1.What is the Research Project?

2.Why?

3.How?

4.Where?

Professional Development approach to motivate teachers to overcome the second-

order barriers of Information and Communication Technologies integration in

Higher Education. Willy Castro Guzmán PHD. Student HCCI Department of Communication and Psychology Aalborg University wcastro@hum.aau.dk https://www.researchgate.net/profile/Willy_Castro

The Research Areas

ICT-CPD

Motivation

Ambit of research: ICT Integration in Education

Barriers for ICT integration

ICT in Education Plurality of concepts in Education and ICT.

• Educational Technology: is the field concerned with the design, development, utilization, management, and evaluation of processes and resources for learning(Luppicini, R.;2005).

• Technology in education: application of technology to any of those processes involved in operating the institutions which house the educational enterprise. Application of technology which support education within institutions( AECT)

• Instructional technology : subset of ET for instruction as subset of Education. (AECT)

ICT in Education for research project: Digital technologies resources for information and communication used to achieve the learning objectives of

educational curriculum.

Integration or Adoption

• Integration of ICT as a comprehensive process of use of ICT. Sometimes include the institutional level. (Toledo,2005; ) – If two or more things integrate, or if you integrate them, they combine or work together in a way that

makes something more effective (Longman Dictionary)

• Levels of integration

– Stages in teacher´s level of integration (Gladhart,2001)

• Entry

• Adoption (the act of starting to use a particular plan, method, way of speaking etc; Longman

Dictionary).

• Adaptation

• Appropiation

• Invention

1995 1997 1999 2001 2003 2005 2007 2009 2011 2012

Despite all investments on ICT infrastructure, equipment and professional development to improve education…ICT adoption and integration in teaching and learning have been limited. Buabeng-Andoh.

Investment in hardware and software has increased teachers only incorporate technology into their teaching in a limited manner. Villanueva ; Hennessy et al.; Moonen; Angeli; Infante and Nussbaum.

It is well documented that teachers do not generally make effective use of information technology in their teaching. Hixon and Buckemeyer ; Levin and Wadmany.

1/1/2009

Researchers observe there has been a disappointingly slow uptake of ICT in education even though high investments .Selwyn.

Huge educational investment have produced little evidence of ICT. Gulbahar

Research suggests that computers are still under-used in terms of quantity and quality of use(Conlon & Simpson, 2003; Demetriadis et al., 2003; Hayes, 2007; Pelgrum, 2001; Wilson, Notar, & Yunker, 2003; Wooley, 1998)

Research suggests that computers are under-used in many schools. Abrami; Ertl & Plante; Muir-Herzig, Sutherland et al.

Despite increased investments in technology, statistics are disheartening. Teachers use computers once or twice a year for instructional purposes . Russell, Bebell, O’Dwyer, & O’Connor

Even in technology-rich schools, teachers were not integrating technology to any substantial degree. Cuban, Kirkpatrick, and Peck

Institutional and political plans have been formulated, but no significant results have yet been reached. Ertmer, Addison, Lane, Ross, and Woods

Education sector is investing heavily on ICT but ICT adoption in education sector lagged behind the business sector (Leidner & Jarvenpaa)

History of ICT integration in Education

What is the research project? Main Objective

To understand how continuing professional development contribute to integration of ICT in Higher Education based on development of teachers' motivation.

Main Research Question

How can continuing professional development helps educational institutions to overcome second-order barriers and motivate teachers to integrate ICT in learning process?

Secondary Objectives

To describe the relations, tensions and contradictions in continuing professional development processes for ICT integration. To promote development of motivational patterns in teachers to overcome second-order barriers in integration of ICT in teaching and learning process

Secondary Questions

What are the existing cultural and historical tensions and contradictions among the continuing professional development for ICT integration, the teachers and the institutional context? How can professional development be used to develop and expand motivational patterns in teachers to influence the direction of the change of ICT integration in learning process?

What is not the research project?

• Is not oriented to discover how technology improve the learning process.

• Is not oriented to determinate the effectiveness or not of any technology in education.

• Is not oriented to assess the impact of ICT use in education.

• Is not oriented to promote the use of ICT in CPD in a broad sense.

The Research Areas

ICT-CPD

Motivation

Ambit of research: ICT Integration in Education

Barriers for ICT integration

Barriers in ICT integration Classification

First-order (extrinsic to teacher) Second-order (intrinsic to teachers)

(Ermert 1999; Earle 2002)

Extrinsic

Described in terms of the types of resources (Ermert, 1999)

Intrinsic

Tipically rooted in teachers' underlying beliefs (Kerr, 1996).

