Article Preview
TopIntroduction
Teachers’ understanding and perception of the role of theories in technology integration are critical for choosing and adopting technology in classrooms (Ennis-Cole, 2004). Despite many discussions and research efforts on the transformative use of technology in teaching during the last decade (Selwyn, 2016) the lack of theoretical understanding of the use of technology is prevalent for teachers. Teachers have access to technology (Purcell, Heaps, Buchanan, & Fredrich, 2013) and most teachers feel adequately trained to search the Internet for information and operate technology (National Education Association, 2008). However, having technology in the classroom or being technologically-literate does not equate to an effective use of the technology (Barbour, 2012). Effective technology integration requires teachers’ understanding and knowledge of the theoretical foundations that justify and support the use of technology, and the appropriate mentality (pedagogical beliefs) to use technology (Ertmer, Ottenbreit-Leftwich, & Tondeur, 2014; Tondeur, van Braak, Ertmer, & Ottenbreit, 2017). Teachers’ pedagogical beliefs underlie and are instantiated via their pedagogical approaches towards the use of technology.
Meaningful technology use, a practice in which the focus switches from obtaining more technology to teachers’ ability to promote best practices and support effective pedagogy, is important (Ertmer et al., 2014; ISTE, 2017). In other words, a first step in meaningful technology use is understanding educational theories that support the use of technology in teaching and learning. The recently updated International Society for Technology in Education (ISTE) standards for educators (2017) indicate technology can empower learning, support and inspire teachers. Teachers can obtain knowledge through continuing education or professional development (PD) to support purposeful technology integration (Ertmer et al., 2014; Zoch, Myers, & Belcher, 2016). Through professional development or continuing education, teachers can also learn how to design technology-supported instruction so that it is conducive to learning (Brennan, 2015).
Teachers in the U.S. have been provided with many PD opportunities, however not all PD has been found to be effective (Wilson, 2013). Typically, PD occurs over a few hours or up to one or two days. Teachers may be unable to digest or practice the learned concept, knowledge and skills during this length of time. In fact, Garet, Porter, Desimone, Birman, and Yoon (2001) examined the structural features of teacher PD and found that the duration of PD had very influential effects on the PD outcomes of enhanced knowledge/skill and changes in teaching practice. Therefore, an ideal PD should provide a sustained period of time for teachers to not only learn new concepts, knowledge, and skills but also to reflect and practice what they learned during the PD.
This study explores the impact on teachers’ mindset, specifically pedagogical approaches and attitudes in regard to technology use, after they had been formally introduced to educational theories for the first time over a sustained period. The study addressed an essential topic of the lack of theoretical understanding towards the use of technology for teacher education and PD, stressing the importance of learning about educational theories. The results of the study have implications on what needs to be included (content wise) as well as how we should structure (time wise) teacher educational programs and professional development.