pedagogical practices and technology integration thesis defense march 11, 2015
TRANSCRIPT
Thesis Defense
Ashley Mayor
School of Teaching and Learning
Illinois State University
May 2015
• Quantitative Study
• Measuring Practitioner’s Concerns and Perceptions
• Area of Focus: Technology Integration
• Pedagogical Practice Considered: Inquiry-based Learning
• Comparison: Inquiry-based Learning vs. Traditional Pedagogical Practices
Introduction
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Statement of the Problem
1) Practitioner’s Challenge: Teachers are expected to integrate
technology into their learning environment with little training, support, or implementation phase-in process
- Sanchez (2011)
- New Media Consortium (2013)
- ISTE (2009)
- Ottenbriet-Leftwich, et al. (2010)
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Statement of the Problem
2) Enriching Integration: The focus should not be on mere use of
technology, but rather, integration of technology into the classroom in authentic and enriching ways
- Clark & Kozma Debate (What enhances learning?)
- SAMR (Puentedura, 2013)
- TPACK (Mishra & Koehler, 2006)
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Statement of the Problem
3) Obstacles of Concern: Teachers’ level and types of concerns effect
their decision making over technology use
- Technology Acceptance Model (TAM) (Holden & Rada,2011)
- Inner Drive and Personal Beliefs (Ertmer et al., 2007)
- Attitudes and Beliefs (Tondeur, Kershaw, Vanderlinde, & van Braak, 2013)
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Statement of the Problem
4) Teacher’s Role Shift: Pedagogical practice changes as technology is
integrated effectively
- Redesigning the role: Orchestration (Scanlon, Anastopolou, Kerawalla, 2012)
- Teaching students a process of learning, not merely content to be mastered (21st Century Skills)
- NTeQ (Morrison & Lowther, 2010) Best Practice = student-centered learning
- ISTE Standards •T (ISTE, 2008)
- Technology = wrong driver, Pedagogy = right driver (Fullan, 2011)
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Statement of the Problem
Review
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1) Practitioner’s Challenge: Teachers are expected to integrate technology
into their learning environment with little training, support, or implementation phase-in process
2) Enriching Integration: How to truly integrate technology
3) Obstacles of Concern: Teachers’ concerns effect their technology use
4) Teacher’s Role Shift: Pedagogical practice must change to integrate
technology effectively
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Inquiry-based Learning Integration of Technology
Form Instructional Method Instructional Practice
Benefits - Interdisciplinary use - Learning as a cycle/process- Student-centered- Authentic- Developing deeper understandings,
questioning, and reasoning
- Enhances learning experience- Individualizes learning - Interest and motivation heightened- Opportunity for world-wide collaboration- Production of new knowledge not just
consumption- Organizational management
Concerns - Without scaffolding, “un-assisted discovery”
- Teacher improvisation- Lead to misconceptions/incomplete
knowledge
- Teachers unprepared to integrate- The tool on it’s own can’t effect change- Technology is the focus
Projection Inquiry-based learning can benefit from the structure, resources, production tools, and collaboration that technology can provide.
The integration of technology will facilitate and enhance pedagogical practices to the benefit of the learning experience.
Goal Teacher’s Goal: Provide the best quality learning experience possible for students. Empowering learners to use 21st century skills engaged in enriching learning experiences.
Integration of Technology within Inquiry-based Learning
• Progressive Inquiry (Villo, Seitamaa0-Hakkarainen, & Hakkarainen, 2012)
• Personal Inquiry Project (Scanlon, Anastopoulou, & Kerawalla, 2012)
• SMILE (Buckner & Kim, 2013)
• eMINTS (AIR, 2013)
• NTeQ (Morris & Lowther, 2010)
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Literature
Objectives
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• Describe concerns and perceptions practitioners have towards technology integration.
• Compare the concerns and perceptions of practitioners using inquiry-based pedagogical practices with practitioner perceptions using traditional practices.
• Assess similarities and differences between practitioner perceptions using varied pedagogical approaches.
• Recognize variations of technology integration practices.
Research Questions
1) Do differences occur between the beliefs/concerns of inquiry-based teachers and traditional teachers about integrating technology to enhance student learning?
2) Do differences occur between the perceived use of technology of inquiry-based teachers and traditional teachers?
3) Do differences occur between the perceived technology integration practices of inquiry-based teachers and traditional teachers?
