Part 1: Introduction • Part 2: Objectives and Scope • Part 3: Methodology • Part 4: Findings • Part 5: Recommendations • Part 6: Appendices
14th June 200
Broadly the research showed that the group of teachers increasingly used learning technologies personally over the period of the research but professional and classroom use did not change significantly. This lack of significant change in professional and classroom use, allied with the inadequate perceptions of learning technologies identified, in particular the learning component, cast doubts on the likelihood of learning technologies leading to enhanced learning outcomes in the research context. More detailed findings are presented in three sections corresponding to the three research questions outlined earlier in the report.
1. How did the group of teachers perceive learning technologies?
The group of teachersÕ perceptions of learning technologies were investigated as, without appropriate perceptions, the teaching approaches used with the learning technologies were unlikely to encourage enhanced learning outcomes.
A number of distinctly different perceptions of learning technologies were identified. The perceptions differed with regard to a "what" and a "how" component. The "what" component concerned the technology aspect of learning technology - what constituted a technology. The "how" aspect related to the nature of the impact of the technology on students' learning. Variation was found in both the "what" and "how" components of the perceptions of learning technologies. The variation is described and illustrated with quotes from the data in Tables 2 and 3.
Perceptions of learning technologies"What" (technology) component |
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A. Anything which can be physically manipulated by the learner In this perception, technology is considered as anything
with which students interact physically in the learning process. A technology
can vary from a pencil and paper or a lump of clay to something electronic
like a computer.
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B. Any mechanical or technical equipment This perception does not incorporate objects which are strictly manual rather than technical or mechanical. For instance textiles or clay would not be considered as learning technologies. All other mechanical and technical aids to learning are incorporated.
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C. A progressive piece of mechanical or technical equipment The nature of the mechanical or technical equipment is important here. The equipment has to demonstrate some development over and above an older piece of equipment.
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D. Computer related equipment In this perception technology is restricted to something electronic.
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Table 2: Various perceptions of the "what" (technology) component of learning technologies identified in the 29 interview transcripts
The different perceptions of the "what" component of learning technologies are presented in Table 2 in a hierarchy based on logical inclusiveness. Perception A Ð Anything which can be physically manipulated by the learner includes the three other perceptions and represents a broad view of the technology component of learning technologies. Perception D - Computer related equipment, in contrast, is a narrower view of the technology component of learning technologies.
Perception D - Computer related equipment is consistent with the definition of learning technologies provided by the DOE and given earlier in the report. The broad finding that teachers also recognised objects and materials other than electronic, computerised equipment as technology was unexpected.
Perceptions of learning technologies"How" (learning) component |
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A. Enhances learning (higher quality outcomes) In this perception the use of learning technologies in the classroom by students leads to learning outcomes which involve understanding - the grasping of the meaning in the subject matter.
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B. Encourages the development of better learning techniques and strategies Deep learning approaches with the possibility of enhanced learning outcomes require particular learning techniques and strategies. In this perception learning technologies are seen to enable students to develop these techniques and strategies.
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C. Development of skill with or knowledge about the technology In this perception learning is enhanced because in addition to learning about the content, skills in using the technology are learnt.
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D. Aids/Assists Two different senses of assisting learning are evident in this category. Firstly, the technology makes the teaching and learning easier through better access to more information. Secondly the technology assists learning through motivating the students and making the learning process more enjoyable.
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| E. Quicker, better presentation of more up-to-date, expansive information
The focus here is on enhanced learning involving better presentation of the material to be handed in.
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Table 3: Various perceptions of the "how" (learning) component of learning technologies identified in the 29 interview transcripts
The different "how" component perceptions of learning technologies are presented in Table 3 in a hierarchy based on logical inclusiveness. Perception A - Enhances learning is inclusive of all the other perceptions. Enhanced learning outcomes require that better learning techniques and strategies are used; require skill in using the technology; require assistance from the technology; and require that the learning outcomes can be presented more effectively. The quote used to illustrate Perception A is also illustrative of the inclusive nature of the different perceptions.
The finding of Perceptions D and E was unexpected. On the basis of contemporary research-based knowledge about teaching and learning these perceptions represent an inadequate view of enhanced learning. Given that teachersÕ perceptions of learning have been related to the quality of studentsÕ learning outcomes, Perceptions D and E are unlikely to be associated with the use of learning technologies in learning situations in a manner which will encourage deep learning approaches and the possibility of understanding of the content.
Various relationships between the "what" and "how" components of the perceptions of learning technologies were found in the interview transcripts. Table 4 shows the relationships. An X in a cell represents the finding of at least one transcript with both the corresponding "what" (column) and "how" (row) components.
