Professional Documents
Culture Documents
Research Brief
Prepared for: S. David Brazer, Coordinator of the George Mason University Education
Leadership Program
Written by: Brett Sparrgrove, Technology Coordinator, Mary Ellen Henderson Middle
School
Abstract
Over the past several decades, the rapid proliferation of a variety of inexpensive digital
devices has been extraordinary. These technology tools have enabled significant
transformation in the daily lives of so many and have permanently changed how people
shop, communicate, interact and learn with the world around them. Unfortunately, the
use of these tools has yet to make any sustained shift in school-based teaching and
learning beliefs. By just about any measure, teachers are not adept at integrating
technology into their classroom practices. If the computer and computer related devices
are such revolutionary learning tools, why have integration efforts been mostly
unsuccessful? Four variables theorized to play a critical role in the adoption and actual
integration of instructional technology by classroom teachers are: perceived ease of use,
perceived usefulness, computer self-efficacy and teacher learning beliefs. This research
brief utilizes these variables to suggest eight recommendations school leaders should
consider when attempting to create a technology-rich learning environment: define
technology integration, define assessment metrics, facilitate pedagogical change, enhance
technology literacy, leverage instructional technology “coaches”, continue to fund
technology initiatives, review technology policies, and don’t mandate the use of
technology. The final conclusion is that pedagogical innovation is ultimately what will
define the effectiveness of technology integration in the modern classroom.
Introduction
Over the past several decades, the rapid proliferation of a variety of inexpensive digital
devices has been extraordinary. For most Americans, computers and digital technologies
have changed the way they receive news and information, how they consume media, take
pictures, communicate with family members, pay bills and more. The list of industries
that have been changed or created as a result of this growth is extensive and expanding.
Embedded within this historic change is an enigma: technology tools have enabled
significant transformation in the daily tasks of so many, but the use of these tools has yet
to make any sustained shift in school-based teaching and learning beliefs. By just about
any measure, teachers are not adept at integrating technology into their classroom
practices. A number of studies have concluded that many computer-based technologies
are infrequently used or unused in most schools (Becker, 2001; NCES 2000; Ward &
Parr, 2010; Zhao, Pugh, Sheldon, & Byers, 2002). If school leaders want teachers to use
technology in ways likely to improve student academic performance, they need to focus
on facilitating the changes in pedagogy that will allow teachers to take advantage of the
powerful learning opportunities made possible through the use of technology tools. In
other words, teachers require technology-fueled pedagogical professional development
designed to move them away from traditional teaching practices while simultaneously
illustrating how a variety of technology tools can immediately support changed
classroom practices.
Before discussing technology integration, school leaders need a working definition of the
term that they can communicate to their school communities. This critical first step will
allow leaders and decision makers to articulate a vision for technology integration and
ultimately define the criteria for how to measure if integration efforts have been
successful. One aspect that makes technology integration so elusive is that there is no
commonly agreed upon definition of what it actually means; many definitions of
technology integration can be found in the research and on the Internet (Bakia, Mitchell,
& Yang, 2007; ISTE, 2000, 2008; George Lucas Educational Foundation, 2004; NCES,
2002; Earle, 2002; Mishra & Koehler, 2006). This is not surprising given the assortment
of ways that technology tools can be incorporated into a school day. For the purposes of
this brief, technology integration is:
Technology integration not characterized by the amount of type of technology used, but
by how and why it is used.
What should be clear from this definition is that simply using technology in conjunction
with teaching is not enough to qualify as technology integration. For example, it would
not be considered integration if a teacher simply substituted an interactive white board
(ex. SmartBoard) for a plain whiteboard, a word processor for a pencil, or an Internet
website for a bound encyclopedia; that would just be using technology to replicate
existing tools. While this type of technology use may have benefits by making some
teachers more efficient, the emphasis should be on moving toward higher degrees of
pedagogical integration. For many, this high level of integration may require a change in
pedagogy from a traditional, teacher-centered (behaviorist) model to a more
transformative (constructivist) model that places the student squarely in the center of the
learning equation. Unfortunately, when it comes to technology use in classrooms, the
majority of teachers are either not using technology at all or using technology to maintain
familiar traditional teaching practices.
The adoption of computers and other technology initiatives by classroom teachers has
been a slow and often unsuccessful process despite consistent predictions about how
technology would change the educational landscape. The first computers began to appear
in American schools in the 1970s and by the 1980s they were already being promoted by
some education experts as the catalyst for a new era in education (Bork, 1987). One
prominent document stated that, "new technologies are making possible imaginative
approaches to teaching traditional subjects and are motivating teachers and children to try
new ways of information gathering and learning... educational technologies can be
powerful tools for change" (U.S. Congress, Office of Technology Assessment, 1988, pp.
