trangmar lloyd presentation - university of cumbria · modelling technology use (e.g. google drive,...

Robin Trangmar School of Education & Training, Coleg Llandrillo [email protected] 01492-546666 x427 @yrathro

Dr. Claire Lloyd School of Education & Training,

Coleg Llandrillo [email protected]

01492-546666 x390

mailto:[email protected]

mailto:[email protected]

Research suggests that technology is significantly underused by trainee and new teachers in their practice (Kirschner & Selinger, 2003; Dawson, 2008; Tondeur et al., 2011).

A crucial factor influencing new teachers’ adoption of technology is the quantity and quality of technology experiences in their teacher education programmes (Drent & Meelissen, 2008; Agyei & Voogt, 2011).

Yet pre-service teachers feel they are not well-prepared to effectively use technology (e.g., Tearle & Golder, 2008; Sang, Valcke, van Braak, & Tondeur, 2010).

How can we, as teacher educators, better support trainee teachers to effectively integrate learning technology into their practice?

A teacher training programme for the post-compulsory (PcET) sector

Mixed pre and in-service

Two years part-time

Professional Graduate / Certificate in Education

Franchised from a Higher Education Institute (HEI) and delivered by an FE college

At Level 4 and 5, or Level 4 and 6, depending on whether the trainee teacher has a degree at entry

Entrants are required to have at least a Level 3 qualification in the subject they wish to teach

We restructured the quantity and quality of the technology experiences delivered to trainees in the second year of the PG/CertEd

Technology training was organised around 7 key themes explicitly designed to provide a more holistic and systematic way of preparing teachers to integrate technology into their lessons

Themes emerged through Tondeur et al’s (2011) synthesis of qualitative studies investigating strategies to develop teachers’ ability to use technology in the classroom

Key theme Integration into the PGCE

1: Aligning theory and practice

Linking conceptual or theoretical information to practice so that trainee teachers can understand the reasons behind using learning technology

2: Using teacher educators as role models

Modelling technology use (e.g. Google drive, Padlet, Socrative , etc.)

3: Reflecting on attitudes about the role of technology in education

Giving trainees opportunities to reflect on the role of technology in education through seminars

4. Learning technology by design Providing tutor and peer support relating to the design of technologically driven learning activities

5: Collaborating with peers Creating opportunities for students to discuss and share technology practices with peers

6: Scaffolding authentic technology experiences

Giving trainees opportunities to apply their knowledge about educational technology through authentic experiences

7: Moving from traditional assessment to continuous feedback

Providing ongoing feedback on trainees’ use of technology in their teaching and how their competence has developed

Data was drawn from 17 second year PG/CertEd trainees

Gender: 5 female, 12 male

Age:

Age %

25-29 17.65%

30-34 5.88%

35-39 5.88%

40-44 11.76%

45-49 23.53%

50 + 35.29%

We used an online survey to determine how trainee teachers self-assessed their technological capabilities at the end of the second year of the PG/CertEd

The survey was based on the Technological Pedagogical and Content Knowledge (TPACK) framework by Mishra & Koehler (2006)

Building on Shulman’s (1986) Pedagogical Content Knowledge (PCK), Mishra & Koehler (2006) identified the knowledge teachers should have to be able to integrate learning technology into their practice

The TPACK framework is built on the notion of a connection between 7 domains of knowledge:

3 knowledge structures

Pedagogical Knowledge (PK)

Content Knowledge (CK)

Technological Knowledge (TK)

3 pairs of intersecting knowledge structures

Pedagogical Content Knowledge (PCK)

Technological Content Knowledge (TCK)

Technological Pedagogical Knowledge (TPK)

1 triad

Technological Pedagogical Content Knowledge (TPACK)

Image credit: Matthew Koehler http://www.matt-koehler.com/tpack/tpack-explained/

We used a survey instrument devised by Schmidt et al (2009) to measure trainees’ technological knowledge

Designed for primary educators, we adapted the survey to suit the post-compulsory sector

The survey used a number of items in relation to each of the seven knowledge domains in the TPACK framework

For each of these items trainees were asked to indicate their level of agreement using a five-point Likert scale

By calculating percentage figures, an analysis was made in relation to each of the seven TPACK domains to see if trainee teachers felt they had the knowledge to integrate technology into their practice

0%

10%

20%

30%

40%

50%

60%

70%

80%

TK (TechnologyKnowledge)

CK (ContentKnowledge)

PK (PedagogicalKnowledge)

PCK (PedagogicalContent

Knowledge)

TCK(Technological

ContentKnowledge)

TPK(Technological

PedagogicalKnowledge)

TPACK(Technology

Pedagogy andContent

Knowledge)

%

TPACK Domains

Participants’ Perceptions of Knowledge in Each Domain

SD

D

N

A

SA

Technology Knowledge (TK) - knowledge about technologies and having the knowledge to use them and to learn new ones. (4 survey items)

Participants’ assessments of their knowledge of such things as solving technical problems and their technology skill level was moderately high (62%).

