Framing ICT implementation in a context of educational change: A structural equation modelling analysis

Abstract

Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, we are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 schools to construct a structural equation model (SEM), from which we are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.

Influence of teachers' perceived e-portfolio acceptance on teacher evaluation effectiveness in Taiwan

“…Through the establishment of teaching portfolios, teachers can provide records of professional development and proof of their accomplishments. In this way, teacher professional development is guaranteed, student learning accomplishments are assured, and instruction can be affirmed by the public at large (Wong & Li, 2011).…”

“…In other words, if the technological functions to be used by the teacher can make the task smoother, the user's costs in carrying out the task will be lowered. Only when it can support the task to be completed will there be good work performance (Wong & Li, 2011).…”

“…From the social cognitive perspective, teacher acceptance of eportfolios is affected by factors such as social pressure and the school environment, which in turn affect teacher motivation, attitude, and the adoption of e-portfolios (Bandura, 2007;Saade & Kira, 2009;Shepherd & Bolliger, 2011). A number of schools have established e-portfolio and web-portfolio symposium websites in the hopes of effectively promoting teacher professional evaluation systems to help enhance school effectiveness (Pynoo, Devolder, Tondeur, van Braak, Duyck & Duyck, 2011;Wong & Li, 2011). Teacher perceptions of the usage of e-portfolios not only improve actual teaching performance, but also increase the information and feedback from student learning accomplishments.…”

Leadership for Personalized Learning in a One-to-One Computing Environment

“…In the literature, leadership has throughout history been researched in terms of leaders' traits such as intelligence or self-confidence; emotional intelligence; leaders' styles; or the nature of interactions between leaders and subordinates, and is described in terms of the ability of leaders to inspire and motivate a group to accomplish common goals (Northouse, 2013). In addition, recent research of leadership have demonstrated its impact on student achievement (Hallinger & Heck, 2010;Leithwood & Jantzi, 2012) and on technology integration (Anderson & Dexter, 2005;Wong & Li, 2011;Baylor & Ritchie, 2002) in terms of seeing it as a collective property, distributed throughout a school community . This research has framed effective leadership as not always looking the same in each context, but rather maintaining certain core practices that apply not only to leadership for student achievement, but also to leadership for the effective integration of personalized learning with one-to-one technology.…”

“…Furthermore, theories such as transformational leadership (Kouzes & Posner, 1987;Leithwood & Janzi 2006;Wong & Li, 2011) detail the importance of a strong, widelyshared vision that motivates individuals to exert efforts towards that vision. Integrating one-one devices in the absence of a widely shared vision and goals may have resulted in teachers integrating technology to meet their instructional demands and maintain traditional teacher-centered instructional methods (Cuban, 2013;Lowther et al, 2012;Shapley, 2010).…”