How does the use of synchronous networking technology impact on ICT integration by pre-service teachers? A presentation of my Ed.D thesis. Related references: (1) Martin, S. & Vallance, M. (2007). The impact of synchronous inter-networked teacher training in Information and Communication Technology integration. Computers & Education, In Press, Corrected Proof, Available online 26 June 2007 at http://www.sciencedirect.com (2) Vallance, M. (2007). An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers’ pedagogical beliefs regarding the integration of ICT, ALT-J, Volume 15, Issue 1, pp.51-65.

1. The Impact of Synchronous Inter-Networked
Teacher Training in ICT Integration.
By Michael Vallance
Durham EdD Thesis
1

2. Statement of the topic
Assumption: graduating pre-service
teachers should be well prepared to
integrate technology in their
teaching
Literature reveals: pre-service teachers
lack confidence and do not know how
to apply ICT to a constructivist
pedagogy
2

3. Literature
Review
3

4. What the literature revealed about ICT integration
+ 87% schools online in USA
+ 25% English/ 17% science/ 11% maths teachers use
on a weekly basis in class (US Dept. of Edu., 2002)
- 67% in-service teachers in USA felt inadequately
prepared to use technology in class (US Dept. of Edu.,
2000)
- 47% of graduating pre-service teachers in USA felt
inadequately prepared to use technology in class (US
Dept. of Edu., 2002)
- 44% of graduating pre-service teachers in Singapore
felt inadequately prepared to use technology in class (Hu et
al, 2004)
4

5. What the literature revealed about ICT integration
• Didactic utilisation
• teacher presentations/ Knowledge Instruction
• online e-learning mainly a repository
• Access to ICT does not necessarily alter pedagogical
practices
• e.g. a lack of questioning and elicitation
• Skills courses (in the IT) most ineffective for changing
pedagogical practices
• ACOT 12-year longitudinal study
• an arduous 5 stage development of change in
pedagogy that impacted upon learning environment: from
Knowledge Instruction to Knowledge Construction
5

6. • Many papers over the past 25 years on computer assisted
learning
• control vs experimental groups
• motivational aspects
• technical innovations and usage
• lack of research on types of cognitive outcomes and
process activities that IT supports (Knipe & Lee, 2002).
6

7. What the literature revealed about ICT integration.
Key factors for informed ICT integration
7

8. which can be represented as ...
Characteristic categories based upon Selwyn’s
(1997) proposal for ICT teacher training
8

9. What was missing?
• I discovered from the literature review that ICT mainly used to
mimic teaching a didactic approach adopted without technology.
• I knew from experience that my trainees over the past 4 years
were not being trained to adopt technology to support a more
constructivist pedagogy (as desired by policy makers and research
that had positive results in technology facilitated learning).
• How to train teachers effectively to adopt a more constructivist
approach with their learners when using computers.
• A proposed strategy for teacher training in ICT (Selwyn, 1997)
but literature lacking in details of implementation (ACOT was in-
service!)
9

10. CAE 442 - Using IT in language &
literature
• access to IT literate trainee teachers in final BEd year
• an opportunity to implement Selwyn’s strategy
• over 12 weeks (36 hrs) attempt to collect data on activities
and cognitive outcomes
• over 12 weeks determine if/ how beliefs in teaching
strategies alter given experiences in a technology rich
course that emphasised theoretical justifications
10

11. How to provide a unique IT related experience that would cater
to opportunities for varying activities and cognitive outcomes, and
simultaneously stimulate reflection in pedagogical practices?
• SYNCHronous technology - P2P document collaboration.
• Directly involved in task design and implementation.
• Reflect upon activities and perceived cognitive outcomes,
• which facilitates reflection on tasks’ process and product
leading to, maybe, (re)consideration of their pedagogical
practice.
• Resulting in research that reports on trainee teachers’
adoption of ICT to support a constructivist pedagogy... OR
NOT!
11

12. The research question
How does the use of synchronous networking
technology impact on ICT integration by pre-
service teachers?
12

13. Sign-post the Case Study
13

14. What is synchronous networking?
14

15. Synchronous networking: iStorm
15

16. Methodology
16

17. Methodology
Case Study Research Design
provides an in-depth understanding of the situation
and its meaning to those involved (Merriam, 1988;
Guba & Lincoln, 1981)
attempts to uncover the interaction of significant
factors known as “interpretation in
context” (Cronbach, 1975)
Methodology
17

