Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
The document outlines a teachers' development framework for 21st century learning based on six key components: collaboration, self-regulation, use of ICT for teaching and learning, real-world problem solving and innovation, skilled communication, and knowledge construction. It provides examples of how teachers can encourage each component in the classroom, such as assigning group projects to promote collaboration, giving independent tasks to develop self-regulation, and using technologies like presentations and social media to facilitate learning. The goal is to help students become critical thinkers, problem solvers, and effective communicators who can apply their skills within real-world contexts.
Introducing ict into teacher training programs-problems in bangladeshAlexander Decker
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
This document discusses the role of information and communication technologies (ICTs) in teacher education. It argues that ICTs have transformed how people communicate and do business globally. For education to reap the full benefits of ICTs, teachers need basic ICT skills and competencies. Teacher education programs must provide leadership in using new technologies and modeling new pedagogies. A shift from teacher-centered to learner-centered instruction is needed to help students acquire 21st century skills. ICTs can support this shift by providing tools for collaboration, access to information, and new ways for students to demonstrate understanding. The role of teachers is changing from knowledge transmitter to learning facilitator.
This study used factor analysis to explore the technological knowledge of beginner and veteran Office Data Processing (ODP) teachers at colleges in South Africa. The researchers developed a survey based on the Procedural Functional Pedagogical Content Knowledge (PrFPACK) framework, which is an extension of the Technological Pedagogical Content Knowledge (TPACK) framework. The survey collected data on teachers' knowledge of technologies like Microsoft Office, presentation software, and data projectors. The findings revealed that procedural functional content knowledge was the most important factor for ODP teachers' technological knowledge. The study provides insight into the technological knowledge required by teachers in technology-focused subjects.
Information and communication technology skhumbuzo slidesSkhumbuzo Dlamini
This document discusses the influence of technology in society and schools. It outlines how knowledge societies rely on knowledge as the primary resource rather than capital and labor. Characteristics of knowledge societies include higher education levels, intelligent organizations, and increased digitized expertise. The document also discusses how lifelong learning and ICT are important for preparing students for a changing global workplace. Technology is intended to facilitate student learning and promote creative thinking. National strategic objectives aim to develop ICT competencies for educators and integrate technology into pre-service and in-service teacher training. Teachers need training to successfully integrate ICT into teaching in a meaningful way and develop new learning environments using technology.
The document discusses the need to integrate information and communication technologies (ICT) into teaching and learning to prepare students for the 21st century. It outlines the skills needed for students to succeed such as knowledge, life skills, media literacy, self-management, and metacognition. New theories of learning focus on students as active learners seeking knowledge within meaningful contexts. Effective ICT integration requires developing teachers' competencies in areas like pedagogy, collaboration, social issues, and technical skills. Barriers to ICT integration include lack of funding, motivation, confidence, and computer literacy. Recommendations include providing digital technologies and internet access in classrooms and schools and ensuring teachers have the skills to use new tools to help students achieve
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
4.3 role of teacher in ict e & k - copyAnitasaunshi
ICT plays an important role in education by making the teaching and learning process more engaging and effective for both students and teachers. Teachers need to learn how to use different technologies in the classroom to facilitate two-way communication compared to traditional one-way lectures. ICT enables teachers to better communicate ideas, present information in more visual ways, and motivate students. When teachers learn to utilize ICT, they can evaluate students more effectively, develop their own teaching skills, and help students gain a variety of skills while creating an interesting learning environment.
The document outlines a teachers' development framework for 21st century learning based on six key components: collaboration, self-regulation, use of ICT for teaching and learning, real-world problem solving and innovation, skilled communication, and knowledge construction. It provides examples of how teachers can encourage each component in the classroom, such as assigning group projects to promote collaboration, giving independent tasks to develop self-regulation, and using technologies like presentations and social media to facilitate learning. The goal is to help students become critical thinkers, problem solvers, and effective communicators who can apply their skills within real-world contexts.
Introducing ict into teacher training programs-problems in bangladeshAlexander Decker
1) The document discusses problems with introducing ICT (information and communication technology) into teacher training programs in Bangladesh.
2) It identifies several key barriers according to the Access, Competence, and Motivation model - including lack of access to technology, lack of teacher ICT skills and knowledge, insufficient funding, and negative teacher attitudes towards ICT.
3) The document also notes Bangladesh lacks sufficient trained resource persons to lead teacher training programs in integrating ICT into their teaching practices. Overcoming these issues is important for improving ICT integration and teaching quality in Bangladesh.
This document discusses the role of information and communication technologies (ICTs) in teacher education. It argues that ICTs have transformed how people communicate and do business globally. For education to reap the full benefits of ICTs, teachers need basic ICT skills and competencies. Teacher education programs must provide leadership in using new technologies and modeling new pedagogies. A shift from teacher-centered to learner-centered instruction is needed to help students acquire 21st century skills. ICTs can support this shift by providing tools for collaboration, access to information, and new ways for students to demonstrate understanding. The role of teachers is changing from knowledge transmitter to learning facilitator.
This study used factor analysis to explore the technological knowledge of beginner and veteran Office Data Processing (ODP) teachers at colleges in South Africa. The researchers developed a survey based on the Procedural Functional Pedagogical Content Knowledge (PrFPACK) framework, which is an extension of the Technological Pedagogical Content Knowledge (TPACK) framework. The survey collected data on teachers' knowledge of technologies like Microsoft Office, presentation software, and data projectors. The findings revealed that procedural functional content knowledge was the most important factor for ODP teachers' technological knowledge. The study provides insight into the technological knowledge required by teachers in technology-focused subjects.
Information and communication technology skhumbuzo slidesSkhumbuzo Dlamini
This document discusses the influence of technology in society and schools. It outlines how knowledge societies rely on knowledge as the primary resource rather than capital and labor. Characteristics of knowledge societies include higher education levels, intelligent organizations, and increased digitized expertise. The document also discusses how lifelong learning and ICT are important for preparing students for a changing global workplace. Technology is intended to facilitate student learning and promote creative thinking. National strategic objectives aim to develop ICT competencies for educators and integrate technology into pre-service and in-service teacher training. Teachers need training to successfully integrate ICT into teaching in a meaningful way and develop new learning environments using technology.