3,5). In the decades that have passed since the first computers appeared in schools,
federal, state and local authorities have invested tens of billions of dollars outfitting
classrooms with computers and computer-related devices hypothesized to enhance
student learning. The outcome of all this spending? One common conclusion recurring in
the literature is that there appears to be little evidence that all this expenditure has
positively impacted either teaching or learning (Becker, 2001; Becker & Ravitz, 2001;
Cuban, 2001; Hayes, 2007; Lai, Pratt, & Trewern, 2001) Apparently, it is far easier to
spend money acquiring technology than it is to capture the elusive potential of integrating
it to create meaningful learning outcomes.
This does not mean that all teachers are not using technology tools during their teaching.
Many are frequent users of a variety of technology tools, they are just not integrating
them into instruction in ways that will meaningfully improve student learning. What use
there is tends to be peripheral and minimal with low pedagogic meaning. More
concisely, use is frequently limited to traditional drill and practice exercises, basic word
processing applications, direct presentation of facts, and research/information gathering
activities (Sanchez & Salinas, 2008, Lim & Khine, 2006; Technology Counts, 2004;
Vannatta & Fordham, 2004). These are not the types of applications that are dramatically
enhancing the way in which a teacher teaches and it hardly justifies the enormous
expense involved in outfitting and maintaining school-based technology.
There are pockets of teachers who use technology tools to enhance and transform their
teaching practices. The literature has some insight regarding which variables help explain
and predict why those teachers will integrate technology while others do not. This brief
focuses on four such variables that are theorized to play a critical role in the adoption and
actual integration of instructional technology by classroom teachers. These variables are:
perceived ease of use, perceived usefulness, computer self-efficacy and teacher learning
beliefs.
Perceived ease of use. For many teachers, it is likely that instructional technology has
become a labor intensive tool rather than an effective learning device. Perceived ease of
use is tied to a teacher’s assessment of the overall effort required to use a given piece of
technology. Perceived ease of use directly influences a person’s intention to use a
technology tool (Davis, Bagozzi, & Warshaw, 1989; Gelderman, 1998; Mahmood, Hall,
& Swanberg, 2001). When making decisions regarding tool use, users gauge the
perceived effort required to accomplish a given task (Russo & Dosher, 1983). Since
effort is a finite resource that a person may allocate to various activities, it is conceivable
that a person will select tools that are perceived as the easiest to use. When making
technology purchasing decisions, school leaders need to consider how teachers will
perceive the ease of use of a given tool and how to enhance ease of use. Selecting tools
that appear complicated will impede technology integration efforts.
There are many possible factors that will influence a teacher’s perceptions regarding
technology ease of use. Specifically, lack of access to computers and computer-related
technology, lack of technology integration training, insufficient time to create lesson
plans that incorporate technology, inadequate technical support, unreliable technology,
and weak technology leadership are among the most commonly cited barriers negatively
impacting technology use (Duhaney, 2001; Faison, 1996; Langone, Wissick, Langone, &
Ross, 1998; Siegel, 1995; U.S. Congress, Office of Technology Assessment, 1995). For
example, if in the past a teacher received little or no technical support when attempting to
integrate technology, he may decide that the frustration and aggravation (i.e. ease of use)
are simply not worth the effort; it is too difficult, according to that teacher, to use
technology. Coping with software and hardware issues can leave teachers drained and
frustrated (Hammond, 1990).
Users can judge their computer ability at a task-specific level or at a general level
(Marakas, Yi, & Johnson, 1998). Task-specific CSE refers to an individual’s perception
of efficacy in performing specific computer-related tasks within the domain of general
computing (ex. formatting a word document). General CSE refers to an individual’s
overall judgment of efficacy. Teachers with high levels of general computer self-efficacy
are considered to be technology literate and relatively comfortable with technology and
are predicted to be much more likely to use technology during teaching. While having the
potential to influence both concepts already discussed, computer self-efficacy appears to
dominantly affect perceived ease of use. This makes sense because a person who doubts
his or her abilities will tend to shy away from the difficult task (Bandura, 1994). The
easier the task—or, more accurately, a perception of ease—the increased likelihood that a
user will believe she can perform successfully, and vice versa. In any case, perceived
self-efficacy with computers is hypothesized to be a critical predictor for the use of
computer technology, which is why it is included here (Albion, 1999; Delcourt & Kinzie,
1993; Jorde-Bloom, 1988; Milbrath & Kinzie, 2000; Olivier & Shapoir, 1993).
