A study of teachers' private theories and levels of pedagogical technology integration

Abstract

This qualitative study investigated the extent of Teachers’ Private Theories on the level of

instructional technology integration within a Hong Kong international school. Such

private theories develop as a result of personal and pedagogical experiences influencing

how teachers think, manage their classrooms and make decisions, essentially acting as a

foundation for instructional decision-making practices. The participants within this study

consisted of three teachers with various degrees of experience. Lesson observations and

interviews were conducted, and an intervention measure in the form of Moodle, a course

management system, was introduced to enhance existing pedagogical practice and provide

an opportunity for the teachers to facilitate a higher level of technology integration;

something that is generally attributed to a strong focus on student centered pedagogy.

Private theories were categorized into six key areas - student learning, management,

assessment, teaching, technology and support. Results from the study indicated that

intervention measures used to facilitate higher-levels of technology integration for teachers

who already focus on student-centered pedagogy, do not result in any noticeable

transformation of their private theories. Instead, teachers develop a deeper cognitive

understanding of the intervention, and begin to question how they can modify existing

teaching and learning practices. Teachers that participate in comprehensive school wide

technology programs need continuous support to ensure they achieve higher-levels of

technology integration, and continue to develop student-centered pedagogy.