• Lack of hardware , software , access Difficult to integrate in instruction /

• Curricula are not ready to use such new technologies/ ICT does not fit in curricula

• Lack of time (training, design) / Workload

• Lack of training (Insufficient,inappropriate training styles, low quality)

• Lack of technical support

Lack of teacher competence / Skills / knowledge Attitudes and beliefs that do not favor technology-based learning Lack of teachers confidence / Self-intimidated by technology Resistance to change Teacher do not realize the advantages of using technology in their teaching

Barriers to change are "the extrinsic and intrinsic factors that affect a teacher's innovation implementation efforts” (Brickner, p. xvii).

Bromme, Hesse, and Spada (2005) said of a barrier: “There it refers to the gap between an initial and end state. In other words, barriers are challenges which have to be overcome in order to attain a goal

Relevant Findings • Second-order barriers are a main problem but in literature first order barriers are in

top.(Ermert,1999)

• Teachers would not automatically integrate technology into teaching and learning even if barriers such as access, time, and technical support were removed.(Ertmer (1999).

• By providing “teachers with knowledge of barriers, as well as effective strategies to overcome them, it is expected that they will be prepared to both initiate and sustain effective technology integration practices” (Ertmer, 1999)

• Individual and wider environmental influences. (Mueller et al. 2005) The majority of existing research, has focused on environmental barriers (Mueller, 2008)

• There are inconsistencies between teachers’ expressed pedagogical beliefs and their practices regarding technology use. (Chao-Hsiu Chen, 2008)

There is vast literature about barriers for ICT integration,

but at the mapping level. Behavior and beliefs have been studied in predictive level

of acceptance models The focus of technology integration concerns is moving from hardware, software and technical concerns to the

individual level.

The Research Areas

ICT-CPD

Motivation

Ambit of research: ICT Integration in Education

Barriers for ICT integration

Findings on CPD • CDP is one of the most important strategies to promote integration of ICT in education(Brinkerhoff,

2006; Diehl, 2005)

• Awareness and insights in advance, in relation to transformations in classroom activities (Levin & Wadmany, 2008).

• An over-emphasis on skills training, Policy tensions, focus and types of CPD have not led to the degree of change that was anticipated.(BECTA ,2009)

• It is possible for teachers within the same school to have widely differing CPD experiences, depending on the individual department, the relationship between the school and the degree of teacher motivation.

• Lack of quality in ICT-CDP. There are contradictions about duration (short-term, long-term), orientation (one-off, external, internal) and design of CPD activities(Becta , 2009)

• There is a strong need to develop teachers’ knowledge, understanding and skills regarding learning with technologies, and hitherto teachers’ professional learning in this area has been largely under-theorised and problematic in terms of effective policy and strategy. (Preston, 2004)

• Learning organizations invest heavily in technology and possibly training, but hardly at all in knowledge sharing and creation. They need to develop confidence in using ICT at home – to ‘inhabit’ the new practices, and develop an attitude to technologies where they are part of their identities as teachers as well as being part of everyday life. (Fullam, 2001)

• Morale and motivation, which is frequently downplayed in strategic approaches, is linked to teachers having creative, proactive, choice-led and flexible experiences. Cogill, 2008; Pachler et al., 2009 )

• Collaborative approaches are at the heart of effective CPD design and reflect the pedagogical potentials of technologies . (Cordingley et al., 2005, 2007)

CDP is one of the most recurrent barrier mentioned in ICT integration literature.

Despite efforts in professional development lack of (quality) professional development is still in top

CPD OUTCOMES (INTERNAL)

New awareness

Value congruence

Affective outcomes

Motivation and attitude

Knowledge and skills

CPD OUTCOMES (EXTERNAL)

Materials and resources

Informational outcomes

Institutional outcomes

Impact of practice

Adapted from Harland and Kinder (1997)

SECOND ORDER-BARRIERS

Teachers lack of interest / Lack of motivation of teachers

educators

Lack of teachers confidence (self-efficacy)/ Self-intimidated

by technology

Resistance to change

Lack of teacher competence / Skills / knowledge

Competence

Attitudes and beliefs that do not favor technology-based

learning

Faculty perception that classroom management is more

difficult when using technology

Two theoretical perspectives affect teacher learning: - psychological factors (teacher cognition and motivation); - organizational factors (Caena,2011)

Few existing studies show that psychological factors have relatively large effects on teacher learning, mediating the influence of leadership and organizational conditions. (Caena,2011)

Scholars stress the need for research considering the interplay of the two perspectives - psychological & organizational - deploying multi-level models of CPD.(Caena,2011)

Complex multi level models would be needed to understand the dynamic, recursive links between conditions and effects. (Caena, 2011).