The document discusses the need to integrate information and communication technologies (ICT) into teaching and learning to prepare students for the 21st century. It outlines the skills needed for students to succeed such as knowledge, life skills, media literacy, self-management, and metacognition. New theories of learning focus on students as active learners seeking knowledge within meaningful contexts. Effective ICT integration requires developing teachers' competencies in areas like pedagogy, collaboration, social issues, and technical skills. Barriers to ICT integration include lack of funding, motivation, confidence, and computer literacy. Recommendations include providing digital technologies and internet access in classrooms and schools and ensuring teachers have the skills to use new tools to help students achieve
The document discusses the skills and training required for teachers to effectively integrate information and communication technologies (ICT) into their teaching. It outlines that teachers need pedagogical skills to take advantage of ICT's potential, the ability to develop technology-integrated curricula, and strategies to meaningfully integrate ICT as a learning tool across subjects. Ongoing professional development, technical support, access to ICT, and enabling factors like infrastructure are also important for teachers to confidently and effectively utilize educational technologies.
4.3 role of teacher in ict e & k - copyAnitasaunshi
ICT plays an important role in education by making the teaching and learning process more engaging and effective for both students and teachers. Teachers need to learn how to use different technologies in the classroom to facilitate two-way communication compared to traditional one-way lectures. ICT enables teachers to better communicate ideas, present information in more visual ways, and motivate students. When teachers learn to utilize ICT, they can evaluate students more effectively, develop their own teaching skills, and help students gain a variety of skills while creating an interesting learning environment.
This document discusses a study analyzing student satisfaction with various instructional technology techniques. The study surveyed 215 students enrolled in 4 undergraduate business courses about their satisfaction with commonly used IT tools like presentation software, email/discussion lists, word processing, web search engines, online libraries, and web development applications. The study aimed to determine the relationship between different types and degrees of IT used and student satisfaction, as well as the impact of IT techniques on student perceptions of enhanced classroom behaviors like student-student and student-instructor interaction, increased information and quality of instruction, and improved course organization. The sample was predominantly male (68%), aged 19-26, and majoring in general business (75%).
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
The document discusses criteria for successful integration of information and communication technologies (ICT) in education. It notes that while ICT integration aims to improve learning, research findings are inconclusive on its actual benefits. Several challenges are identified, including a lack of guidance on curriculum integration and teacher training. The document concludes that activities using ICT should focus on constructivist learning, collaboration, and flexible access to information to promote higher-order thinking skills.
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This document summarizes key factors for successful technology integration in schools. It notes that while technology is often touted as improving student achievement, there is little research evidence showing actual improvements. Several conditions are seen as necessary for technology to be effective, including adequate funding, equipment and infrastructure, professional development, technical support, and a shared vision. The document examines expectations for technology's role and questions whether fundamental school changes should be expected from technology alone.
What impedes saudi science teachers from using ictAlexander Decker
This document discusses barriers to integrating information and communications technologies (ICT) into science education in Saudi Arabia. It reports on a study that examined intrinsic and extrinsic barriers faced by male and female science teachers in intermediate schools. The study found 10 main barriers impeding ICT integration, including inadequate resources, inefficient project management, lack of teacher training, and insufficient time. The barriers differed somewhat between male and female teachers. The Ministry of Education is called upon to address these obstacles to help integrate ICT into science pedagogy.
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.
Basic technology teachers’ awareness and attitude towards the use of informat...Alexander Decker
This document summarizes a study that examined basic technology teachers' awareness and attitudes towards using information and communication technology (ICT) in Lagos State, Nigeria. The study found that while teachers have a positive attitude towards ICT, they lack knowledge about how to integrate ICT methodologies into their teaching. Specifically, teachers are aware of the benefits of ICT but not informed on how and when to use it or how to select appropriate tools. The study concludes that while teachers recognize ICT's potential, a lack of internet access and professional development hinders their ability to effectively incorporate technology into instruction.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
integrating ICT into teaching and learning in Malaysian schoolwiwie08
This document summarizes a PBL presentation on issues and challenges in integrating ICT in teaching and learning in Malaysian schools. It outlines several facts, ideas, learning issues, and proposed action plans. For example, it notes that students in rural areas have difficulty practicing ICT skills at home due to lack of access. It also discusses the need for teachers to continuously upgrade their ICT skills through collaboration, online resources, and government training programs. Suggested actions include providing rural students access to ICT facilities and ensuring stable electricity in rural areas.
The document discusses the benefits and limitations of using technology in teaching and learning. It outlines several benefits of technology including improved student engagement, enhanced knowledge retention, support for individual learning, and increased teacher-learner collaboration. However, it also notes potential limitations such as distraction, management challenges, tech disparities, costs, and reduced human interaction. The document advocates for using technologies like computer-aided learning, online research and assignments, and virtual learning environments to cater to different learner needs and enhance teaching.
Exploring ICT Integration in Foreign Language Teaching and Learning in an Ind...Teddy Fiktorius
This document outlines a study on exploring ICT (information and communication technology) integration in foreign language teaching and learning from the perspective of learners at an Indonesian senior high school. The study aims to understand students' perceptions of ICT integration, the challenges they face, and whether ICT promotes student interest in English learning. A questionnaire was administered to 49 tenth grade students to collect data on their experiences with and views of using websites and online resources for English learning. The results indicate that students have an external motivation to use the internet but rely on teacher guidance. While students find the internet useful, unstable connections can be frustrating. The study concludes that continued support for ICT infrastructure and training is needed to fully realize its benefits for
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies when funding was available and over-reliance on individuals. At the classroom level, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its applications hindered adoption. The conclusion emphasizes that sustainable ICT integration is challenging due to rapid technological changes and the
The document discusses key challenges in educational leadership regarding the implementation of information and communication technologies (ICT) in schools. It identifies three main challenges: 1) creating a shared vision for technology integration among stakeholders, 2) allocating adequate infrastructure and funding, and 3) providing appropriate support systems for staff. Addressing these challenges requires collaboration between principals, teachers, and other stakeholders to develop realistic and achievable plans for utilizing technology to enhance teaching and learning.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies and over-reliance on individuals. In classrooms, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its pedagogical uses presented challenges. The article concludes that addressing both supporting opportunities and hindering obstacles is necessary for successful, long-
The document defines development as the process of growth and change towards advancement. Communication is defined as sharing information, ideas, thoughts, and feelings with others through words, sounds, signs, or behaviors. Development communication refers to using communication to facilitate social development and is the science of linking human communication to enable a society's transformation from poverty to economic growth, greater equality, and empowering individuals. Examples provided include the Pak-China economic corridor and campaigns against polio and corruption in Pakistan. Key features are that development communication applies broadly at a national scale, uses open-ended and technology-oriented methods, and can effectively enable development goals.
