Research Article
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Teachers’ Values and Expectations of Technology in Northern Territory Primary Schools

Year 2018, Volume: 10 , 156 - 162, 12.09.2018

Abstract

Educational outcomes are particularly
poor for the 43 percent of Australia’s Northern Territory students who are
Indigenous, many of whom lag significantly behind
their non-Indigenous peers (see ACARA, 2011.) The heavy investment by
many NT schools in computers, interactive whiteboards and other educational
technologies can be seen in part as an attempt to ameliorate their inherent
disadvantage,  thus equalising the
learning opportunities in remote locations. Technology is a response to the need to better engage students and
improve educational outcomes. This
research examined motivational, pedagogical and systemic factors that affect
the way technology is used in the classroom. Expectancy-value
theory was used as a framework to organise and understand motivations when
attempting to integrate technology into their teaching and how their
expectation of the technology influenced their pedagogical goals. This
research investigated what factors impact teachers’ perceptions of ICT
integration in their classes by looking at skills, practices, attitudes and
ability to confidently integrate technology as a teaching tool. Data were gathered
through observations of technology-based lessons and semi-structured interviews
with teachers in Australia’s Northern Territory schools.  Results showed teachers placed high
value on using technology for education; however, expectancy of its success was
frequently diminished when teachers perceived barriers beyond their immediate
control such as the lack of human resources to support the technology, and a
lack of effective professional development resulting in teachers lacking
confidence to successfully deliver a technology based lesson. 

References

  • ACARA. (2011). NAPLAN National Report. Retrieved from http://www.nap.edu.au/Documents/National%20Report/NAPLAN_2011_National_Report.pdf. Al-Fudail, M., & Mellor, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51, 1103-1110. Bingimlas, K. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. Borders, A., Earleywine, M. & Huey, S. (2004). Predicting problem behaviours with multiple expectancies: Expanding Expectancy Value Theory. Adolescence. 39, pp. 539-551. Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A literature review. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1), 136-155. Butler, D., & Sellbom, M. (2002). Barriers to adopting technology for teaching and learning. EDUCAUSE Quarterly, 2, 22-28. Christensen, R. (2014) Effects of Technology Integration Education on the Attitudes of Teachers and Students. Journal of Research on Technology in Education, 34(4), 411-433. DOI: 10.1080/15391523.2002.10782359 Clarke, G & Zagarell, J. (2012).Technology in the classroom: Teachers and technology: A technological divide. Childhood Education, 88(2), 136-139. DOI: 10.1080/00094056.2012.662140 Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council. Retrieved June 12, 2012 from http://www.nsdc.org/news/NSDCstudy2009.pdf. DeBortoli, L., Buckley, S., Underwood, C., O’Grady, F., & Gebhardt, E. (2014). ICILS 2013: Australian students’ readiness for study, work and life in the digital age. Camberwell: ACER. http://research.acer.edu.au/ict_literacy/6/ Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integrated practices: A critical relationship. Computers & Education, 59, 423-435. Green, S.K. (2002). Using an expectancy-value approach to examine teachers’ motivational strategies. Teaching and Teacher Education, 18, 989-1005. Hargreaves, A. (2001). Emotional Geographies of Teaching. Teachers College Record, 103(6), 1056-1080. Hart, H.M., Allensworth, E., Lauen, D.L., & Gladden, R.M. (2002). Educational technology: It’s availability and use in Chicago’s public schools. Chicago: Consortium on Chicago School Research. Retrieved Nov. 2010 from http://www.consortium-chicago.org/publications/pdfs/p56.pdf Hennessy, S., Deaney, R., Ruthven, K., & Winterbottom, M. (2007). Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Learning, Media and Technology, 32(3), 283-301. Kennedy, G., Krause, K., Judd, T., Churchward, A. & Gray, K. (2008). First year students’ experiences with technology: are they really digital natives? Melbourne, Australia: University of Melbourne. Retrieved April 10, 2007, from http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.rtf Kvavik, R. B. (2005). Convenience, communication, and control: How students use technology. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation (pp. 7.1–7.20). Boulder, CO: EDUCAUSE. Retrieved May 27, 2007, from http://www.educause.edu/educatingthenetgen Kopelman, R.E. (1979). Directionally different expectancy theory predictions of work motivation and job satisfaction. Motivation and Emotion, 3, 299-317. Ladwig, J.G., & Sarra, C. (2009). Structural review of the Northern Territory Department of Education and Training: Delivering the goods. Darwin: Northern Territory Department of Education and Training. Lee, M.H. & Tsai, C.C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. Doi: 10.1007/s11251-008-9075-4 Marzano, R. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80-82. Mouza, C. (2009. Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College record,111(5), 1195-1241. Oliver, B. and Goerke, V. (2007). Australian undergraduates use and ownership of emerging technologies: Implicatons and opportunities fro creating engaging learning opportuniites for the Net generation. Australian Journal of Educational Technology, 23(2), 171-186. Retrieved May 23, 2018 from https://ajet.org.au/index.php/AJET/article/view/1263 Palak, D, & Walls, R.T. (2009). Teachers’ beliefs and technology practices: A mixed methods approach. Journal of research on technology in education, 41(4), 417-441. Saldaña, J.(2013). The coding manual for qualitative researchers, 2nd edition. Los Angeles, CA: Sage. Shamburg, C. (2004). Conditions that inhibit the integration of technology for urban early childhood teachers. Information Technology in Childhood Education Annual, 227-244. Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education. Retrieved 19 April 2008 from http://educationcounts.edcentre.govt.nz/goto/BES. Thomson, S. (2015). Policy Insights: Australian students in a digital world. Australian Council for Educational Research, 3, June 2015. Vroom, V.H. (1964). Work and Motivation. New York: Wiley & Sons. Wozney, L., Venkatesh, V., & Abrami, P.C. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-206.
Year 2018, Volume: 10 , 156 - 162, 12.09.2018