Technological Content Knowledge (TCK) - knowledge about the relationship between content and technology and how technologies both constrain and enable new representations of content. (1 survey item)

Participants expressed high levels of knowledge of this domain (71%)

Technological Pedagogical Knowledge (TPK) is knowledge of technologies and of their capabilities or affordances in teaching and learning settings and knowledge that teaching may change as a result of their application. (8 survey items)

Participants’ ratings indicated high knowledge levels in relation to this domain (77%)

Technological Pedagogical Content Knowledge (TPACK) is emergent knowledge of good teaching with technology involving understanding of three sources of knowledge: pedagogy, content and technology knowledge. (1 survey item)

Participants expressed very high levels of knowledge regarding good teaching with technology (94%)

Participants’ self-assessments of knowledge on the four Technology domains (TK, TPK, TCK, TPACK) were greater than 60%

A key weakness was low technology knowledge (TK) ratings

38% of participants were unsure, or did not feel confident in:

Solving technical problems

Learning technology easily

Keeping up with new technologies

Having technical skills

“it is important to note that how teachers self-assess their knowledge does not directly correlate with how they teach in practice” (Jordan 2011, p. 17)

We asked participants about the learning technology tools they were using in their practice

Based on items identified in the UCISA 2014 National Survey of Technology Enhanced Learning for Higher Education in the UK

We identified 24 technology enhanced learning tools

We compared technology use against scores on the TPACK triad – the basis of good teaching with technology (Mishra and Koehler, 2006)

We grouped scores into three categories: Strongly Agree (n = 3)

Agree (n = 13)

Not sure (n = 1)

Creating Blogs

Accessing Blogs

Collaborative online whiteboards (eg Padlet)

Digital learning repository (eg NGFL – National Grid for Learning, Hwb, …

Discussion groups or forums

Document sharing tool (eg Google Docs, Sharepoint)

Online formative assessment(eg quizzes, Socrative)

ePortfolio

Online summative assessment (assignment uploads, computer marked…

Lecture capture tools (recording, storing and sharing lecture content)

Media streaming system (live conferencing eg Hangouts, GoToMeeting)

Online presentation software (eg Glogster, Padlet, Prezi)

Personal response systems (including handsets or web-based apps on…

Plagiarism detection tool (eg Turnitin)

Podcasting

QR Codes

Reading list management software (eg Mendeley, EndNote, Zotero)

Screen casting (capturing the action on a computer screen whilst narrating)

Social bookmarking (eg Diigo, Delicious)

Social networking (eg FaceBook, Twitter, Tumblr)

Video or picture sharing websites (eg YouTube, Vimeo, Vevo, Flickr)

Virtual Learning Environment (VLE) for collaborative learning activities (eg…

Creating a Wiki (eg Wikispaces)

Accessing a Wiki (eg Wikipedia)

Participants' Use of Technology as a Function of TPACK Scores

Strongly Agree Agree Not Sure

33%

33%

67%

0%

100%

67%

100%

33%

100%

33%

33%

67%

67%

33%

0%

67%

0%

0%

0%

33%

100%

100%

0%

33%

Creating Blogs

Accessing Blogs






ePortfolio







Podcasting

QR Codes









Participants' Use of Technology as a Function of TPACK Scores Strongly Agree

23%

23%

54%

62%

62%

85%

85%

31%

54%

23%

15%

46%

38%

23%

15%

15%

23%

23%

8%

62%

69%

62%

15%

31%

Creating Blogs

Accessing Blogs






ePortfolio







Podcasting

QR Codes









Participants' Use of Technology as a Function of TPACK Scores Agree

0%

0%

0%

0%

0%

100%

100%

100%

100%

100%

0%

100%

100%

100%

100%

0%

0%

0%

0%

100%

0%

0%

100%

100%

Creating Blogs

Accessing Blogs






ePortfolio







Podcasting

QR Codes






Virtual Learning Environment (VLE) for collaborative learning activities…



Participants' Use of Technology as a Function of TPACK Scores Not Sure

List of most used technologies Not Used

Used

Online formative assessment(eg quizzes, Socrative) 2 15

Document sharing tool (eg Google Docs, Sharepoint) 3 14

Video or picture sharing websites (eg YouTube, Vimeo, Vevo, Flickr) 5 12

Discussion groups or forums 6 11

Online summative assessment (assignment uploads, computer marked assignments) 6 11

Virtual Learning Environment (VLE) for collaborative learning activities (eg Moodle, Blackboard) 6 11 Social networking (eg FaceBook, Twitter, Tumblr) 7 10

Collaborative online whiteboards (eg Padlet) 8 9

Online presentation software (eg Glogster, Padlet, Prezi) 8 9

Digital learning repository (eg NGFL – National Grid for Learning, Hwb, LearnDirect) 9 8

Personal response systems (including handsets or web-based apps on smartphones, tablets) 9 8

ePortfolio 11 6

Accessing a Wiki (eg Wikipedia) 11 6

Lecture capture tools (recording, storing and sharing lecture content) 12 5

Plagiarism detection tool (eg Turnitin) 12 5

Creating Blogs 13 4

Accessing Blogs 13 4

QR Codes 13 4

Media streaming system (live conferencing eg Hangouts, GoToMeeting) 14 3

Podcasting 14 3

Reading list management software (eg Mendeley, EndNote, Zotero) 14 3

Screen casting (capturing the action on a computer screen whilst narrating) 14 3

Creating a Wiki (eg Wikispaces) 14 3

Social bookmarking (eg Diigo, Delicious) 16 1

Are trainee teachers’ perceptions of the knowledge they should have to integrate technology into their teaching, translating into practice?

