Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.

8/10/2019 Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Educati

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1.What is the ResearchProject?

2.Why?

3.How?

4.Where?

Professional Development approachto

motivate teachers to overcome the second-

order barriers of Information and

Communication Technologies integration in

Higher Education.

Willy Castro Guzmn

PHD. Student

HCCI

Department of Communication and Psychology

Aalborg University

[email protected]

https://www.researchgate.net/profile/Willy_Castro
mailto:[email protected]://www.researchgate.net/profile/Willy_Castrohttps://www.researchgate.net/profile/Willy_Castrohttps://www.researchgate.net/profile/Willy_Castromailto:[email protected]


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The Research Areas

ICT-CPD

Motivation

Ambit of research: ICT Integration in Education

Barriers for ICT integration


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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 processesinvolved 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 ofeducational curriculum.


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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 teachers level of integration (Gladhart,2001)

Entry

Adoption (the act of starting to use a particular plan, method, way of speaking etc; LongmanDictionary).

Adaptation

Appropiation

Invention


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1995 1997 1999 2001 2003 2005 2007 2009 2011 2012

Despite all investments onICT infrastructure,equipment andprofessional developmentto improve educationICTadoption and integration

in teaching and learninghave been limited.Buabeng-Andoh.

Investment in hardware andsoftware has increased teachers onlyincorporate technology into theirteaching in a limited manner.Villanueva ; Hennessy et al.;Moonen; Angeli; Infante andNussbaum.

It is well documented thatteachers do not generallymake effective use ofinformation technology intheir teaching. Hixon andBuckemeyer ; Levin andWadmany.

Researchers observe therehas been a disappointinglyslow uptake of ICT ineducation even though

high investments .Selwyn.

Huge educationalinvestment haveproduced little evidenceof ICT. Gulbahar

Research suggests thatcomputers are still under-used in terms of quantityand quality of use(Conlon& Simpson, 2003;Demetriadis et al., 2003;Hayes, 2007; Pelgrum,2001; Wilson, Notar, &Yunker, 2003; Wooley,1998)

Research suggests thatcomputers are under-usedin many schools.

Abrami; Ertl & Plante;Muir-Herzig, Sutherland et

al.

Despite increasedinvestments intechnology, statistics aredisheartening. Teachersuse computers once ortwice a year for

instructional purposes .Russell, Bebell, ODwyer,& OConnor

Even in technology-richschools, teachers werenot integratingtechnology to anysubstantial degree.

Cuban, Kirkpatrick, andPeck

Institutional and politicalplans have beenformulated, but nosignificant results haveyet been reached. Ertmer,Addison, Lane, Ross, andWoods

Education sector isinvesting heavily on ICTbut ICT adoption ineducation sector laggedbehind the businesssector (Leidner &

Jarvenpaa)

History of ICT integration in Education


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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 ICTin 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?


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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.


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The Research Areas

ICT-CPD

Motivation




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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 intrinsicfactors 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


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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 existingresearch, 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.


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The Research Areas

ICT-CPD

Motivation



Fi di CPD


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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 ofchange 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-theorisedand 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 hometo 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

CPD OUTCOMES (INTERNAL)CPD OUTCOMES


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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).


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The Research Areas

ICT-CPD

Motivation




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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 enhanceperformance (Graham, 1996).

Motivation is an initial agent to change (Schein, 1995)


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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 bybothintrinsic

and extrinsic factors (Cameron & Pierce, 1994; Covington,

2000; Lepper et al., 2005)


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Motivation for change

Motivation in education

Most of studies about motivation in Education arerelated to students motivation

Teachers in CPD are learners, but motivation has notbeen considered in CPD-ICT

Teachers motivation to integration of ICT is an under-researched field

Content

ICT

Skills

Pedagogy

CPD


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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

(Engestrm)

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)

1 Eth hi l i f th t


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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 andimplementing 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


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Where?

National University, Costa Rica

UNA Virtual Department

CPD Department


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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 opmrksomhed Sprgsml, kommentarer, bidrag

Gracias por su atencin Preguntas, comentarios, aportes

Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.

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