18. Summary of methodology
Methodology
18

19. Procedure for collecting data
Levy (2003)
Methodology
19

20. Procedure for collecting data
Levy (2003)
Methodology
19

21. Procedure for collecting data
Plan for constructing synchronous
networking research: CASE STUDY
RESEARCH (Levy, 2003; Merriam, 1988)
Phase 4:
dissemination
Phase 1:
planning
action and Phase 2:
research Phase 3:
taking
reconstructing,
action,
evaluating
monitoring,
reflecting
Levy (2003)
Methodology
19

22. Phase 1
Planning action and research
Methodology/ Phase 1/ Planning action and research
20

23. Participants
Methodology/ Phase 1/ Planning action and research
21

24. Data collection
Methodology/ Phase 1/ Planning action and research
22

25. Quantitative data: weekly survey
Adapted from Knipe &
Lee (2002) with permission
Pilot study published by
Vallance (2005)
Methodology/ Phase 1/ Planning action and research
23

26. Qualitative data
Methodology/ Phase 1/ Planning action and research
24

27. Qualitative data
Researcher’s weekly BLOG
& interviewing participants
Methodology/ Phase 1/ Planning action and research
24

28. Phase 2
Taking action, monitoring and
reflecting
25

29. The Case Study
Methodology/ Phase 2 Taking action, monitoring and reflection
26

30. Synchronous task
development summary
Characteristic categories based upon Selwyn’s (1997) proposal for ICT
teacher training
Methodology/ Phase 2 Taking action, monitoring and reflection
27

31. The four (4) synchronous tasks designed within the
framework (details not shown)
Methodology/ Phase 2 Taking action, monitoring and reflection
28

32. For example ...Task 1 (role play)
Objective: to develop an outline for a school report on
upgrading the library with (a) books or (b) computers
or (c) outsourcing/e-learning
Methodology/ Phase 2 Taking action, monitoring and reflection
29

33. Methodology/ Phase 2 Taking action, monitoring and reflection
30

34. Phase 3
Reconstructing and evaluating
31

35. Methodology/ Phase 3 Reconstructing and evaluating
32

36. Digital capture
Methodology/ Phase 3 Reconstructing and evaluating
33

37. Interviews/ discussion
Methodology/ Phase 3 Reconstructing and evaluating
34

38. Bulletin Board “One thing that i learnt from the last lesson we had was
that many times, we have the tendency to plan tasks
System (BBS) without really looking at the end product I never knew
that planning for a task required so many
considerations to be taken.” HUI MIN
Methodology/ Phase 3 Reconstructing and evaluating
35

39. which led to ...
Methodology/ Phase 3 Reconstructing and evaluating
36

40. Methodology/ Phase 3 Reconstructing and evaluating
37

41. Phase 4
Dissemination
38

42. Methodology/ Phase 4 Dissemination
39

43. ACTIVITIES
category
SYNCH: NON SYNCH
IT 100%:97%
NOTES 50%:45%
EXERCISE 92%:89%
INFO 82%:88%
EXPLAN 82%:95%
... this may be due to the students reading (READ, 70%:83%) and
revising (REVISE, 54%:80%) in groups (GROUP, 92%:99%) as
the instructor worked through the course syllabus.
PRESENT 70%:85%
Methodology/ Phase 4 Dissemination
40

44. Methodology/ Phase 4 Dissemination
41

45. COGNITIVE OUTCOMES
category
SYNCH: NON SYNCH
NEW IDEAS 78%:69% (generic)
PROBLEM 78%:68% (declarative)
CORE SKILLS 80%:79% (generic)
DECISIONS 84%:77% (generic)
VALUES 60%:57% (epistemic)
VIEWPOINTS 74%:84% (declarative)
CONNECTION 66%:79% (epistemic)
Methodology/ Phase 4 Dissemination
42

46. Methodology/ Phase 4 Dissemination
43

47. ACTIVITIES
Category
TEACHER: STUDENT
INSTRUCT 75%:98%
PLAN 50%:68%
PRESENT 50%:70%
REVISE 75%:54%
COGNITIVE OUTCOMES
VALUES 100%:60% (epistemic)
STUDENT VALUES
after Task1 50%
after Task2 40%
after Task3 79%
after Task4 71%
Methodology/ Phase 4 Dissemination
44

