The Impact of Technology on the Development of Expertise and Teacher Beliefs by Diane Robinson Penland M.A., Northern Arizona University, 1984 B.A., Arizona State University, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2011 Abstract Although successful integration of technology into classrooms has proven beneficial to the learning process, little is yet known about how teachers respond to the introduction of technology and why some choose to use it while others do not. Using Sandoltz’ stages of teacher technology adoption as a framework, this multiple case study utilized historical data that captured the experiences of teachers in 2001-2002 to determine the process of teachers’ adoption of innovations into existing classroom practices. Participants included a purposive sample of eight 5 and 6-grade teachers from 3 schools. Data sources included teacher interviews, classroom observations, and video recordings of classroom practices for each teacher. Analysis included deconstruction by research question to identify patterns and emerging themes. The findings in this study showed that the voluntary nature of participation in technology integration activities contributed to students’ success. It also indicated that teachers who received on-going grant support had greater success integrating technology into instructional practices. This study contributes to positive change by providing a tool that can be used by policy makers and staff developers to better improve the adoption of current and future technological innovations where resistance may occur.Although successful integration of technology into classrooms has proven beneficial to the learning process, little is yet known about how teachers respond to the introduction of technology and why some choose to use it while others do not. Using Sandoltz’ stages of teacher technology adoption as a framework, this multiple case study utilized historical data that captured the experiences of teachers in 2001-2002 to determine the process of teachers’ adoption of innovations into existing classroom practices. Participants included a purposive sample of eight 5 and 6-grade teachers from 3 schools. Data sources included teacher interviews, classroom observations, and video recordings of classroom practices for each teacher. Analysis included deconstruction by research question to identify patterns and emerging themes. The findings in this study showed that the voluntary nature of participation in technology integration activities contributed to students’ success. It also indicated that teachers who received on-going grant support had greater success integrating technology into instructional practices. This study contributes to positive change by providing a tool that can be used by policy makers and staff developers to better improve the adoption of current and future technological innovations where resistance may occur. The Impact of Technology on the Development of Expertise and Teacher Beliefs by Diane Robinson Penland MA, Northern Arizona University, 1984 BA, Arizona State University, 1981 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University May 2011

The impact of technology on the development of expertise and teacher beliefs

This paper is about professional learning and instructional innovation in the context of becoming a progressive-looking teacher on his way to integrating technology into instruction. It presents narrative accounts expressed by a vocational school progressive-looking teacher that show how he has created professional knowledge through inquiry. These narrative excerpts present the voices of the progressive-looking teacher as he dealt with his most pressing issues and concerns, examines prior knowledge in the light of new understandings, and constructs new knowledge through the processes of reflection, dialogue and inquiry. The details of the narratives are illustrative of the ways in which this progressive-looking teacher has learned to question the taken-for-granted in their lives, to find patterns and connections, and to think critically and creatively. They also provide insights into the processes of creating an ethically-based professional knowledge in teaching that is unique to others. 1. Research Background With the coming of the information era and the rapid development of the Internet, international communication has become more frequent as well. Therefore, information technology plays a more and more important role day by day as we can see. In order to cultivate the 21st-century new generations, and make them possess the abilities of information and foreign language(s), Ministry of Education in Taiwan has put the new curriculum of junior high school into practice in 1998, including the course of English, renewed all the teaching materials of the subjects, and included the computer science into the new curriculum standard. Besides, Ministry of Education has also carried out Grade 1-9 Integrated Coordinated Curriculum of Junior High School and Elementary School in 2001, advanced the date of English learning to the fifth and sixth grade, and mapped out integrating Information Technology into every field course instruction (MOE, 2000), hoping to help our new generation, on the basis of English communication, to get with the information society. Therefore, in 2000 Taiwan had made every school have its computer classroom(s) and get to the Internet, hoping that teachers can make the best of the just-constructed information teaching environment to enrich their subject instruction and students’ learning activities. PDF created with pdfFactory Pro trial version www.pdffactory.com For the time being, teachers’ information competence development can be divided into pre-service training and in-service training. In terms of pre-service teacher training, many colleges and universities, which are responsible for teacher education, establish the courses in information education in order to nurture teachers in the new century to apply information technology in teaching for promoting their teaching quality. However, except teachers’ lacking of appropriate information literacy, information technology integrated into instruction is still at the beginning for the time being. Confronting its diversity, it’s hard for those who are experienced but not familiar with information technology to deal with it. Consequently, it’s essential and imperative to assist teachers in reinforcing their computer competence and searching for suitable instructional technology and strategies, but it is still unknown how IT personnel assist teachers in putting IT integration teaching into practice. Through stories, the paper presented the problems of a vocational school teacher encountered and the content of practical knowledge in vocational courses of the dealing process during instructional innovation. Using the narrative inquiry approach, we explored the presentation of this practical knowledge in the process of integrating technology into instruction as his way of instructional innovation. Much like other researchers of narrative inquiry try to give the experience in the lives of the subjects shape, our own work on teacher narratives has tried to capture the very something invisible in teacher thinking and theorizing. As for narrative inquiry in Taiwan, much like other researchers of narrative inquiry in the west, it has also become a tool for research into teaching as well as in theses and dissertations by master’s and doctoral students, but seldom did they focus on vocational school teachers’ stories and stories of vocational schools in Taiwan. This paper presents narrative accounts expressed by Chen, a vocational school progressive-looking teacher that show how he has shape his personal practical knowledge through inquiry in the process of professional development through the teaching life experienced and the stories lived. 2. The Way We Look, the Place We Stand Traditionally speaking, it was widely considered subjective, not theoretical, trifling, and worthless that teachers narrate their own stories or lived experiences of teaching lives in schools. But over the past two and half decades or so, a significant body of narrative inquiry has been produced which studies the lives of teachers and the practice of teaching in K-12 settings around the world (Elbaz-Luwisch, 2007). Especially right after the conception of criteria and language for narrative inquiry had been promoted (Connelly & Clandinin, 1990), numerous qualitative researchers emphasized that teachers’ narratives is of great use in the context of teachers’ professional knowledge landscapes (Clandinin & Connelly, 1995) and professional learning (Beatie, 2000), contextualizing teacher knowledge (Craig, 1999), describing teachers as curriculum planners (Conle, 2000), and rationalizing the research on professional development (Conle, 2001). As to teachers’ knowledge, some researchers (Clandinin & Connelly, 1987; Elbaz, 1981) have shown the best way to investigate teachers’ knowledge is narrating teachers’ personal stories in the teaching field for the sake of holding back their own viewpoints and voices. Therefore, there are many narrative studies on teachers’ knowledge by the method of interview and observation. On the research of teachers’ thinking, culture, and behaviors, more and more researchers proceed the study of teachers’ narratives; that is, to look into teachers’ own stories. Along the way, Connelly & Clandinin (1990) would be one of the typical examples to take PDF created with pdfFactory Pro trial version www.pdffactory.com narrative inquiry as the research method.

Presentation of a Teacher's Practical Knowledge from Professional Learning to Instructional Innovation

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Presentation of a Teacher's Practical Knowledge from Professional Learning to Instructional Innovation