This document discusses several important aspects of being an effective teacher, including being meaningful, relevant, entertaining students while also having substance, using visual aids, allowing student participation, treating students with respect, and properly dealing with difficult student behaviors. The author emphasizes that good teaching is about having fun and enjoying the work, not just doing it for the money. Motivating students through high standards and maintaining student dignity are also discussed.
E. Kyza: Motivating teacher and student science learning Brussels, Belgium
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
The document discusses theories and factors related to motivation for both teachers and students. It defines motivation and outlines several theories of motivation, including classic, achievement, intrinsic, and extrinsic motivation theories. For students, it notes that motivation involves the desire to learn and is influenced by attitudes shaped by home life, social groups, past experiences, and teachers/schools. It provides suggestions for motivating students, such as encouraging positive feedback, empowering student choice, and attributing successes internally. For teachers, it identifies signs of unmotivated teachers and stresses the importance of setting realistic expectations and self-care.
This document discusses a study analyzing student satisfaction with various instructional technology techniques. The study surveyed 215 students enrolled in 4 undergraduate business courses about their satisfaction with commonly used IT tools like presentation software, email/discussion lists, word processing, web search engines, online libraries, and web development applications. The study aimed to determine the relationship between different types and degrees of IT used and student satisfaction, as well as the impact of IT techniques on student perceptions of enhanced classroom behaviors like student-student and student-instructor interaction, increased information and quality of instruction, and improved course organization. The sample was predominantly male (68%), aged 19-26, and majoring in general business (75%).
The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.
The document discusses criteria for successful integration of information and communication technologies (ICT) in education. It notes that while ICT integration aims to improve learning, research findings are inconclusive on its actual benefits. Several challenges are identified, including a lack of guidance on curriculum integration and teacher training. The document concludes that activities using ICT should focus on constructivist learning, collaboration, and flexible access to information to promote higher-order thinking skills.
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This document summarizes key factors for successful technology integration in schools. It notes that while technology is often touted as improving student achievement, there is little research evidence showing actual improvements. Several conditions are seen as necessary for technology to be effective, including adequate funding, equipment and infrastructure, professional development, technical support, and a shared vision. The document examines expectations for technology's role and questions whether fundamental school changes should be expected from technology alone.
What impedes saudi science teachers from using ictAlexander Decker
This document discusses barriers to integrating information and communications technologies (ICT) into science education in Saudi Arabia. It reports on a study that examined intrinsic and extrinsic barriers faced by male and female science teachers in intermediate schools. The study found 10 main barriers impeding ICT integration, including inadequate resources, inefficient project management, lack of teacher training, and insufficient time. The barriers differed somewhat between male and female teachers. The Ministry of Education is called upon to address these obstacles to help integrate ICT into science pedagogy.
1. A study investigated factors that determine if teachers continue using technology in teaching after participating in professional development in Tanzania.
2. The study found that most teachers continued using technology regularly after the program, with higher rates for pre-service teachers and teachers at two schools.
3. Regression analysis identified key factors predicting continued use: for professional development, the value teachers placed on the program and opportunities for continuous learning; for personal factors, knowledge and skills and engagement; for institutional support, access to technology and school support; and for technology, ease of use.
Basic technology teachers’ awareness and attitude towards the use of informat...Alexander Decker
This document summarizes a study that examined basic technology teachers' awareness and attitudes towards using information and communication technology (ICT) in Lagos State, Nigeria. The study found that while teachers have a positive attitude towards ICT, they lack knowledge about how to integrate ICT methodologies into their teaching. Specifically, teachers are aware of the benefits of ICT but not informed on how and when to use it or how to select appropriate tools. The study concludes that while teachers recognize ICT's potential, a lack of internet access and professional development hinders their ability to effectively incorporate technology into instruction.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
integrating ICT into teaching and learning in Malaysian schoolwiwie08
This document summarizes a PBL presentation on issues and challenges in integrating ICT in teaching and learning in Malaysian schools. It outlines several facts, ideas, learning issues, and proposed action plans. For example, it notes that students in rural areas have difficulty practicing ICT skills at home due to lack of access. It also discusses the need for teachers to continuously upgrade their ICT skills through collaboration, online resources, and government training programs. Suggested actions include providing rural students access to ICT facilities and ensuring stable electricity in rural areas.
The document discusses the benefits and limitations of using technology in teaching and learning. It outlines several benefits of technology including improved student engagement, enhanced knowledge retention, support for individual learning, and increased teacher-learner collaboration. However, it also notes potential limitations such as distraction, management challenges, tech disparities, costs, and reduced human interaction. The document advocates for using technologies like computer-aided learning, online research and assignments, and virtual learning environments to cater to different learner needs and enhance teaching.
Exploring ICT Integration in Foreign Language Teaching and Learning in an Ind...Teddy Fiktorius
This document outlines a study on exploring ICT (information and communication technology) integration in foreign language teaching and learning from the perspective of learners at an Indonesian senior high school. The study aims to understand students' perceptions of ICT integration, the challenges they face, and whether ICT promotes student interest in English learning. A questionnaire was administered to 49 tenth grade students to collect data on their experiences with and views of using websites and online resources for English learning. The results indicate that students have an external motivation to use the internet but rely on teacher guidance. While students find the internet useful, unstable connections can be frustrating. The study concludes that continued support for ICT infrastructure and training is needed to fully realize its benefits for
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies when funding was available and over-reliance on individuals. At the classroom level, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its applications hindered adoption. The conclusion emphasizes that sustainable ICT integration is challenging due to rapid technological changes and the
The document discusses key challenges in educational leadership regarding the implementation of information and communication technologies (ICT) in schools. It identifies three main challenges: 1) creating a shared vision for technology integration among stakeholders, 2) allocating adequate infrastructure and funding, and 3) providing appropriate support systems for staff. Addressing these challenges requires collaboration between principals, teachers, and other stakeholders to develop realistic and achievable plans for utilizing technology to enhance teaching and learning.