48. Breadth of learning (Knipe &
Lee, 2002)
Methodology/ Phase 4 Dissemination
45

49. Breadth of learning (Knipe &
Lee, 2002)
BREADTH OF LEARNING
• A cautious indication of breadth of
learning (Knipe & Lee, 2002)
SYNCH: NON SYNCH
52%:43%
• high occurrence of both ACTIVITIES and
COGNITIVE OUTCOMES
• Impact on learning could be considered through
reflections;
I find that I can now use IT more naturally because I'm
beginning to see the IT as an integral part of teaching and
learning instead of some added plus or gimmick to impress
students. … now, the questions I ask most of the time are
'How can I make my lesson better than before and how can
the use of IT add value to the lesson?' SZELENG
Methodology/ Phase 4 Dissemination
46

50. Epistemic: application, values,
connections
Competencies
Declarative: critical,
(Goodyear, 2001;
Generic: core skills,
viewpoints, understand
Morrison & Collins,
consolidate, new ideas
1996)
Methodology/ Phase 4 Dissemination
47

51. Teachers ourselves are not trained how to use
IT! Not only do some teachers themselves are
not taught how to make lessons using IT.
ZURA
I can now use IT more naturally because
I'm beginning to see the IT as an integral
part of teaching and learning. SZE LENG
Methodology/ Phase 4 Dissemination
48

52. Task 1 & 2/ weeks 1-6
• Our mindsets about how we usually plan our lesson made it
difficult to infuse IT. LI CHING
• i was projecting my apprehension of IT onto students. LOSHINI
Tasks 3 & 4/ weeks 7-12
• Teaching style has become less rigid and learning for students is
very much self-directed. One example is the use of i-storm. LI
CHING
• I think to change our mindset ... involved the discarding of a lot
of security blankets and assumptions on our part. SZE LENG
• our mindset should be that of a willingness to take risks and
persevere. preciaLILY
Methodology/ Phase 4 Dissemination
49

53. Pre-Case Study
I am not against the use of IT. it's just that i feel that it
can be pretty much over-rated. Just like how during
practicum, we are pressured into 'enhancing' our
lessons with IT to ‘score’ better grades. HUI MIN
Post- Case Study
my opinions about teaching and learning as well as
student activities have changed.... I realised the
importance and significance of student activities being
collaborative and interactive... Previously, I do not
think that this is possible in reality but now i have come
to know that it can be done. =) preciaLILY
Methodology/ Phase 4 Dissemination
50

54. • Generic competencies (NEW IDEAS
and CORE SKILLS) increased
• SYNCH tasks impacted upon epistemic
(VALUES) and declarative (CRITICAL
and VIEWPOINTS) competencies
• which led to transformative potential;
i.e. teachers moved from developing
technology to pedagogical - related
competencies.
• Pre-service teachers developed critical
viewpoints about informed use.
Methodology/ Phase 4 Dissemination
51

55. The Impact of
Synchronous Inter-
Networked Teacher
Training in ICT
Integration
52

56. A summary of key points are derived from an analysis and interpretation of the triangulation
of data within this Case Study.
1. Test and ensure the technology (hardware, software and the network) is functioning prior to
undertaking the task.
o The task focus must be on good learning and not the technology.
2. Provide time for a basic risk free, non-judgmental task that allows users to become
familiarised with the synchronous networking technologies.
3. Allow users to practice communication skills (formal on the main frame and informal in
the CHAT frame), and also turn-taking on both document access and video-conference
interactions.
4. Provide learners with a learning objective and a context (the CONTENT). The process of
achieving the outcome must be negotiated by the learners.
5. Integrate content such as English communication skills, digital literacy and, say, science.
53

57. A summary of its key points are derived from an analysis and interpretation of the triangulation of data
within this Case Study.
6. Provide opportunities for learners to be aware of the ACTIVITIES they are doing in undertaking a
synchronous networking technologies based task.
7. Encourage learners to reflect on their learning by posting questions that will draw out what they know of
the content upon completion of the task, or a stage of the task (COGNITIVE OUTCOMES).
8. Provide a necessary need for learners to create a shared space.
• Goodyear (2000) states that, “Successful online/ networking learning communities emerge and
shape themselves” (p.69). As such, the instructor can help influence the interactions but does not
necessarily create the community. Therefore, instructors need to step back and allow learners
themselves to develop the task process and associated activities, even if these activities were
unanticipated or varies greatly from that predicted by the task designer or instructor.
9. The instructor should set boundaries such as a time frame, use of certain language online, and also
evaluation criteria.
10. Allow for affordancess
• Let individuals bring and use specific skills that can add to the communication or task process.
54

58. meaningful
time
the the
technology communication
Framework for informed
negotiated synchronous networking
technologies and good
good
learning (Vallance, 2005)
the learning
the task
55

