professional development approach to motivate teachers to overcome the second-order barriers of...
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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
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
Ambit of research: ICT Integration in Education
Barriers for ICT integration
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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
Ambit of research: ICT Integration in Education
Barriers for ICT integration
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
Ambit of research: ICT Integration in Education
Barriers for ICT integration
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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