Margie Beck

Australian Catholic University

Paper presented at Freemantle

Wednesday December 5, 2001

In the space of a few years computers have become a pervasive part of the workplace, the classroom and the home. Technological advances and the speed of information transfer, along with related knowledge, skills and abilities are of paramount importance in an information society. Many changes have occurred in this area, not least in the work of teachers who have become the ‘change agents between the learner and technology and play a critical role in the process of teaching and learning’ (Chin & Hortin, 1994). While it would be reassuring to presume that all teachers have embraced the new technology, this is not the case. In fact, Chin & Hortin (1994) discovered in their research that "…numerous recent studies have shown that teachers want to use the new technology and to prepare their students for the world of technology outside of school. What teachers really need is more time to acquire the knowledge and understanding of technology, and to absorb what instructional technology can do for them" (p. 87). In 1996, in a study of some American teachers, Mathews, David and Hamilton found that up to one half of all teachers never actually used technology for any instructional purpose. Over half rated themselves as novices in all areas. In Australia, research concerns have looked more at the use of IT by students and schools, not so much as how teachers acquired their skills in order to facilitate learning by students. Reading for this paper has revealed that State Departments of Education and Universities are providing on line courses (University of Tasmania and Queensland Department of Education and Training for example). However, the classroom teacher who is teaching in subject areas outside of Computer Studies has little or no knowledge of what is possible in terms of using computers, the Internet or teaching online unless he or she has a particular interest in these areas.

These findings are borne out in other research (Parker, 1997; Norton, McRobbie & Cooper, 2000). Thus, teachers are failing to effectively model its use for their students. (Mousund & Bielefeldt, 1999). As a result, despite an increased emphasis on technology and its use in the curriculum, many teachers are ill prepared to use it effectively.

Towards the end of Term 4, 200, I was asked by the Principal of the school in which I work one day a week providing professional development, to survey staff in order to find out what their perceptions of their professional development needs would be for 2001. Overwhelmingly teachers requested help in IT skills. Reasons for this included the opening of a new ITC that had not been used very much because the majority of teachers did not feel capable of teaching a class using technology. The second biggest request was for lessons using Power Point. This request came particularly from Year Coordinators who were expected to present parent evenings during the year – up till this point I had been working with coordinators to prepare material and often went back to the school at night to help set up the presentation.

Since each teacher’s computer skills were so different it was decided by the school Executive to run professional development in IT skills in two different ways. The first was to be a full day staff development program with all teachers receiving professional development in using Power Point, the Internet, making hyperlinks and for those who wanted it, making movies to be used with Power Point or other presentations. In addition to being part of the staff team who presented on the day, my next task was to work with every teacher who had requested particular IT needs during the next two terms – on a one-to-one basis for one or two periods each. In addition to this, I spent some of my time at school helping coordinators to write up internet sites into their programs so that teachers would not have to spend time finding particular sites to support their learning strategies. It was hoped that there would be increased use of the ITC as a result.

This paper tells the stories of four of the teachers. They were chosen from four different Key Learning Areas so that the school could have a record of the achievements in this year’s professional development program across a broad spectrum.

Each of the teachers was interviewed at three different times during the year – prior to the professional development day was held, after I had done follow up work with each of them and finally at the end of October. After each interview I wrote the responses to my questions and checked back with the teachers for validation of what had taken place. The following questions were asked:

• Describe yourself as an IT user
• What, if any lessons, have you taught in the new ITC? Why or why not?
• What skills do you need in order to change this?

• What changes have taken place in your use of IT?
• What, if any lessons, have you taught or planned for using IT? Why or why not?
• What else would help you to change this?

• Describe yourself as an IT user
• What are you doing now that you would not have attempted twelve months ago?
• Has the professional development you had this year help you? How?
• What do you plan to learn and do using IT in the future?

Personal history – virtually no formal training, only education was at university – the unit, Ed Tech in the Classroom, consisted of using blackboard and OH. Only skills are in using pre-programmed materials, cut and paste for reporting. If a small senior class, will 2-finger type for reports

Teaching – never used computers at all in teaching – OH is big deal!

Feelings – very hesitant, kids know he is a Luddite, but he would like to ‘break the ice’ and have a go. ‘I’m not comfortable and would need someone there to support me all the time’.