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Participant Recruitment
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International School Public School
Participants Certified Teacher Practitioners Certified Teacher Practitioners
School Mission StatementInstructional Practice
Inquiry-based learning Unspecified
Curriculum or Academic Program International Baccalaureate Program
Common Core State Standards
Student Population K-12 Environment K-12 Environment
School Type International School Public School
Location European Union United States of America
Teachers Employed 27 teachers 41 teachers
Participant Response Rate
• 33 participants recruited (collectively)
• 93.94% valid response rate (31 of 33)
• International school response rate : 11 of 27 staff (40.74%)
• Public school response rate: 20 of 41 staff (48.78%)
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Participant Demographics
• 1-5 years = 29%
• 6-10 years = 19%
• 11-15 years = 11%
• 16-20 years = 13%
• 21-25 years = 26%
• 26-30 years = 3%
• 31 + years = 0%
Years of Experience
• Elementary School = 39%
• Middle School = 16%
• High School = 29%
• Multiple Levels = 16%
Level of Current Teaching Position
• Self-contained = 42%
• Not Self-contained = 58%
Type of Classroom
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Methodology
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• Comparison Study
• Groups comprised of teacher practitioners according to pedagogical practice
• Quantitative Data Collection
• Patterns of concerns
• Patterns of perceived technology use
• Patterns of perceived integration application
• Dependent Variables
• K-12 settings
• Teacher practitioners
• Technology integration
• Independent Variables
• Pedagogical practices: Inquiry-based and traditional
Instrument
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Stages of Concern Questionnaire
Measuring the intensity of the different stages of concern over an
innovation
Survey of 35 - Likert style rating items
Southwest Educational Development Laboratory (SEDL)
(2013)
Evaluating the Use of Technology within
Pedagogy
Measuring the use of technology and application of integration
practices
Survey of demographics and practitioner perception, Likert style
rating and multiple choice items
Mayor (2014)
Instrument Scoring
Stages of Concern
• Concern profile data summated
• Composite Score identified as relative intensity level of concern determined for individual
• Scores are applied to designated group totals
• Interpreted as inferential data –central tendency (mean) is identified for each group
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Evaluating the Use of Technology within Pedagogy
• Demographics itemized
• Grouping identifier #5
• Use of technology #6 & 7
• Application of integration practices #13 – 16
• Summation of individual scores
• Composite Scores are applied to designated group total
• Interpreted as inferential data- central tendency (mean) is identified for each group over each application
Grouping Procedure
• Results of Questionnaire Item #5 - Measuring the frequency of use of inquiry-based teaching practices
• Categorical scale assigned numeric values, increasing with frequency
• Standard of measure determined (range 9-36 points)
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Traditional Teachers Group
(ranged 9-27 points)
Inquiry-based Teachers Group (ranged 28-36
points)
Subgroup Profiles
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Traditional Teaching Group
Inquiry-based Teaching Group
Number of participants
17 14
Setting of participants
6 international11 public school
5 international9 public school
Levels taught Elementary: 5Middle school: 4
High school: 6Multiple Levels: 2
Elementary: 7Middle school: 1
High school: 3Multiple Levels: 3
Median years experience integrating technology
3 years 4.5 years
Percentage of group reporting formal training
59% 64%
Results
Research Question 1
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Descriptive Analysis Comparing Stages of Concern
Groups n X SD Skewness
Traditional Teachers 17 129.65 29.41 -.32
Inquiry-based Teachers 14 139.43 34.18 -.23
Inferential Analysis Comparing Stages of Concern
Description of t-test t df P
Comparison of Level of Concern Towards
Technology Integration for Traditional and
Inquiry-based Teachers
-.86 29 .40
Do differences occur between the beliefs/concerns of inquiry-based teachers and traditional teachers about integrating technology to enhance student learning?
Results
Research Question 2
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Descriptive Analysis Comparing Frequency of Use
Groups n X SD Skewness
Traditional Teachers 17 20.94 8.44 .30
Inquiry-based Teachers 14 26.14 4.74 .02
Inferential Analysis Comparing Frequency of Use
Description of t-test t df p
Comparison of Frequency of Use of
Technology for Traditional and
Inquiry-based Teachers
-2.16 25.92 .04
Do differences occur between the perceived use of technology of inquiry-based teachers and traditional teachers?