Teacher learning beliefs. Teachers can be users of technology regardless of their beliefs
about how children learn. However, a teacher’s learning belief is theorized to be the
most important influence on how a teacher actually uses technology for instructional
purposes. Will technology be used to maintain familiar, traditional teaching practices
(behaviorist) or integrated through a more transformational, student-centered model
(constructivist)? Regardless of the answer, a teacher’s learning beliefs will permeate all
decisions and perceptions and therefore it is impossible to separate the influence of
learning beliefs from the other three constructs mentioned above. For example, a teacher
with constructivist tendencies is more likely to put forth the effort required to overcome
ease of use issues because he is more inclined to select technology tools to accomplish a
task than a traditional, behaviorist teacher (Becker, 1999). A teacher’s perception of
usefulness is also impacted by his or her learning beliefs and teachers in classrooms
where student-centered, constructivist-oriented learning activities are happening are more
likely to see increased benefits to using computers (Ward & Parr, 2010). This is not to
imply that a constructivist teacher is somehow immune to the difficulties that potentially
arise whenever a teacher attempts to integrate technology. Rather a teacher with
constructivist tendencies is more likely to view those challenges as part of the overall
learning process and is willing to put forth the effort required to overcome those
challenges—especially when the usefulness of the technology is apparent. Most
important for this brief, is the concept that teacher learning beliefs impact how
technology is actually integrated by teachers. Will students learn from technology or will
they learn with technology? If the goal is to have teachers integrate technology to
transform their teaching, make innovative connections between the use of the tools and
teaching goal attainment, and empower students with strategies that will allow them to
become active participants in their own learning—learning that will last a lifetime—
traditional learning beliefs will not suffice and education decision makers will need to
facilitate a shift in teacher learning beliefs from the traditional to the transformational.
Rich questions such as these can facilitate discussion between the observer and the
teacher as well as enable teacher reflection regarding the pedagogical implications of
the technology use.
In an environment that stresses learning with technology, students are shifted away
from passive consumption and are engaged in constructing their own knowledge and
understanding of the world through active engagement and meaning making. In this
type of learning environment students are frequently presented with problems and
inquisitive questions, challenged to create their own content, collaborate with others,
and share what they have learned, tasks which are all easily facilitated and enhanced
through technology; tasks which technology tools actually excel at conducting.
Therefore, creating an environment where teachers are shifting from traditional
learning methods where knowledge gets transmitted to students to a more
transformational learning method where knowledge gets constructed by students is a
key requisite for getting teachers to integrate technology meaningfully (Fabry &
Higgs, 1997).
Getting teachers to change their practice is very difficult (Richardson, 1990; Tyack &
Cuban, 1995; Tyack & Tobin, 1994) and this complication will certainly have an
impact on the types of professional development opportunities needed, as well as the
frequency and duration of the opportunities. Attempting to change the pedagogy of a
teacher who instructs a subject-specific course (e.g. math, science, etc.) will be
especially difficult in the age of standardized testing (Ward & Parr, 2010). In these
types of courses, where what students are expected to learn is clearly defined through
standards, the perceived match between traditional teaching pedagogies and the
desired outcomes (i.e. high scores on high-stakes tests) is likely very strong and as
was stated earlier, this lessens the need for teachers to change directed teaching
practices. Failure to facilitate pedagogical change among teachers will substantially
hinder the integration (but not necessarily the use) of technology tools in the
classroom.
Although many students today have grown up with technology and they may already
be able to create, edit, upload and participate in a variety of digital media, they should
not be assumed to be fully technology literate. As with teachers, simply knowing
how to use the tools is not enough. Students need to be able to apply those tools in a
relevant and meaningful context to be considered truly literate. A technology literate,
pedagogically innovative teacher will likely be a tremendous influence in helping
students to make the connections between knowledge and practice.
8. Don't mandate the use of technology. It may be tempting for school leaders to
create a technology policy that mandates the use of certain technologies by classroom
teachers. However, there are reasons why it is strongly suggested that leaders avoid
moving in this direction. First, research has shown that it is not a viable strategy to
foster technology adoption among classroom teachers. Teacher compliance with
school policy may lead to increased use of technology in the short term, but once the
mandates are removed, sustained use of the technology also disappears (Dutton,
Cheong, & Park, 2004a; 2004b). Additional research has shown that it is hard for
technology use to be sustained where its adoption and use are enforced in a top down
fashion (Park, Lee, & Cheong, 2008). Second, as this brief has established, if
teachers don’t think a technology tool is beneficial, reliable and easy to use they will
not use the tool. Therefore, school leaders need to focus on creating an environment
where teachers can articulate how the use of technology tools, any technology tools,
have made them more effective teachers. By creating a positive learning environment
that scaffolds teachers to the conclusion that they are better teachers when they are
appropriately integrating technology, school leaders will not have to worry about
teacher technology use.
Conclusion
Ironically, the key to successful technology integration is to de-emphasize the role that
technology may serve in the modern classroom. Instead, school leaders need to focus
efforts on evolving the pedagogical practices of the teacher to take advantage of what is
possible when transformational pedagogy and technology intersect. Ultimately, it is
pedagogical innovation that will define technology integration effectiveness. Creating the
environment that promotes, supports, and facilitates pedagogical change will require
heavy doses of formal and informal professional development; deliberate technology-
fueled professional development aimed at more than just increasing basic technology
literacy skills. School leaders need to act with a sense of urgency. Integrating technology
into teaching and learning, and all of the problem solving, critical thinking and creativity
that goes along with it is a critical component in preparing students to be successful in the
real world, a world that contains complex problems that do not have multiple choice
answers.
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