After the inservice day I worked with Peter to develop a lesson in the ITC. I had found some excellent sites on William Shakespeare before I met with him and then helped him to set up the lesson for his senior students. When I met with him again, he asked for help with another topic for his junior students.

At the final session P reported:

Personal History – limited use of computer though some basic skills. Never used in classroom and don’t know where to begin

At the final session, M reported

Personal history – word processing on Claris Works, and is learning to use Microsoft Word (self teaching). Only recently discovered email and Internet, but can download and save to disk for printing.

Teaching – used once 2 years ago – text type scaffold supplied on computers for students to use.

Feelings – using IT is daunting even though I’ve learnt a bit more – it’s so big. If there was only one computer I would feel as if I had a bit of knowledge, but they know more than I do and if something goes wrong, I wouldn’t know what to do.

I would need very strong structure and keep a very close eye on students for me to feel comfortable in using the ITC. If the IT person at school was there, I would feel better – she gives lots of support. The same thing happens in the staff room – if I get stuck I know there are people who would show me what to do.

At the final session, L said:

Personal history – has been using computers since he was 12 years old. Has proficiency in Word processing, spreadsheets, desktop publishing, e-commerce, Internet and email

Teaching history- used computers in Year 11 General Maths course – a 2-week unit on spreadsheets

• taught desktop publishing and spreadsheets in years 7-12 in his last school

Feelings

Loves the practical side of using IT – enjoys seeing what kids can do because they can do more than he can

Doesn’t like the ‘administration’ side of IT – for example, to use the ITC there is lots of red tape because of passwords, logins, time to get working – the process doesn’t always work. Would prefer students to always use their own disks and have someone scan for viruses each day.

At the last session, N reported:

In response to the questions raised in Snyder’s article, there are some key observations that have emerged from this limited research:

• In order to develop teacher confidence and skills to use IT in their teaching, professional development for teachers has to include on going support as well as designated sessions that may or may not provide sufficient expertise. The fact that the school has shaped its professional development so that members of staff share their expertise with their peers has proven to be a real asset – if help is needed outside of professional development time, there is someone on staff who can assist.
• Pedagogy can only change if teachers are provided with ‘hands on’ material or processes to help them take up integration of IT and learning strategies. Such assistance has to be supported by technical help in the ITC itself – setting up for a class activity, ensuring all computers are ready to use at the beginning of a lesson, helping individual students if necessary
• Teachers’ expectations alter in terms when they become aware that the skills of their students often outstrip their own. Students can become teachers and if teachers then provide learning situations for students to use these skills, IT is not so threatening for less capable teachers.
• Professional development for teachers has to be given in small sessions with hands on activities and a process manual that is simple enough for all to use. Large group sessions with explanations are not suitable for those who have a real fear of computers and IT. The more supportive and less threatening the learning environment is, the easier it is for teachers to ‘have a go’ without feeling foolish.
• Programs provided for teachers need to include active internet sites that will encourage reluctant teachers to use them. If sites are provided and technical assistance is available, teachers will make the effort to book into the ITC, especially if one session is successful. They will then be more willing to book in again.

My aim has been to make myself redundant in terms of providing IT professional development. Most of the teachers on staff are using the computers provided in the staff room, have used Power Point at least once in class and have had some lessons in the ITC using Internet. Those who have been somewhat reluctant to do this are to be surveyed again, to find out what else is needed in terms of professional development.

Bibliography

Chin, S. & Hortin, J.A. (1994). Teachers’ perceptions of instructional technology and staff development. Journal of Educational Technology Systems, 22(2) 83-98

Mathews, J. G., Davis, E.E., & Hamilton, G. H. (1996). Assessments of teachers’ technology needs in fifty-five southeastern Idaho school districts. Paper presented at the Annual Meetings of the National Rural Education Meeting, San Antonio, Texas.

Moursund, D. & Bielefeldt, T (1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Santa Monica, CA: Milken Family Foundation.

Norton, S., McRobbie, C. & Cooper, T (2000). Exploring secondary mathematics teachers’ reasons for not using computers in their teaching: Five case studies. Journal of Research on Computing in Education,33, (1) p. 87-109

Parker, D. (1997). Increasing faculty use of technology in teaching and teacher education. Journal of Technology and Teacher Education, 5(2-3) p. 105-115.

Snyder, I. (2000). Literacy and Technology Studies: Past, Present, Future. The Australian Educational Researcher. 27, (2) p. 97-120