Changing teachers attitudes towards teaching with technology Silvester
- Slides: 17
Changing teachers’ attitudes towards teaching with technology Silvester Draaijer (‘dryer’) and Judith Schoonenboom (‘skoan’nboam’) Office for Educational Services vrije Universiteit amsterdam
Overview Introduction Our research in context Outcomes Discussion • • Introduction teachers, technology and attitudes Our research in context: our course, research design Outcomes of our research Discussion 2
Teachers, technology and attitudes Introduction Our research in context Outcomes Discussion • Improving teachers’ professional development interventions for deploying ICT in higher education – – – Teachers Subject knowledge Didactical principles Technology Attitudes – Interventions (courses, coaching, talks, self-study, support, projects etc. ) 3
Attitudes Introduction Our research in context Outcomes Discussion • Inspired by, but different from: Tp. B (Ajzen), TAM (Davis), 4 Emodel (Collis) • Attitude -> intention -> use • Elements of attitude: importance, effect, ease of use • Attitudes toward designing and conducting a specific teacher activity using a Virtual Learning Environment (VLE) 4
Our Introductory Course Introduction Our research in context Outcomes Discussion “Using a VLE to support Active Learning” Practical Skills Didactical Skills Using a VLE (hands-on) Case Studies (discussion, reflection, inspiration) Didactical knowledgde Reading material (self study) Application to own teaching practice 5
Research design Introduction Our research in context Outcomes Discussion – Pre-test – Post-test – 18 subjects • Questionnaire with 4 (imp, eff, eou, int) x 17 = 68 questions – – Transmission model (teacher centered) Independent learning model (student centered) Interaction learning model (community of learners) Negotiation model (learning community) 6
Outcomes: three clusters of activities Introduction Our research in context Outcomes Discussion • With respect to the intention to use a VLE, the activities investigated cluster into three groups, in which the teacher – Provides the students with information – Arranges teacher-student and student-student communication – Supports and arranges independent collaborative learning • Overall, the intention to use a VLE is highest for informationrelated activities, lower for communication and lowest for collaboration. 7
Example: intention to use a VLE after the course 8
Changes in individuals; stages of intention Introduction Our research in context Outcomes Discussion • Intention and changes in intention in individuals show successive stages in which individuals intend to use a VLE for: – Nothing – Information + Communication • Intention to use a VLE for Information + Communication + Collaboration hardly observed in our subjects 9
Changes in individuals; stages of intention Introduction Our research in context Outcomes Discussion 10
Influence of attitudes on intention to use a VLE: communication 7 6 5 4 Mean scores Score -> 3 Intention to use VLE 2 1 Importance 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Ease of use Subject -> 11
Influence of attitudes on intention to use a VLE Introduction Our research in context Outcomes Discussion • Influence of attitudes on the intention of individuals: – No intention without importance – Ease of use pulls down intention – Influence of effectiveness remains unclear • ‘Group attitude’ towards the activity types – Information: important and easy – Communication: important but more difficult – Collaboration: less important and more difficult 12
Combining stages of intention and the influence of attitudes: changes in attitudes Introduction Our research in context Outcomes Discussion • Two changes: – Importance: an increase in importance in all three activity types in a majority of the subjects. – Ease of use: distinction between people who change toward finding using a VLE easier and people who change toward finding using a VLE more difficult. • Size of both changes is strongest in collaboration, and quite strong in communication. Only slight changes with respect to information. 13
Achievements Introduction Our research in context Outcomes Discussion • • Three sorts of activities in a VLE Diff. stages in intentions + Changes Relation between Importance, Ease of Use and Intention Changes in Attitudes (Importance, Ease of Use) • What we haven’t achieved yet: • Relation with elements of the course 14
Discussion Introduction Our research in context Outcomes Discussion • What to do with different stages? – ph 1: information – ph 2: communication – Ph 3: collaboration 15
Discussion Introduction Our research in context Outcomes Discussion • What to do with relation Importance, Ease of Use, and Intention? 16
To be continued. . • • • More research to conduct Paper in preparation E-mail addresses: s. draaijer@icto. vu. nl j. schoonenboom@icto. vu. nl 17
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