Table 4: Relationships between "what" and "how" components of learning technologies identified in the 29 interview transcripts
Of interest in Table 4, interview transcripts in which the technology component of learning technologies was identified as Anything which can be physically manipulated by the learner were not associated with perceptions of the impact of the technology as enhancing learning or encouraging better learning strategies or techniques (the shaded cells). Only the views of technology as mechanical, technical or electronic equipment were associated with the more desirable learning influences of the technology.
2. To what extent were learning technologies used by the group of teachers personally, professionally and in the classroom?
The amount of use of learning technologies was investigated as enhanced learning outcomes were unlikely without adequate use of learning technologies.
The use of learning technologies by the group of teachers is displayed in Figures 2, 3 and 4. Personal and classroom use of computers and word processing software was pervasive. Teachers were also personally using the appropriate hardware and software to access the Internet. Professionally teachers were using software for report writing and preparation of class handouts. At the beginning of the research period, students were using the more common application software packages in the classroom (databases, spreadsheets). The more advanced and specialised learning technologies were not used significantly in any context.
Figure 2: Personal use of learning technologies by teachers (28 questionnaire in 1997, 26 in 1999)
Figure 3: Professional use of learning technologies (28 questionnaire in 1997, 26 in 1999)
Figure 4: Classroom use of learning technologies by teachers (28 questionnaire in 1997, 26 in 1999)
The findings displayed in Figures 2, 3 and 4 are discussed in more detail under the next research question
3. Did the teachers' perceptions and use of learning technologies change over a two year period which included a professional development program developed by the DOE
This question was investigated to look at the impact of time on the use and perceptions of learning technologies. During the research period the group of teachers were exposed to a relevant professional development program and much publicity from the DOE about learning technologies. Most teachers also received laptop computers during the research period.
Change in perceptions of learning technologies among the group of teachers was investigated by classifying the perception of learning technologies underlying each interview transcript against the hierarchy of "what" and "how" components of learning technologies that had been identified. Table 5 shows the results of the classification process.
Table 5: Classifications of interview transcripts against the hierarchies of perceptions of the "what" and "how" components of learning technologies (the figure in italics represents the 1997 data, non-italics the 1999 data)
With regard to the "what" component, the perception of the technology aspect of learning technologies changed little. This was despite the fact that the professional development program held during the research period focussed teachersÕ attention on the skills and knowledge associated with using learning technologies. With regard to the "how" component of learning technologies, the predominant change in perception of the technology on learning over the research period was from Perception E - Quicker, better presentation of more up-to-date, expansive information to Perception D - Assist/aids learning.
In general, at the beginning of the research period learning technologies were not perceived by staff in the manner intended by the DOE. The lack of change in perception of learning technologies over the research period was unexpected. It was expected that the professional development programs and promotion of and support for learning technologies would have changed perceptions.
Change in use of learning technologies over the two years is displayed in Figures 2, 3 and 4. A statistically significant increase in the amount of personal use of learning technologies over the research period was found (Wilcoxon Signed Ranks test, p = .004). Change in professional and classroom use was not statistically significant (Wilcoxon Signed Ranks tests, p = .75 and p = .199 respectively). Whether the change in personal use was as a direct result of the professional development programs or the introduction of laptops or other influences is not discernible from the data.
Personal use of the internet via modem and browser software increased substantially over the research period. CD Rom and scanner technology also increased. Interestingly, professional use of report writing software and software to produce class handouts decreased over the research period. There are more decreases in professional use of learning technologies than increases over the research period. The most significant increases are in the use of cc mail in the office and Powerpoint to produce slide shows. Use of computers and word processing, spreadsheet and database software has decreased in the classroom. Use of learning technologies in class collaborative and research projects has increased. Doubt needs to be cast on the long-term nature on this increase, however, as teachers were asked to complete a Classroom Investigation Project using learning technologies as part of their LWTI professional development. The Classroom Investigation Projects took place shortly before the second set of questionnaires were administered.
In summary the findings show that the group of teachers were personally using learning technologies more in 1999 than 1997. The increase in personal use was not broadly reflected in professional and classroom use. The increase in use of learning technologies in collaborative and research projects in the classroom is encouraging but remains low in overall terms (see Figure 4). The general lack of appropriate use of learning technologies is disappointing. The nature of the perceptions of learning technologies among the group of teachers is not consistent with the definitions in the DOE literature or with a modern research perspective on teaching and learning. The lack of use and nature of perceptions of learning technologies indicates that, in the research context, learning technologies are unlikely to result in enhanced student learning. Suggestions as to what can be done about this situation are the subject of the last section of the report.