and the resulting
discussions on the important role of learning outcomes
! a survey of graduates from BYU’s TESOL program.
7. What should the role of
CALL be in the new program?
! BYU has always had great resources for students who are
interested in CALL.
! The problem was that nothing systematic had been
organized to ensure that all the students had CALL
exposure.
!
8. Two Questions
! What should be taught?
! How should it be taught?
9. Needs Analysis
! Establish baseline of current technological knowledge
! Instrument
! Technology Integration Confidence Scale (TICS)
http://www.brownelearning.org/tics/#5
! Based on National Education Technology Standards for
Teachers (NETS-T)
10. National Education
Technology Standards for
Teachers (NETS-T)
I. Technology Operations and Concepts
II. Planning and Designing Learning Environments and Experiences
III.Teaching, Learning, and the Curriculum
IV. Assessment and Evaluation
V. Productivity and Professional Practice
VI. Social, Ethical, Legal, and Human Issues
11. I. Technology Operations
and Concepts
A. Teachers demonstrate introductory knowledge, skills, and
understanding of concepts related to technology (as
described in the ISTE National Educational Standards for
Students.)
B. Teachers demonstrate continual growth in technology
knowledge and skills to stay abreast of current and emerging
technologies.
12. II. Planning and Designing Learning
Environments and Experiences
A. Teachers design developmentally appropriate learning
opportunities that apply technology-enhanced instructional
strategies to support the diverse needs of learners.
B. Teachers apply current research on teaching and learning with
technology when planning learning environments and experiences.
C. Teachers identify and locate technology resources and evaluate
them for accuracy and suitability.
D. Teachers plan for the management of technology resources within
the context of learning activities.
E. Teachers plan strategies to manage student learning in a
technology-enhanced environment.Teachers demonstrate
introductory knowledge, skills, and understanding of concepts
13. III. Teaching, Learning, and
the Curriculum
A. Teachers facilitate technology-enhanced experiences that
address content standards and student technology
standards.
B. Teachers use technology to support learner-centered
strategies that address the diverse needs of students.
C. Teachers apply technology to develop students’ higher order
skills and creativity.
D.Teachers manage student learning activities in a technology-
enhanced environment.
14. IV. Assessment and
Evaluation
A. Teachers apply technology in assessing student learning of
subject matter using a variety of assessment techniques.
B. Teachers use technology resources to collect and analyze
data, interpret results, and communicate findings to
improve instructional practice and maximize student
learning.
C. Teachers apply multiple methods of evaluation to determine
students appropriate use of technology resources for
learning, communication, and productivity.
15. V. Productivity and
Professional Practice
A. Teachers use technology resources to engage in ongoing
professional development and lifelong learning.
B. Teachers continually evaluate and reflect on professional
practice to make informed decisions regarding the use of
technology in support of student learning.
C. Teachers apply technology to increase productivity.
D.Teachers use technology to communicate and collaborate
with peers, parents, and the larger community in order to
nurture student learning..
16. VI. Social, Ethical, Legal, and
Human Issues
A. Teachers model and teach legal and ethical practice related
to technology use.
B. Teachers apply technology resources to enable and empower
learners with diverse backgrounds, characteristics, and
abilities.
C. Teachers identify and use technology resources that affirm
diversity.
D. Teachers promote safe and healthy use of technology
resources.
E. Teachers facilitate equitable access to technology resources
for all students.
17. Technology Integration
Confidence Scale (TICS)
! Advantages
! The survey doesn’t take very much time
! Many people are quite comfortable admitting
technological confidence
18. Technology Integration
Confidence Scale (TICS)
! Disadvantages
! Often a mismatch between confidence and actual ability
! Written with K-12 perspective, so some items not
applicable to future goals of all the TESOL MA students
19. Revised TICS
! Added a section on demographics
! Expanded questions related to Standard I:Technology
Operations and Concepts.
