BELIEFS (discussing)
A shift in pedagogical philosophy is not a simple undertaking. Educators need to be motivated to embrace new methods and practices, which include effective technology use by teachers and students alike. According to Bleakley and Mangin (2013) there are three strategies that will enable educators to generate positive change to practice, while developing self-efficacy and confidence.
Strategy one includes the creation of personal experiences with technology that will facilitate belief change. In effect, teachers need to learn the value of technology through situated and personal connections. Hands on learning experiences are valuable, not only to students, but to teachers who are learning new modes of content delivery and facilitating learning. These personal experiences allow educators to questions and experiment, while building their confidence with new technology.
Strategy two is to provide teachers with vicarious experiences that enable them to observe similar others (e.g., colleagues) using technology. Watching more capable colleagues provides a real life example of how theory can be enacted in practice. This also provides educators with an opportunity to mentor and share ideas.
Strategy three involves the exposure of teachers to supportive socio-cultural influences through the establishment of professional norms that facilitate teachers’ opportunities to “discuss new materials, methods, and strategies, and that support the risk taking and struggle involved in transforming practice” (p. 21-22).
These strategies will also aid in teachers gaining confidence, which is critical in aiding successful teaching transformations (Ertmer & Ottenbreit-Leftwich, 2010). These new collaborative teaching environments provide a supportive background. If teachers come upon an obstacle, the ability to ask questions will enable individuals to overcome these difficulties with the help from colleagues.
However, one of the most important reasons for transforming teacher beliefs is that they are intertwined with the artifacts we create in communities of practice (Schiavone, 2012; Levin & Wadmany, 2008). Artifacts have cultural value, yet when technological change suggests we create new artifacts, it is met with resistance. Teachers’ comfort with artifacts such as textbooks, test sheets, or old modes of content delivery becomes an impediment to new artifacts of teaching and learning. This resistance is neither positive nor negative but is ambivalent. In this environment, educators need to provide positive examples and new artifacts that evolve from change so that the resistance that arises is effectively addressed. Thus, technology must also coevolve with a community of practice where individuals can relate to the technology, community and methods of learning (Schiavone, 2012). Moreover, the knowledge of technology must be interwoven with building self-efficacy (Ertmer & Ottenbreit-Leftwich, 2010). Self-efficacy can be developed through effective supports by districts, administrators and more adept colleagues.
Finally, Ertmer and Ottenbreirt-Leftwich’s (2013) review of recent literature also suggests that in order for technology integration to be effective, teachers must first change their pedagogical views. They argue that teachers must first embrace student-centred learning in order to empower students to learn with technology. Moreover, technology should be used by students to complete authentic tasks. Incorporating technology in such a way makes technology necessary and promotes meaningful learning. In effect, a major impediment in overall technology integration is traditional attitudes about teaching and learning. The literature suggests that teacher’s beliefs and attitudes deeply affect the degree and modes of technology integration within a school. Until these deeply held beliefs are addressed within a school, effective and whole school technology integration cannot occur.
Strategy one includes the creation of personal experiences with technology that will facilitate belief change. In effect, teachers need to learn the value of technology through situated and personal connections. Hands on learning experiences are valuable, not only to students, but to teachers who are learning new modes of content delivery and facilitating learning. These personal experiences allow educators to questions and experiment, while building their confidence with new technology.
Strategy two is to provide teachers with vicarious experiences that enable them to observe similar others (e.g., colleagues) using technology. Watching more capable colleagues provides a real life example of how theory can be enacted in practice. This also provides educators with an opportunity to mentor and share ideas.
Strategy three involves the exposure of teachers to supportive socio-cultural influences through the establishment of professional norms that facilitate teachers’ opportunities to “discuss new materials, methods, and strategies, and that support the risk taking and struggle involved in transforming practice” (p. 21-22).
These strategies will also aid in teachers gaining confidence, which is critical in aiding successful teaching transformations (Ertmer & Ottenbreit-Leftwich, 2010). These new collaborative teaching environments provide a supportive background. If teachers come upon an obstacle, the ability to ask questions will enable individuals to overcome these difficulties with the help from colleagues.
However, one of the most important reasons for transforming teacher beliefs is that they are intertwined with the artifacts we create in communities of practice (Schiavone, 2012; Levin & Wadmany, 2008). Artifacts have cultural value, yet when technological change suggests we create new artifacts, it is met with resistance. Teachers’ comfort with artifacts such as textbooks, test sheets, or old modes of content delivery becomes an impediment to new artifacts of teaching and learning. This resistance is neither positive nor negative but is ambivalent. In this environment, educators need to provide positive examples and new artifacts that evolve from change so that the resistance that arises is effectively addressed. Thus, technology must also coevolve with a community of practice where individuals can relate to the technology, community and methods of learning (Schiavone, 2012). Moreover, the knowledge of technology must be interwoven with building self-efficacy (Ertmer & Ottenbreit-Leftwich, 2010). Self-efficacy can be developed through effective supports by districts, administrators and more adept colleagues.
Finally, Ertmer and Ottenbreirt-Leftwich’s (2013) review of recent literature also suggests that in order for technology integration to be effective, teachers must first change their pedagogical views. They argue that teachers must first embrace student-centred learning in order to empower students to learn with technology. Moreover, technology should be used by students to complete authentic tasks. Incorporating technology in such a way makes technology necessary and promotes meaningful learning. In effect, a major impediment in overall technology integration is traditional attitudes about teaching and learning. The literature suggests that teacher’s beliefs and attitudes deeply affect the degree and modes of technology integration within a school. Until these deeply held beliefs are addressed within a school, effective and whole school technology integration cannot occur.