IMPACT OF CAI AND SCHOOL TYPE ON ACADEMIC PERFORMANCE OF STUDENTS IN BASIC TE...abdullahi yunusa
This document summarizes a study on the impact of computer-assisted instruction (CAI) and school type on student academic performance in basic technology in Sokoto State, Nigeria. The study used a quasi-experimental design with an experimental group receiving CAI and a control group receiving traditional instruction. Results found no significant differences between CAI and traditional instruction, or between students at day schools versus boarding schools. The outcome may be due to factors like student familiarity with computers and cognitive strategies. It is recommended that teachers be trained to ensure students acquire reading, writing, and technical skills for effective learning both with and without technology.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
Supportive and hindering factors to a sustainable implementationandrianyayan
This document summarizes a case study of ICT implementation in six German schools. It identifies supporting and hindering factors for sustainable ICT integration at both the school and classroom levels. At the school level, supportive factors included strong leadership promoting ICT use, cooperation with external partners for funding, and intra-school cooperation to improve teacher skills. Hindering factors were a lack of long-term strategies and over-reliance on individuals. In classrooms, clearly communicating ICT's learning benefits and integrating it into curricula supported implementation, while a focus on teaching ICT skills rather than its pedagogical uses presented challenges. The article concludes that addressing both supporting opportunities and hindering obstacles is necessary for successful, long-
The document defines development as the process of growth and change towards advancement. Communication is defined as sharing information, ideas, thoughts, and feelings with others through words, sounds, signs, or behaviors. Development communication refers to using communication to facilitate social development and is the science of linking human communication to enable a society's transformation from poverty to economic growth, greater equality, and empowering individuals. Examples provided include the Pak-China economic corridor and campaigns against polio and corruption in Pakistan. Key features are that development communication applies broadly at a national scale, uses open-ended and technology-oriented methods, and can effectively enable development goals.
This document discusses several important aspects of being an effective teacher, including being meaningful, relevant, entertaining students while also having substance, using visual aids, allowing student participation, treating students with respect, and properly dealing with difficult student behaviors. The author emphasizes that good teaching is about having fun and enjoying the work, not just doing it for the money. Motivating students through high standards and maintaining student dignity are also discussed.
E. Kyza: Motivating teacher and student science learning Brussels, Belgium
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
The document discusses theories and factors related to motivation for both teachers and students. It defines motivation and outlines several theories of motivation, including classic, achievement, intrinsic, and extrinsic motivation theories. For students, it notes that motivation involves the desire to learn and is influenced by attitudes shaped by home life, social groups, past experiences, and teachers/schools. It provides suggestions for motivating students, such as encouraging positive feedback, empowering student choice, and attributing successes internally. For teachers, it identifies signs of unmotivated teachers and stresses the importance of setting realistic expectations and self-care.
The document outlines an workshop on how to motivate teachers. The workshop aims to share experiences, discuss collaboration and best practices. It encourages participation and sharing. Several questions are posed to prompt discussion on motivating and engaging teachers. Resources on 21st century education and teaching are shared, highlighting the need for student-centered learning and engaging teachers in their own professional development. The workshop promotes collaboration through eTwinning projects to motivate teachers.
Continuing Professional Development for ESL TeachersRobert Dickey
This document defines continuing professional development (CPD) as education, training, and learning activities that help one grow in their chosen profession. It discusses CPD as a way to maintain professionalism and keep up with new developments in a field. The document outlines different types of CPD activities including education, training, affiliation, job learning, job enrichment, research, leadership, and classroom-based activities. It provides examples for each type of activity and notes that CPD should contribute to professional growth rather than consisting of unrelated or normal work tasks.
Measuring teacher motivation: a scale and findings from northern NigeriaStuart Cameron
Teachers’ motivation is central to the success or failure of attempts to improve learning in developing countries. Evidence from Nigeria, as in several other sub-Saharn African countries, has suggested that low teacher motivation is a problem, with causes including poor infrastructure, difficulties in managing pupil behaviour, perceptions of unfair recruitment practices, dissatisfaction with pay and conditions, and frustration at teachers’ own inability to improve children’s learning outcomes. Despite these concerns, teacher motivation is patchily and inconsistently measured in developing countries. This paper describes the development of a teacher motivation scale for use in Nigeria, and presents results of applying the scale in evaluations of several education programmes (the Teacher Development Programme [TDP], Girls’ Education Programme, and Education Sector Support Programme in Nigeria), together with quantitative and qualitative findings on teacher absenteeism, adoption of new methods, and teachers’ own perceptions. The scale attempts to measure the extent to which teachers internalise the goals of the school and the teaching profession, find interest and enjoyment in their work, and the extent to which they believe in their own ability to teach (self-efficacy). We present information on how and why the scale was developed, and some preliminary findings from a 2016 survey of 3588 teachers.
The document outlines the objectives and program for a teacher training workshop. The workshop aims to motivate and engage teachers by familiarizing them with digital tools and strategies for using the tools in pedagogy. The program has two parts - the first focuses on an engagement methodology and listening to teacher needs, the second focuses on creating online accounts and discovering pedagogical uses of tools for profiling, storytelling, games, creativity, and research. Teachers will be evaluated and maintain ongoing online contact through log books.
The document discusses lifelong learning and the role of information and communication technologies (ICT) in facilitating it. It defines lifelong learning as learning that starts from birth and continues throughout life. Both formal learning in institutions and informal learning through everyday experiences are part of lifelong learning. ICT tools like computers, the internet, television, and mobile devices can support lifelong learning both through offline and online resources. These include educational software, websites, videos, social media, and online courses that make learning accessible anytime, anywhere.
The document discusses personnel development plans and human performance improvement. It aims to upgrade sales team skills to better serve customers. Actions include helping staff meet personal and company goals by implementing scheduled, timed, and measured development goals. Training facilitates learning, and performance is the top priority. Human performance improvement systematically discovers, analyzes, and plans to close important performance gaps through cost-effective interventions and evaluations. Return on investment is proportional to performance improvement. The methodology discovers gaps then plans suitable learning systems. Gaps are discovered through competency measures, customer input, and knowledge evaluations. Future improvements are planned by addressing gaps with training, coaching, self-learning materials, and role plays.
A presentation to EduIgniteRotovegas on April 9 2014.