! Added section on what Technological Knowledge students
should have prior to admittance to an MA program vs. what
they should have when they leave
! Added some open-ended response questions
20. Instrument
Objectives (NETS-T Standards & TESOL MA Needs Analysis) # of Items
Demographic Data
TICS I Technology Operations and Concepts 8
Added
Section Ia Technology Operations and Concepts-Revised 14
TICS II Planning and Designing Learning Environments and Experiences 7
TICS III Teaching, Learning and Curriculum 5
TICS IV Assessment and Evaluation 4
TICS V Productivity and Professional Practice 5
TICS VI Social, Ethical, Legal, and Human Issues 4
Likert VII TESOL MA Technology Prerequisites 18
Likert VIII TESOL MA Technology Post Grad Skills 18
Opinion IX Qualitative Responses 2
Total Items 85
21. Methods
! Survey emailed to…
! TESOL Faculty
! TESOL MA & Certificate Graduates
! Teachers in currently TESOL Graduate Programs
! Pre-Service Teachers in TESOL Graduate Programs
27. Instrument Reliability
Objectives (NETS-T Standards & TESOL MA Needs Analysis) # of Items Cronbach’s Alpha
I Technology Operations and Concepts 8 0.90
Ia Technology Operations and Concepts -Revised 14 0.93
Planning and Designing Learning Environments and
II
Experiences
7 0.93
III Teaching, Learning and Curriculum 5 0.90
IV Assessment and Evaluation 4 0.85
V Productivity and Professional Practice 5 0.87
VI Social, Ethical, Legal, and Human Issues 4 0.81
VII TESOL MA Technology Prerequisites 18 0.89
VIII TESOL MA Technology Post Grad Skills 18 0.90
Overall 83 0.94
28. Is confidence level affected by
any moderating variables?
! An ANOVA was run with Confidence Level as the Dependent
Variable and Gender, Age, and Experience as Independent
Variables.
32. Source Type III Sum of Squares df Mean Square F Sig.
Corrected Model 26.031a 29.00 0.90 1.87 0.04
Intercept 598.96 1.00 598.96 1249.01 0.00
Gender 0.31 1.00 0.31 0.65 0.43
Age 8.83 8.00 1.10 2.30 0.05
Experience 5.74 3.00 1.91 3.99 0.02
Gender * Age 3.12 4.00 0.78 1.63 0.19
Gender * Experience 0.03 1.00 0.03 0.07 0.80
Age * Experience 8.16 8.00 1.02 2.13 0.06
Gender * Age * Experience 0.01 1.00 0.01 0.03 0.87
Error 15.35 32.00 0.48
Total 1485.85 62.00
Corrected Total 41.38 61.00
a. R Squared = .723 (Adjusted R
Squared = .350)
33. Discussion
! REMEMBER: Confidence does not mean competence.
! It’s good that Teacher Trainers feel more confident than
the Students.
! Younger people seem to be more confident than the older
ones, thus older learners may need more support.
! Even if confidence level isn’t significant, it would be good to
keep in mind WHO you are teaching.
35. TICS Subsections
Least to Most Confident (Sections I-VI)
N Mea SD
n
VI. Social Ethical Legal and Human Issues 59 4.49 0.94
III. Teaching Learning and Curriculum 61 4.50 1.07
Ia. Technology Operations and Concepts -Revised 62 4.60 1.06
II. Planning and Designing Learning... 61 4.64 1.04
IV. Assessment and Evaluation 60 4.93 0.94
V. Productivity and Professional Practice 60 5.31 0.71
I. Technology Operations and Concepts 63 5.39 0.78
4.0 4.5 5.0 5.5 6.0
Fairly Quite Completely
confident confident confident
36. TICs Subsections Items
VI-31 4.1
Social, Ethical, Legal, and Human Issues VI-32 4.3
VI (N=59, Mean=4.49, SD=0.94) VI-33 4.5
VI-30 5.0
III-16 4.1
Teaching, Learning and Curriculum III-19 4.2
III (N=61, Mean=4.50, SD=1.07)
III-17
III-18
4.4
4.9
III-20 5.0
Ia-6a06 3.8
Ia-6a11 3.9
Ia-6a04 4.0
Ia-6a08 4.2
Technology Operations and Concepts - Ia-6a10 4.2
Ia-6a07 4.6
Revised Ia-6a05 4.7
Ia (N=62, Mean=4.60, SD=1.06) Ia-6a12 4.7
Ia-6a14 4.8
Ia-6a01 4.9
Ia-6a02 4.9
Ia-6a03 5.1
Ia-6a13 5.4
Ia-6a09 5.5
II-14 4.4
Planning and Designing Learning II-15 4.4
II-13 4.4
II Environments and Experience II-10
II-09
4.5
4.7
(N=61, Mean=4.64, SD=1.04) II-11 5.0
II-12 5.1
IV-23 4.7
Assessment and Evaluation IV-24 4.8
IV IV-21 5.0
(N=60, Mean=4.93, SD=0.94) IV-22 5.2
V-26 5.1
Productivity and Professional Practice V-28 5.3
V (N=60, Mean=5.31, SD=0.71)
V-27
V-29
5.3
5.4
V-25 5.5
I-8 4.7
I-7 4.9
Technology Operations and Concepts I-2 5.4
I-4 5.5
I (N=63, Mean=5.39, SD=0.78) I-6 5.6
I-3 5.6
I-1 5.7
I-5 5.7
3.0 3.5 4.0 4.5 5.0 5.5 6.0
Somewhat Fairly Quite Completely
confident confident confident confident
38. VI. Social Ethical Legal and
Human Issues (N=59, Mean=4.49, SD=0.94)
Question N Mean SD
VI-31. When some of your students do not have access to technology
outside the classroom, how confident are you that you can appropriately, 59 4.10 1.20
legally, and ethically lessen the effects of such unequal access?
