The rhetoric of reform and teachers' use of <scp>ICT</scp>

Vrasidas, Charalambos

doi:10.1111/bjet.12149

Cited by 82 publications

(54 citation statements)

References 13 publications

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“…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. Other recent research in Cyprus indicates that, although teachers believe that using ICT can transform education and are willing to use it, little real change is occurring in schools (Vrasidas 2014). The major barriers appear to be lack of time, lack of flexibility in curriculum, and lack of access to ICT and support.…”

Section: 2mentioning

confidence: 98%

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

et al. 2015

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Abstract:Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. The goal of the paper is to consider the issue of TPD with reference to the usage of ICT as a lever for educational change in a systemic manner, based on the application of local as well as international research. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century, illustrated in four cases presented herein, which synthesize elements of practice and theory. Based on the literature and the four case studies, we suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models. We include suggestions for more effectively linking research to practice and will lay out possible research directions, as a means of facilitating evidence-based decisions and policies.

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Section: 2mentioning

confidence: 98%

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

et al. 2015

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“…Related to these results, Albion et al (2015) report that one way of changing classrooms practices is to work with the teachers' beliefs about ICT for teaching and learning. According to Vrasidas (2015), national governmental directives that require teachers to use ICT is challenging. Vrasidas writes that:…”

Section: Reason 2: the Challenged Teachermentioning

confidence: 99%

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

2017

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This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and openended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of 'technological pedagogical content knowledge' only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers' expressed research interests and the design and implementation of a formative intervention group interview.

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“…Tsai and Chai (2012) have argued that teachers' design capacities are third-order barriers that hinder ICT integration besides the first-order barriers (e.g., access to technology) and second-order barriers (i.e., teachers' beliefs). Studies from many developed countries have shown that despite good access to technology and teachers' support in ICT use, teachers' integration of ICT is still limited, especially for constructivist-oriented use (e.g., Vrasidas, 2015). This phenomenon is not surprising, as contextually, teachers are required to design specific lessons for the group of students who have particular learning trajectories and relationships with the teacher.…”

Section: Tpack For 21st Century Learningmentioning

confidence: 99%

Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning

Chai¹,

Tan²,

Deng

et al. 2016

AJET

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Although there is an established body of work arguing that teachers' technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers' beliefs about learning, their design dispositions, learning design practices and TPACK. Critical inquiry in this aspect is timely as a new culture of learning is emerging from the informal contexts of learning and challenging how schoolbased learning should be designed to foster 21st century competencies. In this study, a survey instrument was developed to assess and investigate the relationships among pre-service teachers' beliefs about the new culture of learning and school-based learning, their design dispositions, learning design practices and relevant factors of TPACK. Based on the sample size of 223 pre-service teachers in Singapore, the validation shows that the relevant factors pertaining to TPACK, teachers' beliefs and design were distinctive. The study shows that teachers' beliefs about learning and their design capacities changed along with their TPACK efficacy. It also identified factors that might affect teachers' competencies needed to design lessons that could cultivate a new 21st century culture of learning. Implications of the relationships among teachers' beliefs about learning, their design capacities and TPACK to foster 21st century competencies are discussed.

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The rhetoric of reform and teachers' use of ICT

Cited by 82 publications

References 13 publications

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

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

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning

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