The presentation focuses on changing the approach to homework which can be a bit 'hit and miss' to developing a Prep for Learning, (Preparation for Learning) focus to engage students to be involved in their learning inside and outside of the classroom.
The aim is to focus their thinking as part of the everyday learning and teaching process.
Issues and Prospects in ICT in Education in Continuing Teacher Professional D...rexcris
The document discusses the results of a survey evaluating the impact of Intel's Teach to the Future program on teachers in the Philippines. It finds that the training increased teachers' technology skills and confidence in integrating technology into lessons. It also led teachers to create more technology-based outputs and engage students more actively. However, challenges remain in implementing what was learned, including lack of equipment, technical support, and time. The document recommends developing standards and policies to expand ICT in education over the next 5 years with community and school ownership.
Communication Barriers Between Teacher And StudentZulkifal Yousaf
The document discusses communication barriers between teachers and students. It identifies the key components of communication as the sender, receiver, and feedback. Feedback is important as it improves quality, increases accuracy, and makes the interaction more enjoyable. Barriers to communication can be physical, perceptual, emotional, cultural, language-based, gender-based, or interpersonal. Some ways to overcome these barriers include actively listening, seeking clarity, choosing words carefully, building rapport, and responding straightforwardly to questions.
Action research is a method that integrates action (implementing a plan) with research (understanding the effectiveness of the implementation). It was developed by Kurt Lewin in the 1940s. Unlike traditional academic research, action research involves participants collaboratively identifying issues in their organization and developing improvement processes. It aims for positive educational change through flexible, ongoing cycles of planning, acting, observing, and reflecting. Action research can be conducted individually by teachers, collaboratively between teachers, or on a wider scale across entire schools or districts. The goal is to solve practical problems and improve practices in real-world settings.
This document discusses effective communication in the classroom. It begins with quotes about the importance of communication skills for leadership and teaching effectiveness. It then lists the objectives of the document, which are to define communication, discuss its components and forms, and apply communication principles based on learners' styles. It goes on to define communication and discuss its key elements - context, sender, message, medium, receiver, feedback. It also covers the major forms of communication and models of communication processes. Throughout, it emphasizes applying communication knowledge and skills to improve classroom instruction and student learning.
This document outlines the content and activities for a two-day "Train the Trainer" course. Day 1 covers topics such as understanding how people learn, creating effective training, dealing with difficult situations, and evaluating training. Activities include identifying challenges new trainers may face, discussing qualities of successful trainers, and developing sample training programs. Day 2 focuses on evaluating training impact and providing constructive feedback. Participants work in groups to develop and deliver a short training session, with an emphasis on needs analysis, lesson planning, and self/peer evaluation. The goal is for attendees to gain confidence and skills for training others.
Action research, teacher research and classroom researchDniz Pleitez
1. Classroom research is defined as research that focuses on data collected from observing teachers and students in the classroom setting.
2. Teacher research refers to research conducted by teachers to investigate teaching and learning processes in order to improve their own instruction.
3. Action research involves a cyclical process of planning an action to address a problem, systematically observing the outcomes of that action, and reflecting on the results to plan subsequent actions. It is an approach that can be used for classroom or teacher research.
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Action research is characterized as research conducted by teachers to examine their own classrooms and improve the quality and effectiveness of their instruction. It is a cyclical process that involves identifying an area of focus based on problems or questions within a teacher's practice, collecting and analyzing data related to the issue, taking action such as implementing a new strategy, and reflecting on the results. The goal of action research is practical change and improved student outcomes rather than generalization to larger populations. It allows teachers to explore solutions to site-specific problems and test innovations in a collaborative manner.
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Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
This document discusses barriers to integrating information and communication technologies (ICT) into teaching and learning environments. It identifies several common barriers at the teacher and infrastructure levels. At the teacher level, barriers include lack of teacher confidence, competency, and motivation to change their practices. At the infrastructure level, common barriers are lack of adequate ICT resources, effective training, and infrastructure support. To improve ICT integration, the document argues that education systems must address these barriers by enhancing teacher skills and confidence, providing sufficient resources and training, and strengthening infrastructure support.
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
The document discusses strategies for integrating technology into English education classrooms. It addresses the need to move beyond simply acquiring technology and focus on developing teaching strategies that use technology as an instructional tool. Several models for technology integration are presented, emphasizing using technology to enhance student learning in ways that would not be possible without it. The goal of technology integration should be to encourage active, authentic, constructive, cooperative and reflective learning.
Supportive and hindering factors to a sustainable implementation 1limb0014
The document analyzes factors that support and hinder the sustainable implementation of information and communication technology (ICT) in schools. It finds that factors at the school and classroom process level, such as leadership, cooperation, and pedagogical approaches to technology use, are most crucial. Successful schools develop strategies to cope with changes in digital trends through leadership, intra-school cooperation, and engagement with external partners.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
Usage and impact of ict in education sector a study of pakistanTariq Ghayyur
- The document analyzes the usage and impact of information and communication technology (ICT) in the education sector of Pakistan. It examines how availability, usage, knowledge, and effectiveness of ICT affect its usage and impact.
- The study collected data from 429 respondents at colleges and universities in Pakistan. The results show that availability and usage of ICT improves students' knowledge and learning skills. ICT is improving educational efficiency and informing policies.
- Availability and usage of ICT resources and students' knowledge of ICT positively correlate with its usage and impact on the education sector in Pakistan, according to the data analysis. The effectiveness of ICT also has a strong positive relationship with its usage and impact.
Ict in higher education review of literature from 2004 2011Tariq Ghayyur
This document discusses the use of information and communication technologies (ICT) in higher education. It begins by defining ICT and outlining how ICT can be used as a tool to enhance education quality, share best practices, and reach more learners. The success of ICT-based education depends on teachers' ability to keep up with technological developments. The document then reviews literature from 2004-2011 on ICT implementation efforts in various countries. It finds that factors like ICT skills, infrastructure, policies, and funding models influence integration outcomes. Benefits of ICT include improved access, flexibility and learning resources for students. Challenges include high costs of infrastructure, course development and delivery. Overall ICT is seen as important for
The document discusses supportive and hindering factors to sustainable ICT implementation in schools based on a study by Birgit Eickelmann. The study found that factors at the school and classroom (process) levels are most crucial. Schools that succeeded had strong leadership, cooperation with partners, intra-school cooperation, and concepts to adapt to digital trends. Supporting ICT integration required disseminating its learning benefits and linking it to pedagogical aims. Hindering factors included a lack of long-term strategies, over-reliance on individuals, and lack of acceptance from teachers.