VI-32. Because students are using the Internet and other technologies in
school, they must be instructed how to stay safe while getting the most
59 4.32 1.32
from these resources. How confident are you that you can model and teach
safe usage of technology, including Internet safety?
VI-33. Technology can help students accomplish tasks, good or ill. For
example, students can find images of rare historical artifacts, but they can
also illegally obtain copyrighted materials online (such as music).
Telecommunications technology can bring the world into your classroom, 59 4.54 1.22
and allows students to text one another exam answers via cell phones. How
confident are you that you can model and teach ethical and legal use of
technology?
39. Discussion
! Make sure the curriculum includes strategies for…
! technology access for students.
! Internet safety.
! ethical and legal use of technology ESP. when in different
country cultural contexts.
41. III. Teaching Learning and
Curriculum Analysis
(N=61, Mean=4.50, SD=1.07)
Question N Mean SD
III-16. Your principal promises full support for any technology that can be
linked to the state’s core curriculum standards. How confident are you that
61 4.11 1.36
you can find technologies that will help you meet these standards in your
subject?
III-19. Due to a personal emergency, a fellow teacher asks you to teach his
computer lab period during your preparation time this afternoon. How
61 4.21 1.33
confident are you that you can make good use of the class time without
the opportunity to plan?
III-17. Current educational practice stresses ‘higher order’ thinking skills
such as analysis, synthesis, and evaluation. How confident are you that you 61 4.38 1.44
can use technology to improve these skills in your students?
42. Discussion
! Make sure the curriculum includes strategies for…
! matching technology to educational standards/objectives.
! adapting technology to any lesson plan.
! using technology for higher order thinking skills.
44. Ia. Technology Operations and
Concepts -Revised
(N=62, Mean=4.60, SD=1.06)
Question N Mean SD
Ia-6-6. You just got an mp3 player (e.g. iPod, Zune, etc). You want to subscribe
to a podcast and have it load automatically to your mp3 player. How confident 62 3.76 1.75
are you that you can accomplish this?
Ia-6-11. Your internet connection quit working. How confident are that you
61 3.85 1.53
can identify and resolve problem so you can get on-line again?
Ia-6-4. You have a digital video camera and want to load some video on your
computer, do some minor editing and burn it on a DVD. How confident are 62 3.95 1.66
you that you can accomplish this?
I-6a8. A friend has just bought a new TV and is having difficulty attaching the
peripherals (e.g. DVD player, stereo, video game system, etc.) How confident 62 4.15 1.50
are you in your ability to help get it to work?
I-6a10. You just sent a document to the printer, and it didn't print. How
61 4.18 1.32
confident are that you can identify and resolve the printer problem?
45. Discussion
! Make sure the curriculum includes strategies for…
! using peripherals (printers, digital cameras, mp3s, etc.)
with computers
! incorporating multi-media devices
! networking
47. II. Planning and Designing Learning
Environments and Experience
(N=61, Mean=4.64, SD=1.04)
Question N Mean SD
II-15. Your district has allocated money to purchase educational technology
products for your subject/grade. The board has asked for input to help them
decide between two competing products. How confident are you that you can 61 4.36 1.239
advise them on this purchase by evaluating the products for their suitability to
your teaching situation?
II-14. A vice principal is upset that the new equipment that was donated to the
school is not being used. She asks if you can demonstrate how to use it at the next 61 4.36 1.46
inservice meeting. How confident are you that you can accomplish this task?
II-13. An educational software vendor gives a sales pitch to your department.
How confident are you that you can evaluate their products for their suitability to 61 4.44 1.285
your teaching environment?
II-10. A member of the PTA feels there is too much technology in the school and
states that not all technologies are equally applicable to your classroom, and not
all student learning goals are well suited for technology. How confident are you 61 4.52 1.273
that you can effectively judge when and how to use technology to support your
students’ learning?
48. Discussion
! Make sure the curriculum includes strategies for…
! reviewing software from vendors.
! making purchasing decisions.
! performing inservice training for other teachers.
! justifying technology needs.