The Research Areas

ICT-CPD

Motivation

Ambit of research: ICT Integration in Education

Barriers for ICT integration

Motivation

• Two ways of see motivation in CPD for ICT: – Motivation to participate in ICT-CPD activities – CPD to foster motivation to integrate ICT in Education

• To be motivated means to be moved to do something(Ryan & Deci, 2000) – Motivation directs behavior toward particular goals. (Maehr & Meyer, 1997;

Pintrich et al., 1993). – Motivation leads to increased effort and energy. (Csikszentmihalyi & Nakamura,

1989; Maehr, 1984; Pintrich et al., 1993). – Motivation increases initiation of and persistence in activities (Larson, 2000; Maehr,

1984; Wigfield, 1994). – Motivation often enhances performance. (A. E. Gottfried, 1990; Schiefele, Krapp, &

Winteler, 1992; Walberg & Uguroglu, 1980)

• Theories of motivation may assist in the creation of rules to enhance performance (Graham, 1996).

• Motivation is an initial agent to change (Schein, 1995)

• Self-efficacy is one of three key influences on behavior. (Bandura, 1994)

• Motivation and confidence are key determinants of behavior change (Dixon,2008)

• It is possible to exercise self-influence is a mechanism of motivation. Challenging goals enhance and sustain motivation.(Bandura, 1994)

• There is a correlation between motivation and attitudes with success. (Lightbown & Spada, 2006)

• Often learners are simultaneously motivated by both intrinsic and extrinsic factors (Cameron & Pierce, 1994; Covington, 2000; Lepper et al., 2005)

Motivation for change

• Motivation in education – Most of studies about motivation in Education are

related to students motivation

– Teachers in CPD are learners, but motivation has not been considered in CPD-ICT

• Teachers motivation to integration of ICT is an under-researched field

Content

ICT

Skills

Pedagogy

CPD

Theorethical Framework Activity Theory

• Object-oriented activity mediational processes in which individuals and groups of individuals participate driven by their goals and motives, which may lead them to create or gain new artifacts or cultural tools, intended to make the activity robust (Engeström)

• Activity proceed from the German and Russian concept which means “doing in order to transform something”. Motive centered. Zanders(2008).

• More comprehensive approach to phenomenon.

• Identify tensions and contradictions. • Implementation is thus not only about

management driven decisions. It is also a complex negotiation between factors that are often contradicting each other. (Nyvang, 2006)

1. Ethnographic analysis of the current

situation (steps 1,2)

•questioning their present activity by jointly analyzing

problematic situations in it;

•analyzing the systemic and historical causes of the

problems identified;

•revealing and modeling inner contradictions of the

systemic structure of the activity causing the problems

Transforming the model (steps 3,4)

•representing the systemic structure of the activity in

order to find a new form for the activity that would resolve

in an expansive way the inner incompatibilities between

its components;

•finding a new interpretation of the purpose of the activity

(object) and a new logic of organizing it,

•creating a new activity model

Implementing the new model of activity (step 5)

•concretizing and testing the new model (e.g. what

changes do we try next month ? putting first steps into

practice, pushing the next steps)

•begining to transform the practice by designing and

implementing new tools and solutions.

Reflecting on the new practice, consolidating it,

spreading it (steps 6, 7)

•teaching others what we have learned

•codifying the new rules etc.

Methodological Approach Expansive Learning

Where?

• National University, Costa Rica

• UNA Virtual Department

• CPD Department

Contribution

• Contribution to continuing professional development, ICT integration in Education theory and practice – (Professional development is an under-researched field and limitated in number, specially for ICT

development.(Becta, 2009)Under-theorized(Preston, 2004)

– Thank you for listening Questions, comments, contributions

– Tak for din opmærksomhed Spørgsmål, kommentarer, bidrag

– Gracias por su atención Preguntas, comentarios, aportes