This study investigated teachers' knowledge and attitudes toward integrating information and communication technology (ICT) into teaching and learning in secondary schools in Malaysia. A survey of 50 teachers found that they were comfortable using some applications like spreadsheets and presentation software, but lacked skills in other areas. Teachers had a positive attitude toward using ICT and felt it could improve student learning. However, the study also found that teachers' attitudes varied depending on their years of experience and level of ICT knowledge, with more experienced teachers and those with less ICT knowledge being less positive toward integration. The primary contribution of the study was identifying this relationship between teachers' experience, ICT knowledge, and attitudes toward classroom technology use.
ICT in education provides many advantages but also some disadvantages. It allows students access to educational resources anywhere and anytime through e-learning. However, it lacks face-to-face interaction with teachers and makes assessing student knowledge and feedback more difficult. While ICT expands access to information, it also risks exposing students to unverified online content. Some courses like practical ones may not be suitable for an online only format that lacks hands on learning.
Jedlicka, keith the persistence of teacher under utilitzatrion of computer te...William Kritsonis
This document discusses the persistent underutilization of computer technologies in classrooms despite investments in infrastructure and training. Some key reasons for this include the lack of time for teachers to learn new technologies and develop technology-integrated lessons, insufficient access to up-to-date hardware and software in classrooms, and lack of ongoing technical support and professional development for teachers. Standardized testing pressures also discourage teachers from spending class time on technological approaches not directly related to test content. Overcoming these barriers, such as providing dedicated time and support for teachers, is necessary to increase effective educational technology integration.
The document discusses obstacles to effectively integrating information and communication technologies (ICT) into education. It identifies two major obstacles: implementation failure and lack of teacher support. Implementation often fails when initiatives do not originate from or are not shared with teachers. It also fails when objectives do not align between policies and teachers or when sufficient resources and leadership are not provided. A lack of teacher support also hinders integration, including inadequate training, skills development or consideration of teaching conditions. When these obstacles are addressed, ICT has the potential to transform learning by shifting approaches from transmission to construction of knowledge.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
This document discusses several issues that can inhibit the effective integration of technology in education, including lack of resources like insufficient access to appropriate technology, scarcity of time for educators to learn new technologies, and lack of adequate hardware and software. It also notes that lack of teacher training, buying technologies just because they are a good deal without considering educational application, lack of instructional time, incompatibility with existing systems, attitudes and beliefs of teachers, and subject culture can all pose barriers to technology integration.
This document provides an overview of the course "ICT Integration, Standards and Competencies for Teachers" which is 3 credit hours and part of the B.Ed(Hons) Elementary program. The first unit discusses why ICT integration is needed in education. It can stimulate intellectual skills, support different ways of learning, and spark student interest more than traditional methods. However, teacher technological skills and attitudes also impact student benefits. The objectives of ICT integration are to expand access to education, improve quality, support lifelong learning, and facilitate non-formal education. Common misconceptions are that technology alone enhances learning, ICTs are just computers and the internet, and one training lecture is enough for teachers to integrate ICTs
PROPOSAL ISATT 2013
Sub division: 21st century learning
Capacity building for ICT integration in secondary schools in Kenya:
An exploratory case study
Jo Tondeur, Don Krug, Mike Bill, Maaike Smulders & Zhu Chang
Introduction and objectives
The demands of the 21st century dictate that learners should be equipped with requisite skills to competently engage and perform in the new information age. These skills commonly referred to as 21st century skills include inter-alia; critical thinking, problem solving, collaboration, creativity and communication (Voogt & Pareja, 2012). When the learning opportunities presented by Information Communication Technology (ICT) are well utilized, they have a great potential to develop 21st century skills (Selwyn, 2007). In view of the above, the Kenyan Ministry of Education expects ICT to be widely deployed for teaching and learning in primary and secondary schools across Kenya (see Quality Education and Training for Vision 2030). However, a simple placement of hardware and/or software will not make ICT integration naturally follow (Earle, 2002). One of the key failures of many past programs in Africa – and the rest of the world - was that schools were provided with equipment but with little or no support for teachers’ professional development, national and local ICT policies, and/or community involvement (Agyei & Voogt, 2011).
Clearly, the primary factor that influences the effectiveness of learning is not the availability of ICT, but the capacity to integrate of ICT in the different subject areas, the scope of the current study. This study investigates a professional development program that provides not only support to equip secondary schools in Kenya with ICT. The VVOB program was designed from a school improvement point of view to support the process of capacity building for ICT integration in the curriculum. It built upon teachers’ existing practices and facilities their reflection of an inquiry into these practices (see Lim, Tondeur, Nastiti, & Paragan, 2010). The school would be a collaborative community to create engaging content that would be shared and assessed (cf. Arntzen & Krug, 2011). We aim to gain insight into whether and how this program affects secondary school teachers and practices regarding the educational use of ICT.
Method
A case study was conducted in four pilot schools - with no previous ICT investments - to examine the process of capacity building for ICT-integration in the context of secondary education in Kenya. Based on a mixed method research approach, this study aims to critically evaluate the prospects and challenges through the lens of stakeholders at the different aggregation levels: policy makers (macro level), district managers, principals, and ICT coordinators (school level), and teachers and pupils at the micro level.
Ict competence among academic staff in universitiesTariq Ghayyur
1) The study examined ICT competence and challenges to ICT usage among academic staff in universities in Cross Rivers State, Nigeria. It found that the majority of academic staff funded their own ICT training and rated their competence as low.
2) Most academic staff possessed laptops but accessed the internet mainly at public cyber cafes. Major challenges to ICT usage included inadequate funding for training, lack of ICT facilities, and excessive workload.
3) The study recommends that university management should fund ICT training for academic staff and make such training mandatory to improve ICT competence.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
1. 1.What is the Research Project?
2.Why?
3.How?
4.Where?
Professional Development approach to motivate teachers to overcome the second- order barriers of Information and Communication Technologies integration in Higher Education.