50. How important is it for TESOL graduate students to be able to
CONFIDENTLY USE the following software packages/tools BEFORE
THEY ARE ADMITTED? (N=59)
Mean SD
Email 5.83 0.7 5.8
Word Processing 5.8 0.71 5.8
Presentation Applications 5.17 0.77 5.2
Spreadsheets 4.59 0.97 4.6
Online Collaboration Tools 4.41 1.341 4.4
Concordancing/Textual Analysis Software 4.36 2.05 4.4
Course Management Software 4.29 1.16 4.3
Graphics Applications 4.1 1.55 4.1
Wikis 4.05 1.591 4.1
Database Applications 3.92 1.86 3.9
Podcasts 3.88 1.66 3.9
Audio Recoding/Editing Applications 3.76 1.236 3.8
Web Development Applications 3.68 1.736 3.7
Video Sharing Sites 3.64 1.61 3.6
Instant Messaging 3.44 1.57 3.4
Blogs 3.39 1.326 3.4
Social Networking Sites 3.37 1.48 3.4
Video Editing Applications 3.36 1.54 3.4
1 2 3 4 5 6
Not at all Very Somewhat Somewhat Very Extremely
important Unimportant Unimportant Important Important Important
51. Discussion
! Create prerequisites (perhaps a test) that includes
! Email
! Word Processing
! Presentation Applications
! Spreadsheets
! Online Collaboration (perhaps)
! Technology Skills Assessment—Example
52.
53. How important is it for TESOL graduate students to be able to CONFIDENTLY USE
AND INTEGRATE IN THEIR TEACHING the following software packages/tools
AFTER THEY GRADUATE? (N=59)
Mean SD
Word Processing 5.78 0.721 5.8
Email 5.73 0.762 5.7
Presentation Applications 5.47 0.858 5.5
Concordancing/Textual Analysis Software 5.31 1.489 5.3
Spreadsheets 5.24 1.072 5.2
Course Management Software 5.1 1.094 5.1
Podcasts 4.97 1.508 5.0
Online Collaboration Tools 4.93 1.015 4.9
Graphics Applications 4.9 1.423 4.9
Wikis 4.85 1.483 4.9
Database Applications 4.81 1.581 4.8
Audio Recoding/Editing Applications 4.75 1.359 4.8
Video Sharing Sites 4.64 1.471 4.6
Video Editing Applications 4.56 1.546 4.6
Web Development Applications 4.42 1.404 4.4
Blogs 4.32 1.292 4.3
Social Networking Sites 4.2 1.54 4.2
Instant Messaging 3.85 1.595 3.9
1 2 3 4 5 6
Not at all Very Somewhat Somewhat Very Extremely
important Unimportant Unimportant Important Important Important
55. Discussion
! Create objectives for either specific classes or program-wide
(e.g. portfolio) that include demonstration of using…
! Video Applications (Editing & Collaboration)
! Audio Applications (Editing & Podcasts)
! Concordancing/Textual Analysis
! Web use (Blogs, social networking, etc)
! Database applications
56. What to teach?
Would adding a class be sufficient?
! Probably not.
! Most of the research shows that a single class isn’t very
effect in training teachers in CALL.
57. Implementing the
Needs Analysis
into a
TESOL/Teacher Training
Program
58. Technological Pedagogical Content Knowledge:
A Framework for Teacher Knowledge
Content Pedagogy
Technological
Pedagogical
Content
Knowledge
Technology
Koehler, M. J. & Mishra, P. (2008) Technological Pedagogical Content Knowledge (PCK) for Educators
59. How to Teach
! There is insufficient time/credit hours to teach M.A.
students the fundamentals of the Technological Knowledge
& Concepts.
! Require students to demonstrate pre-requisite skills within
the first semester of being admitted to the program.
! Opportunities will be provided for students to learn
technology on their own throughout the program through
problem-based learning projects.
60. How to Teach
! Technology should be integrated in every course
! Graduates needs to know how to use technology as a WILD
card to accomplish whatever pedagogical content
knowledge objective they are trying to meet.
! If a student only knows how to use one technology (e.g.
chalkboard, OHP, LCD projector, computer lab, etc.),
then they are woefully underprepared for future teaching
environments
61. Qualitative Findings
! Realize there will be different levels of competence in
Technology Knowledge
! I realize that most students under 35 will know these
technologies well already. It is the rest of us who need to
know them -- and may have a harder time doing so. Don't
hold the rest back but offer a technology course for those
of us who are "technologically challenged" but don't want
to be.
62. Qualitative Findings
! Don’t teach technology—teach technological application
! Teaching directly any technology has limited benefits because
technology has such a short shelf-life. For example, there are
plenty of teachers that may have spent hours of learning
Hypercard as a graduate student but should or could that teacher
still be using Hypercard today? Rather I think instruction should
focus on problem solving skills, methods to stay current on how
technology is currently being used, gauging the effectiveness of
technology and its impact on learning and retention, and plenty
of exposure to technology being used innovatively in the
classroom through direct observation.
