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

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

Janet Helmer Helen Harper Jennifer Wolgemuth

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. 

Keywords

Technology ıntegration, Primary Schools, Teachers

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