Willy Castro Guzmán
PHD. Student
HCCI
Department of Communication and Psychology
Aalborg University
wcastro@hum.aau.dk
https://www.researchgate.net/profile/Willy_Castro
2. The Research Areas
ICT-CPD
Motivation
Ambit of research: ICT Integration in Education
Barriers for ICT integration
3. ICT in Education
Plurality of concepts in Education and ICT.
•Educational Technology: is the field concerned with the design, development, utilization, management, and evaluation of processes and resources for learning(Luppicini, R.;2005).
•Technology in education: application of technology to any of those processes involved in operating the institutions which house the educational enterprise. Application of technology which support education within institutions( AECT)
•Instructional technology : subset of ET for instruction as subset of Education. (AECT)
ICT in Education for research project: Digital technologies resources for information and communication used to achieve the learning objectives of educational curriculum.
4. Integration or Adoption
•Integration of ICT as a comprehensive process of use of ICT. Sometimes include the institutional level. (Toledo,2005; )
–If two or more things integrate, or if you integrate them, they combine or work together in a way that makes something more effective (Longman Dictionary)
•Levels of integration
–Stages in teacher´s level of integration (Gladhart,2001)
•Entry
•Adoption (the act of starting to use a particular plan, method, way of speaking etc; Longman Dictionary).
•Adaptation
•Appropiation
•Invention
5. 1995
1997
1999
2001
2003
2005
2007
2009
2011
2012
Despite all investments on ICT infrastructure, equipment and professional development to improve education…ICT adoption and integration in teaching and learning have been limited. Buabeng-Andoh.
Investment in hardware and software has increased teachers only incorporate technology into their teaching in a limited manner. Villanueva ; Hennessy et al.; Moonen; Angeli; Infante and Nussbaum.
It is well documented that teachers do not generally make effective use of information technology in their teaching. Hixon and Buckemeyer ; Levin and Wadmany.
Researchers observe there has been a disappointingly slow uptake of ICT in education even though high investments .Selwyn.
Huge educational investment have produced little evidence of ICT. Gulbahar
Research suggests that computers are still under- used in terms of quantity and quality of use(Conlon & Simpson, 2003; Demetriadis et al., 2003; Hayes, 2007; Pelgrum, 2001; Wilson, Notar, & Yunker, 2003; Wooley, 1998)
Research suggests that computers are under-used in many schools.
Abrami; Ertl & Plante; Muir-Herzig, Sutherland et al.
Despite increased investments in technology, statistics are disheartening. Teachers use computers once or twice a year for instructional purposes . Russell, Bebell, O’Dwyer, & O’Connor
Even in technology-rich schools, teachers were not integrating technology to any substantial degree. Cuban, Kirkpatrick, and Peck
Institutional and political plans have been formulated, but no significant results have yet been reached. Ertmer, Addison, Lane, Ross, and Woods
Education sector is investing heavily on ICT but ICT adoption in education sector lagged behind the business sector (Leidner & Jarvenpaa)
History of ICT integration in Education
6. What is the research project?
Main Objective
To understand how continuing professional development contribute to integration of ICT in Higher Education based on development of teachers' motivation.
Main Research Question
How can continuing professional development helps educational institutions to overcome second-order barriers and motivate teachers to integrate ICT in learning process?
Secondary Objectives
To describe the relations, tensions and contradictions in continuing professional development processes for ICT integration.
To promote development of motivational patterns in teachers to overcome second-order barriers in integration of ICT in teaching and learning process
Secondary Questions
What are the existing cultural and historical tensions and contradictions among the continuing professional development for ICT integration, the teachers and the institutional context?
How can professional development be used to develop and expand motivational patterns in teachers to influence the direction of the change of ICT integration in learning process?
7. What is not the research project?
•Is not oriented to discover how technology improve the learning process.
•Is not oriented to determinate the effectiveness or not of any technology in education.
•Is not oriented to assess the impact of ICT use in education.
•Is not oriented to promote the use of ICT in CPD in a broad sense.
8. The Research Areas
ICT-CPD
Motivation
Ambit of research: ICT Integration in Education
Barriers for ICT integration
9. Barriers in ICT integration Classification
First-order (extrinsic to teacher)
Second-order (intrinsic to teachers)
(Ermert 1999; Earle 2002)
Extrinsic
Described in terms of the types of resources (Ermert, 1999)
Intrinsic
Tipically rooted in teachers' underlying beliefs (Kerr, 1996).
•Lack of hardware , software , access Difficult to integrate in instruction /
•Curricula are not ready to use such new technologies/ ICT does not fit in curricula
•Lack of time (training, design) / Workload
•Lack of training (Insufficient,inappropriate training styles, low quality)
•Lack of technical support
Lack of teacher competence / Skills / knowledge Attitudes and beliefs that do not favor technology-based learning
Lack of teachers confidence / Self- intimidated by technology Resistance to change
Teacher do not realize the advantages of using technology in their teaching
Barriers to change are "the extrinsic and intrinsic factors that affect a teacher's innovation implementation efforts” (Brickner, p. xvii).
Bromme, Hesse, and Spada (2005) said of a barrier: “There it refers to the gap between an initial and end state. In other words, barriers are challenges which have to be overcome in order to attain a goal
10. Relevant Findings
•Second-order barriers are a main problem but in literature first order barriers are in top.(Ermert,1999)
•Teachers would not automatically integrate technology into teaching and learning even if barriers such as access, time, and technical support were removed.(Ertmer (1999).
•By providing “teachers with knowledge of barriers, as well as effective strategies to overcome them, it is expected that they will be prepared to both initiate and sustain effective technology integration practices” (Ertmer, 1999)
•Individual and wider environmental influences. (Mueller et al. 2005) The majority of existing research, has focused on environmental barriers (Mueller, 2008)
•There are inconsistencies between teachers’ expressed pedagogical beliefs and their practices regarding technology use. (Chao-Hsiu Chen, 2008)
There is vast literature about barriers for ICT integration, but at the mapping level.
Behavior and beliefs have been studied in predictive level of acceptance models
The focus of technology integration concerns is moving from hardware, software and technical concerns to the individual level.
11. The Research Areas
ICT-CPD
Motivation
Ambit of research: ICT Integration in Education
Barriers for ICT integration
12. Findings on CPD
•CDP is one of the most important strategies to promote integration of ICT in education(Brinkerhoff, 2006; Diehl, 2005)
•Awareness and insights in advance, in relation to transformations in classroom activities (Levin & Wadmany, 2008).