Results
Research Question 3
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Descriptive Analysis Comparing Technology Integration Application
Groups N X SD Skewness
Traditional Teachers 10 9.00 3.89 1.08
Inquiry-based Teachers 12 7.75 2.09 0.90
Inferential Analysis Comparing Technology Integration Application
Description of t-test t df P
Comparison of Technology Integration
Application for Traditional and Inquiry-
based Teachers
.96 20 .35
Do differences occur between the perceived technology integration practices of inquiry-based teachers and traditional teachers?
Accepted Hypotheses
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(1) The relationship between inquiry-based teachers and traditional teachers was not significant regarding their level of concern over technology integration.
(2) A significant difference occurred over the perceived use of technology for inquiry-based teachers, in relation to traditional teachers.
(3) The relationship between inquiry-based teachers and traditional teachers was not significant regarding their perceived ability to integrate technology.
No statistically significant difference was found between pedagogical practice groups over the concern of
technology integration.
THIS STUDY: The concerns of teachers using inquiry-based practices are similar to the concerns of teachers using traditional practices.
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Discussion
Barriers Plausible Causes
- Inner drive and personal beliefs (Ertmer, 2007)
- Attitude greatest predictor (Holden & Rada, 2011)
- Teachers resist integrating - Concern over integration is not the
only concern
- Professional development lacking (NMC Horizon Report, 2013)- Inexperience teaching (Clark, 2002; Benton-Borghi, 2013) - Pedagogical practice does not impact integration concerns- eMINTS difference in results (AIR, 2013)
Frequent use of technology does not indicate integration
THIS STUDY: Significant differences between pedagogies over use, but with no significant difference between the two methods and their perceived integration practices.
Problem: Concern over using technology in authentic and enriching ways.
• Transformation of Learning (Puentedura, 2013)
• “Student technology use does not guarantee students will be engaged in active learning promoted by constructivist educators” (Niederhauser & Lindstrom, 2006, p. 98).
• Observations and interviews design – similar findings (Tondeur et al., 2013)
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Discussion
Plausible Cause
Subgroups not different enough
True integration is yet to be achieved by the majority of teachers
Orchestrating Learning (Integration with Inquiry)THIS STUDY: The relationship between inquiry-based teachers and traditional teachers was not significant regarding their perceived ability to integrate technology.
Conclusion: Inquiry alone, and technology alone, are not independently substantial in improving the quality of learning.
A need/expectation to integrate technology, focus on how
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Designer
Coach
Learner manager(Sharples & Anastopoulou, 2012)
Moderator
TEACHER IS
Enhances the pedagogy
Is the infrastructure for inquiry(Crippen & Archambault, 2012)
Platform on which scaffolding takes place (Alfieri et al., 2011)
TECHNOLOGY
Discussion
• Convergence of technology, pedagogy and content –TPACK (Mishra & Koehler, 2006)
• Leveraging technology
• Reconsider the “innovation”
Implications
For Practitioners
• All practitioners have some concerns over integrating technology
• Teacher’s concerns over integrating technology cannot be described by their preferred practice
• Practitioners are not pure-bred pedagogists
• Use ≠ integration: Pedagogy comes first, technology enhances/transforms learning
• Embrace the “role shift” that can occur when technology is integrated effectively
For Educational Leaders
• Teacher’s concerns over integrating technology is real
• Even after years of reported practice, still concerns exist
• Ongoing professional learning and supported integration is a must
• Importance of the impact of the affective domain (values, concerns, beliefs) on teacher decision making 27
Limitations
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Design • Survey Research: Self-reporting
Methodology
• Medium of Distribution
• Subgrouping Procedure
• Validity and Reliability of the Instrument (Part 2)
Analysis • Amended SoC Questionnaire Data Analysis
Implications • Unable to Generalize to Population
Recommendations
FURTHER STUDY
• Observation studies of integration practices in relation to pedagogical practice
• Depth of inquiry-based pedagogical analysis (Crippen & Archambault, 2012)
• Include items in instrument about available technology
• Consider years of teaching experience, as a variable in relation to best-practices of technology integration
• Consider practitioners’ technology experience, as a variable to integrating technology
• How long does it take to master effective technology integration?
• Consider alternative pedagogical practices
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Thank You Thesis Committee
• Dr. Steven Mertens
• Dr. Barbara Meyer
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A Comparative Study of the Practitioner’s Role to Integrate Technology within an
Inquiry-Based Learning Environment
Ashley Mayor
School of Teaching and Learning
Illinois State University
May 201531