Transcript Changing teachers’attitudes towards teaching with technology

Changing teachers’ attitudes towards
teaching with technology
Silvester Draaijer (‘dryer’)
and Judith Schoonenboom (‘skoan’nboam’)
Office for Educational Services
vrije Universiteit
amsterdam
Overview
Introduction
Our research in context
Outcomes
Discussion
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Introduction teachers, technology and attitudes
Our research in context: our course, research design
Outcomes of our research
Discussion
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Teachers, technology and attitudes
Introduction
Our research in context
Outcomes
Discussion
• Improving teachers’ professional development interventions for
deploying ICT in higher education
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Teachers
Subject knowledge
Didactical principles
Technology
Attitudes
– Interventions (courses, coaching, talks, self-study, support, projects
etc.)
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Attitudes
Introduction
Our research in context
Outcomes
Discussion
• Inspired by, but different from: TpB (Ajzen), TAM (Davis),
4E-model (Collis)
• Attitude -> intention -> use
• Elements of attitude: importance, effect, ease of use
• Attitudes toward designing and conducting a specific teacher
activity using a Virtual Learning Environment (VLE)
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Our Introductory Course
Introduction
Our research in context
Outcomes
Discussion
“Using a VLE to support Active Learning”
Practical Skills
Didactical Skills
Using a VLE
(hands-on)
Case Studies
(discussion, reflection, inspiration)
Didactical knowledgde
Reading material
(self study)
Application to own teaching practice
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Research design
Introduction
Our research in context
Outcomes
Discussion
– Pre-test
– Post-test
– 18 subjects
• Questionnaire with 4 (imp, eff, eou, int) x 17 = 68 questions
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Transmission model (teacher centered)
Independent learning model (student centered)
Interaction learning model (community of learners)
Negotiation model (learning community)
Do you intend to use the VLE in the coming 12 months in
performing the following teacher activities?
unlikely very quite slightly neither slightly quite very likely
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1. Providing the students with organizational information
about (changes during) the course via a VLE
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Outcomes: three clusters of activities
Introduction
Our research in context
Outcomes
Discussion
• With respect to the intention to use a VLE, the activities
investigated cluster into three groups, in which the teacher
– Provides the students with information
– Arranges teacher-student and student-student communication
– Supports and arranges independent collaborative learning
• Overall, the intention to use a VLE is highest for informationrelated activities, lower for communication and lowest for
collaboration.
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Example: intention to use a VLE after the course
Do you intend to use the VLE in the coming 12 months in
performing the following teacher activities?
unlikely very quite slightly neither slightly quite very likely
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1. Providing the students with organizational information 5,94
about (changes during) the course via a VLE
2. Answering students’ questions on the subject in a VLE 5,53
3. Arranging that students explain the subject matter to 3,65
each other in a VLE
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Changes in individuals; stages of intention
Introduction
Our research in context
Outcomes
Discussion
• Intention and changes in intention in individuals show
successive stages in which individuals intend to use a VLE for:
– Nothing
– Information
– Information + Communication
• Intention to use a VLE for Information + Communication +
Collaboration hardly observed in our subjects
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Changes in individuals; stages of intention
Introduction
Our research in context
Outcomes
Discussion
collaboration
communication
information
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Subject ->
intention before the course > 5.5 on a 1-7 scale
intention after the course > 5.5 on a 1-7 scale
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Influence of attitudes on intention to use a VLE:
communication
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Mean scores
Score ->
3
Intention to use VLE
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Importance
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Ease of use
Subject ->
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Influence of attitudes on intention to use a VLE
Introduction
Our research in context
Outcomes
Discussion
• Influence of attitudes on the intention of individuals:
– No intention without importance
– Ease of use pulls down intention
– Influence of effectiveness remains unclear
• ‘Group attitude’ towards the activity types
– Information: important and easy
– Communication: important but more difficult
– Collaboration: less important and more difficult
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Combining stages of intention and the influence of attitudes: changes in
attitudes
Introduction
Our research in context
Outcomes
Discussion
• Two changes:
– Importance: an increase in importance in all three activity
types in a majority of the subjects.
– Ease of use: distinction between people who change
toward finding using a VLE easier and people who change
toward finding using a VLE more difficult.
• Size of both changes is strongest in collaboration, and quite
strong in communication. Only slight changes with respect to
information.
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Achievements
Introduction
Our research in context
Outcomes
Discussion
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Three sorts of activities in a VLE
Diff. stages in intentions + Changes
Relation between Importance, Ease of Use and Intention
Changes in Attitudes (Importance, Ease of Use)
• What we haven’t achieved yet:
• Relation with elements of the course
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Discussion
Introduction
Our research in context
Outcomes
Discussion
• What to do with different stages?
– ph1: information
– ph2: communication
– Ph3: collaboration
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Discussion
Introduction
Our research in context
Outcomes
Discussion
• What to do with relation Importance, Ease of Use,
and Intention?
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To be continued..
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More research to conduct
Paper in preparation
E-mail addresses:
[email protected]
[email protected]
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