•An over-emphasis on skills training, Policy tensions, focus and types of CPD have not led to the degree of change that was anticipated.(BECTA ,2009)
•It is possible for teachers within the same school to have widely differing CPD experiences, depending on the individual department, the relationship between the school and the degree of teacher motivation.
•Lack of quality in ICT-CDP. There are contradictions about duration (short-term, long-term), orientation (one-off, external, internal) and design of CPD activities(Becta , 2009)
•There is a strong need to develop teachers’ knowledge, understanding and skills regarding learning with technologies, and hitherto teachers’ professional learning in this area has been largely under-theorised and problematic in terms of effective policy and strategy. (Preston, 2004)
•Learning organizations invest heavily in technology and possibly training, but hardly at all in knowledge sharing and creation. They need to develop confidence in using ICT at home – to ‘inhabit’ the new practices, and develop an attitude to technologies where they are part of their identities as teachers as well as being part of everyday life. (Fullam, 2001)
•Morale and motivation, which is frequently downplayed in strategic approaches, is linked to teachers having creative, proactive, choice-led and flexible experiences. Cogill, 2008; Pachler et al., 2009 )
•Collaborative approaches are at the heart of effective CPD design and reflect the pedagogical potentials of technologies . (Cordingley et al., 2005, 2007)
CDP is one of the most recurrent barrier mentioned in ICT integration literature.
Despite efforts in professional development lack of (quality) professional development is still in top
13. CPD OUTCOMES (INTERNAL)
New awareness
Value congruence
Affective outcomes
Motivation and attitude
Knowledge and skills
CPD OUTCOMES (EXTERNAL)
Materials and resources
Informational outcomes
Institutional outcomes
Impact of practice
Adapted from Harland and Kinder (1997)
SECOND ORDER-BARRIERS
Teachers lack of interest / Lack of motivation of teachers educators
Lack of teachers confidence (self-efficacy)/ Self-intimidated by technology
Resistance to change
Lack of teacher competence / Skills / knowledge
Competence
Attitudes and beliefs that do not favor technology-based learning
Faculty perception that classroom management is more difficult when using technology
Two theoretical perspectives affect teacher learning: - psychological factors (teacher cognition and motivation); - organizational factors (Caena,2011)
Few existing studies show that psychological factors have relatively large effects on teacher learning, mediating the influence of leadership and organizational conditions. (Caena,2011)
Scholars stress the need for research considering the interplay of the two perspectives - psychological & organizational - deploying multi- level models of CPD.(Caena,2011)
Complex multi level models would be needed to understand the dynamic, recursive links between conditions and effects. (Caena, 2011).
14. The Research Areas
ICT-CPD
Motivation
Ambit of research: ICT Integration in Education
Barriers for ICT integration
15. Motivation
•Two ways of see motivation in CPD for ICT:
–Motivation to participate in ICT-CPD activities
–CPD to foster motivation to integrate ICT in Education
•To be motivated means to be moved to do something(Ryan & Deci, 2000)
–Motivation directs behavior toward particular goals. (Maehr & Meyer, 1997; Pintrich et al., 1993).
–Motivation leads to increased effort and energy. (Csikszentmihalyi & Nakamura, 1989; Maehr, 1984; Pintrich et al., 1993).
–Motivation increases initiation of and persistence in activities (Larson, 2000; Maehr, 1984; Wigfield, 1994).
–Motivation often enhances performance. (A. E. Gottfried, 1990; Schiefele, Krapp, & Winteler, 1992; Walberg & Uguroglu, 1980)
•Theories of motivation may assist in the creation of rules to enhance performance (Graham, 1996).
•Motivation is an initial agent to change (Schein, 1995)
16. •Self-efficacy is one of three key influences on behavior. (Bandura, 1994)
•Motivation and confidence are key determinants of behavior change (Dixon,2008)
•It is possible to exercise self-influence is a mechanism of motivation. Challenging goals enhance and sustain motivation.(Bandura, 1994)
•There is a correlation between motivation and attitudes with success. (Lightbown & Spada, 2006)
•Often learners are simultaneously motivated by both intrinsic and extrinsic factors (Cameron & Pierce, 1994; Covington, 2000; Lepper et al., 2005)
17. Motivation for change
•Motivation in education
–Most of studies about motivation in Education are related to students motivation
–Teachers in CPD are learners, but motivation has not been considered in CPD-ICT
•Teachers motivation to integration of ICT is an under-researched field
Content
ICT Skills
Pedagogy
CPD
18. Theorethical Framework Activity Theory
•Object-oriented activity mediational processes in which individuals and groups of individuals participate driven by their goals and motives, which may lead them to create or gain new artifacts or cultural tools, intended to make the activity robust (Engeström)
•Activity proceed from the German and Russian concept which means “doing in order to transform something”. Motive centered. Zanders(2008).
•More comprehensive approach to phenomenon.
•Identify tensions and contradictions.
•Implementation is thus not only about management driven decisions. It is also a complex negotiation between factors that are often contradicting each other. (Nyvang, 2006)
19. 1.Ethnographic analysis of the current situation (steps 1,2)
•questioning their present activity by jointly analyzing problematic situations in it;
•analyzing the systemic and historical causes of the problems identified;
•revealing and modeling inner contradictions of the systemic structure of the activity causing the problems
Transforming the model (steps 3,4)
•representing the systemic structure of the activity in order to find a new form for the activity that would resolve in an expansive way the inner incompatibilities between its components;
•finding a new interpretation of the purpose of the activity (object) and a new logic of organizing it,
•creating a new activity model
Implementing the new model of activity (step 5)
•concretizing and testing the new model (e.g. what changes do we try next month ? putting first steps into practice, pushing the next steps)
•begining to transform the practice by designing and implementing new tools and solutions.
Reflecting on the new practice, consolidating it, spreading it (steps 6, 7)
•teaching others what we have learned
•codifying the new rules etc.
Methodological Approach
Expansive Learning
21. Contribution
•Contribution to continuing professional development, ICT integration in Education theory and practice
–(Professional development is an under-researched field and limitated in number, specially for ICT development.(Becta, 2009)Under-theorized(Preston, 2004)
–Thank you for listening Questions, comments, contributions
–Tak for din opmærksomhed Spørgsmål, kommentarer, bidrag
–Gracias por su atención Preguntas, comentarios, aportes