Does social capital matter? A quantitative approach to examining technology infusion in schools

Abstract

Changing teachers' perceptions about the value of technology and equipping them with appropriate knowledge and skills in pedagogical use of technology is often regarded as a key determinant of success in technology infusion in schools. However, recent studies have indicated that changing teachers' epistemological beliefs about the use of technology in teaching and learning may not necessarily bring about change in their practice, and that technology implementation in schools can be affected by other instrumental forces, such as collegial trust, support for risk taking and access to expertise within an organization. In this article, we delineate collegial trust, access to expertise, willingness to take risks, etc. as manifestations of social capital in an organization. We argue that social capital plays a pivotal role in leveraging pedagogical change in schools. To gauge teachers' self-perceived change in their pedagogical use of technology, we take a constructivist perspective to explore how technology serves as a tool for facilitating students to articulate their thoughts, to explore and construct knowledge, and to become more autonomous in learning. The results of our questionnaire survey indicate that (1) the social capital of a school had a strong direct effect on teachers' self-perceived changes in their pedagogical use of technology, and that the effect of social capital on pedagogical change outweighed that of teachers' perceived effectiveness of professional development; (2) teachers' receptivity towards technology use had a direct effect on their perceived effectiveness of professional development but a very weak effect on fostering changes in their pedagogical use of technology; and (3) the social capital of a school had a direct influence on teachers' receptivity towards technology use and their perceived effectiveness of professional development. To further unfold the complexity of technology implementation, more in-depth qualitative studies on how social forces shape the change process are deemed necessary.

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

“…In a study of 1076 teachers in 130 Hong Kong schools, Li and Choi (2014) found that the positive effect of professional development on teachers' pedagogical use of ICT was substantially less than the effect of social capital measured in two components. The first factor was the school climate and trust within the school, and the second factor was the existence of networks for accessing new information.…”

Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project

“…The participants in this study, similarly, found a community of practice (albeit an online one). In turn, they will likely be future "showcasing" educators by encouraging novelty in their school community with their own expertise and on-site social capital (Li & Choi, 2013), moving from a "horizontal" mode of transferring knowledge to a given context, to a "vertical" mode, developing collective, on-site knowledge (Webb, 2011). In this manner, technological "experts" emerge in the school and help others.…”

“…Champions in technology and in integration of technology with pedagogy emerge and lead. This is a particularly important element, as Li and Choi (2013) found that: Social capital within a school seems to play a predominant role in facilitating change in pedagogical use of technology, as well as enhancing teachers' receptivity towards the use of technology in teaching and learning, and their engagement in professional development. (p. 13) Third-generation activity theory also suggests that school-based technology is developed through interactions with at least two interconnected systems-higher-level planning at a systems level (e.g., school district) and the immediate classroom context-whose processes can either impede or support success (Anthony, 2012).…”

Building professional capital within a 21st century learning framework

“…A study conducted by Li and Choi (2013) suggested that “social capital provides the impetus for teachers to adopt a new pedagogy and that conventional models of technology infusion may not be adequate to address the social and affective dimensions of change management” (p. 14). Leaders must promote structures to create vibrant and thriving learning communities that are reflective of their contexts and learning communities.…”

“…Fullan (2007, p. 50) encourages leaders to create a community of open exchange where teachers are given the opportunity to explore their own practice in handling situations ethically. Li and Choi (2013) indicate “social trust creates a context of predictability and stability for genuine, open dialogues, as well as for critical reflection and risk taking when individuals are confronted with the need for change” (p. 3). As pointed out by Hargreaves and Shirley (2009), “the point of networks is to spread innovation, stimulate learning, increase professional motivation and reduce inequities” (p. 100).…”