Abstract

References

  • ACARA. (2011). NAPLAN National Report. Retrieved from http://www.nap.edu.au/Documents/National%20Report/NAPLAN_2011_National_Report.pdf. Al-Fudail, M., & Mellor, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51, 1103-1110. Bingimlas, K. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. Borders, A., Earleywine, M. & Huey, S. (2004). Predicting problem behaviours with multiple expectancies: Expanding Expectancy Value Theory. Adolescence. 39, pp. 539-551. Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A literature review. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1), 136-155. Butler, D., & Sellbom, M. (2002). Barriers to adopting technology for teaching and learning. EDUCAUSE Quarterly, 2, 22-28. Christensen, R. (2014) Effects of Technology Integration Education on the Attitudes of Teachers and Students. Journal of Research on Technology in Education, 34(4), 411-433. DOI: 10.1080/15391523.2002.10782359 Clarke, G & Zagarell, J. (2012).Technology in the classroom: Teachers and technology: A technological divide. Childhood Education, 88(2), 136-139. DOI: 10.1080/00094056.2012.662140 Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council. Retrieved June 12, 2012 from http://www.nsdc.org/news/NSDCstudy2009.pdf. DeBortoli, L., Buckley, S., Underwood, C., O’Grady, F., & Gebhardt, E. (2014). ICILS 2013: Australian students’ readiness for study, work and life in the digital age. Camberwell: ACER. http://research.acer.edu.au/ict_literacy/6/ Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integrated practices: A critical relationship. Computers & Education, 59, 423-435. Green, S.K. (2002). Using an expectancy-value approach to examine teachers’ motivational strategies. Teaching and Teacher Education, 18, 989-1005. Hargreaves, A. (2001). Emotional Geographies of Teaching. Teachers College Record, 103(6), 1056-1080. Hart, H.M., Allensworth, E., Lauen, D.L., & Gladden, R.M. (2002). Educational technology: It’s availability and use in Chicago’s public schools. Chicago: Consortium on Chicago School Research. Retrieved Nov. 2010 from http://www.consortium-chicago.org/publications/pdfs/p56.pdf Hennessy, S., Deaney, R., Ruthven, K., & Winterbottom, M. (2007). Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Learning, Media and Technology, 32(3), 283-301. Kennedy, G., Krause, K., Judd, T., Churchward, A. & Gray, K. (2008). First year students’ experiences with technology: are they really digital natives? Melbourne, Australia: University of Melbourne. Retrieved April 10, 2007, from http://www.bmu.unimelb.edu.au/research/munatives/natives_report2006.rtf Kvavik, R. B. (2005). Convenience, communication, and control: How students use technology. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation (pp. 7.1–7.20). Boulder, CO: EDUCAUSE. Retrieved May 27, 2007, from http://www.educause.edu/educatingthenetgen Kopelman, R.E. (1979). Directionally different expectancy theory predictions of work motivation and job satisfaction. Motivation and Emotion, 3, 299-317. Ladwig, J.G., & Sarra, C. (2009). Structural review of the Northern Territory Department of Education and Training: Delivering the goods. Darwin: Northern Territory Department of Education and Training. Lee, M.H. & Tsai, C.C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. Doi: 10.1007/s11251-008-9075-4 Marzano, R. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80-82. Mouza, C. (2009. Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College record,111(5), 1195-1241. Oliver, B. and Goerke, V. (2007). Australian undergraduates use and ownership of emerging technologies: Implicatons and opportunities fro creating engaging learning opportuniites for the Net generation. Australian Journal of Educational Technology, 23(2), 171-186. Retrieved May 23, 2018 from https://ajet.org.au/index.php/AJET/article/view/1263 Palak, D, & Walls, R.T. (2009). Teachers’ beliefs and technology practices: A mixed methods approach. Journal of research on technology in education, 41(4), 417-441. Saldaña, J.(2013). The coding manual for qualitative researchers, 2nd edition. Los Angeles, CA: Sage. Shamburg, C. (2004). Conditions that inhibit the integration of technology for urban early childhood teachers. Information Technology in Childhood Education Annual, 227-244. Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education. Retrieved 19 April 2008 from http://educationcounts.edcentre.govt.nz/goto/BES. Thomson, S. (2015). Policy Insights: Australian students in a digital world. Australian Council for Educational Research, 3, June 2015. Vroom, V.H. (1964). Work and Motivation. New York: Wiley & Sons. Wozney, L., Venkatesh, V., & Abrami, P.C. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-206.
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Details

Primary Language English
Journal Section Articles
Authors

Janet Helmer This is me

Helen Harper This is me

Jennifer Wolgemuth This is me

Publication Date September 12, 2018
Published in Issue Year 2018 Volume: 10

Cite

APA Helmer, J., Harper, H., & Wolgemuth, J. (2018). Teachers’ Values and Expectations of Technology in Northern Territory Primary Schools. The Eurasia Proceedings of Educational and Social Sciences, 10, 156-162.