An
Exploration of High School Science Teachers’ Practices and Attitudes toward
Technology and Learner-Centered Classrooms
Introduction
Technology is everywhere, but are we
using it to improve learning? As computers,
mobile devices, and interactive technologies become more prevalent in today’s
classrooms, many teachers still find it difficult to integrate these learning
tools into their curriculum. This is
particularly true with regard to project-based and other student-centered
technology uses that can be expected to have the greatest impact on student
engagement and achievement (O’Dwyer,
Russell, & Bebell, 2005; Palak & Walls, 2009). Even teachers who use computers often for lesson
preparation might only use them once or twice a year for instructional purposes
(Russell, Bebell, O’Dwyer, & O’Connor, 2003).
Technology has been shown to help
teachers become more efficient and increase student motivation, and many
teachers believe it is essential to teaching and learning (National Education
Association and the American Federation of Teachers, 2008). As a result, numerous efforts have been made
to increase the availability of technology in K-12 schools, and recent studies
have found that almost all classrooms now have internet access, and almost
every student has access to a computer at school (National Center for Education
Statistics, 2010). While it might
seem that this increase in technology availability would significantly
transform educational practices, this transformation has not yet been realized.
Studies
have shown that lack of knowledge about how to use technology and insufficient
time to plan and prepare lessons, troubleshoot technology during class, and
take advantage of professional development are among the many barriers that
teachers face when trying to integrate technology (Al-Bataineh, 2008; Cuban, 2001; Cuban,
Kirkpatrick, & Peck, 2001). Teachers’ negative
beliefs about using technology and about learner-centered teaching methods in
general can also prevent them from taking advantage of these effective approaches
(Russel, Bebell, O’Dwyer, & O’Connor, 2003). A variety of strategies can be used
by schools to help their teachers break through these barriers. But, before a school embarks on a new model
of professional development for in-service teachers with the goal of
integrating technology in student-centered ways, it is helpful to understand
the teachers’ current practices and attitudes with regard to these teaching methods.
Purpose
The
purpose of this study is to explore the teaching practices and attitudes of a
group of science teachers at a large, religious affiliated high school in a
major metropolitan area in the southeastern United States. Specifically, the teachers’ attitudes as well
as their current practices with regard to using technology and learner-centered
instruction will be determined. A full
understanding of the teachers’ current practices and attitudes will give the
instructional technology coordinator, teachers, and administrators the data
they need to set goals for improvement and to better plan professional
development and other activities to reach those goals.
Research Questions
For
this mixed methods study there will be both quantitative and qualitative
research questions as well as a mixed methods research question. The quantitative part of the study uses a
cross-sectional Likert-style survey to collect data which will be used to
describe the attitudes and self-reported practices of the science
teachers. This data will help answer the
research question: What are the frequencies and variations of scores measuring
the science teachers’ current attitudes and practices in regard to
technology-enhanced, learner-centered teaching methods?
The
qualitative part of the study uses an informal interview to delve further into
the teachers’ perceptions of the barriers to integrating technology-enhanced,
learner-centered methods. The research
question is: What, if any, barriers do the teachers perceive as preventing them
from integrating technology in learner-centered ways?
Finally,
the mixed methods research question is: How do the themes about barriers mentioned
by the teachers in the qualitative interviews help explain the teachers’
attitudes and practices in regard to integrating technology into their
classrooms in learner-centered ways.
Significance
While this study is primarily
intended to gauge the attitudes and practices of the science teachers at one
high school in preparation for a program of mentoring to help them integrate
technology in learner-centered ways, it may have wider significance. The attitudes and practices of these teachers
are likely similar to those of many other teachers, and learning about the
barriers that prevent them from using technology can help other schools’
technology leaders determine the most effective ways to assist their own
teachers as they strive to integrate technology effectively.
References
Al-Bataineh, A., Anderson, S., Toledo, C., & Wellinski, S. (2008).
A study of technology integration in the classroom. International Journal of
Instructional Media, 35(4), 381-387. Retrieved from http://www.adprima.com/ijim.htm
Cuban, L. (2001). Oversold
& underused: Computers in the classroom. Cambridge, MA: Harvard
University Press.
Cuban,
L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of
technologies in high school classrooms: Explaining an apparent paradox. American
Educational Research Journal, 38, 813-834. doi:10.3102/00028312038004813
National Center for Education
Statistics, U.S. Department of Education. (2010). Teachers’ use of educational technology in U.S. public schools: 2009.
Retrieved from the National Center for Education Statistics Web site:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010043
National Education Association
and the American Federation of Teachers. (2008, July). Access, adequacy, and equity in educational technology. Retrieved
from
http://www.edutopia.org/files/existing/pdfs/NEA-Access,Adequacy,andEquityinEdTech.pdf
O'Dwyer, L. M., Russell, M.,
& Bebell, D. (2005). Identifying teacher, school, and district
characteristics associated with middle and high school teachers' use of
technology: A multilevel perspective. Journal of Educational Computing
Research, 33(4), 369-393. doi:10.2190/4BVW-5NDJ-L2G3-EAND
Russell, M., Bebell, D., O'Dwyer,
L., & O'Connor, K. (2003). Examining teacher technology use: Implications
for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
doi:10.1177/0022487103255985
No comments:
Post a Comment