Participants who rated themselves as having a good/very good Technological Pedagogical Content Knowledge (TPACK)

rely in their practice on a few key technology tools

tend to use technology to deliver information (YouTube, VLE, online summative assessment)

are starting to use technology collaboratively with learners (Padlet, formative assessment, blogging, document sharing)

are experimenting with a wider range of technologies

Trainees are rating their technological knowledge and skills quite highly (TPACK)

Trainees are starting to integrate technology into their practice in a number of ways:

Using technology to deliver information and resources, and

Starting to use technology to collaborate with learners in the co-construction of knowledge

BUT … How did the restructured technology experiences delivered to trainees in the second year of the PG/CertEd contribute to these results?

How effective did trainees feel we were in supporting them to integrate learning technology into their practice?

Teacher Education course restructured around Tondeur et al’s (2011) seven key themes explicitly relating to the preparation of trainee teachers

We asked questions about those seven key themes

12%

18%

6%

12%

6%

18%

6%

24%

24%

12%

0%

6%

12%

18%

65%

59%

82%

88%

88%

71%

76%

Theme 7: Moving from Traditional

Assessment to Continuous Feedback

Theme 6: Scaffolding Authentic

Technology Experiences

Theme 5: Collaborating with Peers

Theme 4: Learning Technology by

Design

Theme 3: Reflecting on Attitudes

about the Role of Technology in…

Theme 2: Using Teacher Educators as

Role Models

Theme 1: Aligning Theory and

Practice

A + SA

N

SD + D

Overall, participants’ perceptions of the technology experiences delivered on the restructured programme were positive The programme was very effective in:

Creating opportunities to reflect on the role of technology in education through seminars (88%)

Providing tutor and peer support in the design of learning activities (88%)

Creating opportunities to discuss and share technology practices with peers (82%)

The programme was effective in:

Aligning learning technology theory and practice (76%)

Using teacher educators as role models (71%)

Providing ongoing feedback on the use of technology in their teaching (65%)

The programme was less effective in:

Scaffolding authentic technology experiences (59%)

TPACK SCORES

Technological knowledge (TK) needs further development Could we require those entering teacher training to have a technology

qualification (e.g. ECDL) in the same way as we expect literacy and numeracy proficiency?

Could we provide more basic technology training throughout the course?

Should we identify those with weak technology skills early and provide support?

In relation to TCK and TPCK, we need to improve trainees’ ability to use technology in relation to their subject area Create an individual, subject specific, Learning Technology Portfolio

(Tondeur et al, 2011) to sit within their Professional Development Plan (PDP or iPDP)

USE OF TECHNOLOGY

Continue to embed and demonstrate learning technology applications throughout the teacher training course

Continue to involve learning technology specialists in showing how technology can support pedagogical and content delivery

Continue to provide authentic learning technology experiences for trainee teachers:

move outside our own comfort zone

use Web 2.0 applications which engage trainees as equal participants in co-constructing knowledge

PERCEPTIONS OF QUANTITY AND QUALITY OF THE TECHNOLOGY EXPERIENCES ON THE PGCE

Overall the programme was effective in supporting trainee teachers to integrate learning technology into their practice

We need to: Sustain current good practice:

Providing tutor and peer support to design learning activities

Creating opportunities to discuss and share technology practices and reflect on the role of technology in education

Give trainees more opportunities to apply their knowledge of learning technology within their teaching practice (Learning Technology Portfolio)

“Given the lack of good role models that pre-service teachers encounter (Tearle & Golder, 2008), researchers have

recommended that technology should be integrated throughout the curriculum in order to provide pre-service

teachers with the experiences needed to apply technology to their specific content areas (e.g., Kirschner & Selinger, 2003; Ottenbreit-

Leftwich et al., 2010). Rather than being presented as isolated content, the results suggest that conceptual or theoretical information should be linked to practice so that pre-service teachers can understand the reasons behind using technology.” (Tondeur, et al., 2011, 9)

Dawson, V. (2008). Use of information and communication technology by early career science teachers in Western Australia. International Journal of Science Education, 30(2), 203–219.

Jordan, C. (2011).Beginning teacher knowledge: Results from a self-assessed TPACK survey. Australian Educational Computing 26(1), 16-26

Kirschner, P., & Selinger, M. (2003). The state of affairs of teacher education with respect to information and communications technology. Technology, Pedagogy and Education 12 (1), 5–18

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9 (1), 60–70.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.

Tondeur, J., et al., (2011) Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence, Computers & Education

trangmar lloyd presentation - university of cumbria · modelling technology use (e.g. google drive,...

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