59. time for
time for non-
testing
judgemental,
risk free
practice
time
user friendly
the
technology
Framework for informed
synchronous networking
technologies and good
learning (Vallance, 2005)
56

60. process
outcome
Schema for
informed
clear
synchronous
objective
negotiated networking
clear
technologies and
context
content
the task
related to
(negotiated)
syllabus
dificulty: not
too
complicated,
not too easy
authentic
meaningful
57

61. Framework for informed
synchronous networking
allow for
technologies and good
affordances
good
learning (Vallance, 2005)
the learning
provide
opportunities
to reflect at
appropriate
stages
provide
ensure a
opportunities range of
for a range of activities
cognitive
outcomes
58

62. a real need for
communication
(not enforced
communication
or collegiality)
authentic
(must be a
need)
develop a
shared
space
autonomous
in
construction
(less teacher
directed)
meaningful
the
communication integrate
content
Framework for informed
synchronous networking
technologies and good
learning (Vallance, 2005)
59

63. meaningful
time
the the
technology communication
Framework for informed
negotiated synchronous networking
technologies and good
good
learning (Vallance, 2005)
the learning
the task
60

64. Limitations
Valid Case Study research must allow for external judgments to be made about its procedures
and outcomes. This has been referred to as a research’s ‘trustworthiness’ and can be represented
by four criteria: credibility, dependability, transferability, and confirmability (Guba &
Lincoln, 1999).
Credibility: ensure that the data and resultant findings are accurately identified and
described (Guba & Lincoln, 1999).
How?
1. Participants’ discussions and physical actions are captured by a digital camera
attached to the top of the computer.
2. On-screen actions are digitally recored.
3. O-screen and participants’ discussion combined digitally.
4. Discussions transcribed and inserted to digital file.
5. After SYNCH task, 2 participants interviewed.
6. Interview transcribed.
7. All above summarised and initial interpretations uploaded to BLOG before next task
for participants to check and comment.
8. Always look back at previous files (1 to 7 above) in later commentaries.
61

65. Dependability: considers whether the Case Study procedure is consistent in
its method over the duration of the research (Miles & Huberman, 1994)
How?
1. All data digitally captured as previously mentioned.
2. In addition ,weekly survey on ACTIVITIES and COGNITIVE
OUTCOMES considered in interpretation on BLOG for participants’
comments.
3. Interviews focus upon SYNCH task initially (ACTIVITIES and
COGNITIVE OUTCOMES) and more generalised as participants discuss.
Transferability: considers how the results of the Case Study can be generalised
or transferred to other contexts with different participants.
How?
1. Link qualitative data (interviews, BBS, task process discussions) and
quantitative data to seek commonalities.
2. Interpret how SYNCH task may have impacted upon, say, a mentioned
COGNITIVE OUTCOME (e.g. understanding).
3. Comment on the related COMPETENCY and how this may be applied in a
different scenario.
62

66. Confirmability: refers to the bias of the researcher.
How?
1. Start interviews by focussing upon ACTIVITIES and COGNITIVE
OUTCOMES
2. Allow participants to discuss any issue
3. Transcribe, interpret and post online (BLOG) asap for participants (and
colleagues and supervisor) to read.
4. Be aware of bias - by using a public BLOG I carefully considered my
interpretation ALWAYS thinking about bias due to it being online.
63

67. Recommendations for
future research
64

68. Technology
FaceTop research
at Chapel Hill (USA)
65

69. Pedagogy
meaningful
time
the the
technology communication
Framework for informed
negotiated synchronous networking
technologies and good
good
learning (Vallance, 2005)
the learning
the task
66

70. Digital workstyle
• Collaboration is considered a key capability of Microsoft’s future technology
and its end-users;
• “Instant messaging, telephony and conference will converge in an
environment that gives information workers easy and flexible access to all
of their communication tools, with a secure infrastructure that archives the
entire collaborative process in one place. Collaborative workspaces will
be simple to set up and use with co-workers, partners and customers to
create documents, work on projects and find and use relevant business
information.” Digital Workstyle: The New World of Work’ (2005)
67

71. The Impact of Synchronous Inter-Networked Teacher
Training in ICT Integration
By Michael Vallance
Future University- Hakodate
Email
mvallance@mac.com
68

72. “The real change [in education] is likely
to occur not by trying to exclusively
deliver old learning outcomes with new
technology, but by looking for new
learning outcomes that can only be
delivered by that new
technology” (Heppell, 2005).
69