A study of newly appointed teachers' thinking and their uses of educational technologies at an international school in Hong Kong

Abstract

Though innovations in digital technologies have resulted in increased choice, affordability and accessibility, literature continues to suggest that the application of digital technologies for teaching and learning is not being effectively demonstrated in schools. The focus of this study was to determine how newly appointed teachers’ thinking mediates their uses of educational technologies at an international school in Hong Kong. Such schools are often seen as having greater curricular, financial and operational autonomy, and are well resourced as far as teachers’ access to technological resources and support is concerned. The pedagogical decisions teachers make are often influenced by their private theories, which can, for example, be developed through pre-conceptions, personal experiences and personal theories. This qualitative case study explored the private theories of five newly appointed teachers. Private theories are complex and multidimensional in nature and influence how teachers make decisions regarding the instructional use of technology in learning design. Areas of private theories identified from a review of the literature included (1) Classroom Management, (2) Evaluation of Learning, (3) Learners, (4) Learning, (5) School Technology Support, (6) Teaching, (7) Technology and (8) Technology Competencies. These were all evidenced within the findings of the study. A new area emerged from the study which related to School Climate. Through semi-structured interviews, observations, analysis of lesson artefacts and journal reflection entries, results of this study reveal that the predominant areas of private theories which influenced teachers’ use of technology, related to technology and teaching. The contexts in which decisions were made in relation to these areas of private theories, were found to relate to teacher/teaching and learner/learning. An exploration of these contexts found that teachers positioned their role and the role of technology in context to their pedagogical approach to teaching and learning. The teachers had established a vision on the role of technology within their teaching and the support structures at the school aided them in adapting to the school's diverse digital ecology. A modified Resources, Activities, Support, Evaluation (RASE) learning design framework was developed through the findings of the study. It is recommended that school leaders and technology specialists consider the use of this model within teacher professional development programmes, as it addresses specific areas of thinking as pertaining to teachers’ technology based learning design practices. Schools should ensure that comprehensive technology structures are setup for teachers so they can comfortably develop expertise and have confidence in using technology within their practice. This research contributes to theory on teacher thinking and technology use, particularly in the area of teachers’ private theories and their influence on the pedagogical application of technology. The findings indicate the importance of understanding the significance of teachers’ thinking practices and the influence this has on the decisions they make. Teachers are considered as at the forefront of educational change, and having a greater level of understanding of how they make decisions will allow policy makers and educational leaders to provide the support they need for professional growth.