Part 1: Introduction • Part 2: Objectives and Scope • Part 3: Methodology • Part 4: Findings • Part 5: Recommendations • Part 6: Appendices
14th June 2000
Broadly, the ESC research study aimed to investigate a group of secondary teachers' perceptions of learning technologies and use of learning technologies personally, professionally and in the classroom. The specific research questions were:
Of the many possible directions for a research project into the impact and effectiveness of learning technologies in secondary schools, teachers' use and perceptions of learning technologies were chosen as vital precursors to enhanced student learning outcomes. Without personal, professional and classroom use of learning technologies by teachers it was felt that enhanced learning outcomes were unlikely. Without appropriate perceptions of learning technologies published research indicates that teachers are unlikely to use learning technologies in the classroom in a manner which will lead to enhanced student learning. This last point is now elaborated in more detail.
The decision to investigate teachers' perceptions of learning technologies was based on the findings of a body of recent published research into teachers' and students' perceptions of natural teaching and learning contexts. The data for this body of research was obtained from teachers' and students' self-reports of experiences of their own teaching and learning situations. The research was pioneered in Sweden in the early 1970s and used a qualitative research approach known as phenomenography. Phenomenographic research approaches are qualitative and seek to describe variation in groups of individualsÕ experiences of phenomena in the world (Marton, 1981). Phenomenographic research into teaching and learning experiences, with its emphasis on teachers' and students' perceptions, departed from previous research into teaching and learning which focussed on researchers' experiences of teaching and learning situations. A summary of the findings of phenomenographic research into students' and teachers' perceptions of learning situations is presented next. An understanding of these findings is an important background to the research reported in this report. The findings are displayed diagrammatically in Figure 1, then described.
Figure 1: Relations between teachers' perceptions and the quality of students' learning outcomes
Teachers have been found to approach teaching in a limited number of qualitatively different ways which are related to the qualitatively different ways teachers conceptualise teaching and learning (Prosser and Trigwell, 1999). Broadly, teachers that perceive learning as the accumulation of information, view teaching as the transfer of information, and use a teacher centred approach where the teacher imparts information to the students. In contrast, teachers who view learning as conceptual change, view teaching as facilitating conceptual change and use a student centred teaching approach where the students have more responsibility for their own learning.
The way a teacher approaches teaching has been found to be related to the way students approach learning (Trigwell, Prosser and Lyons, 1999). A conceptual change/student focussed teaching approach has been found to encourage deep learning approaches in students. Deep learning approaches have an intention to seek meaning in learning situations through linking aspects of the content. With a deep learning approach there is the possibility of conceptual change. In contrast an information transfer/teacher centred teaching approach has been found to encourage surface learning approaches. Surface learning approaches focus on aspects of the content in isolation with the intention of recalling the content in assessment situations. There is no intention to seek the meaning in the content and hence, little likelihood of conceptual change. It is assumed here that conceptual change represents an enhanced learning outcome in comparison to the ability to recall isolated aspects of content.
In addition to perceptions of teaching and learning, teachers' perceptions of the content to be taught plays a role in determining the quality of students' learning outcomes. Patrick (1998), in a study of VCE history teachers and students, found that a teacher's perception of history as a content area, impacted on the way history was taught which in turn impacted on the quality of the understanding students achieved. For instance a teacher who viewed history as unconnected material remnants of the past taught history as a series of pieces of information to be acquired by the students with the result that the students acquired knowledge of a series of unconnected dates and events. In contrast a teacher who viewed history as a process involving someone interpreting and understanding past events taught history by encouraging students to interpret past events in terms of other related past and present events. Students developed an understanding of history as an account of cultural diversity and different points of view, a more desirable (enhanced) learning outcome.
In summary teachers' perceptions of teaching, learning and the content being taught are important influences on approach to teaching. Approach to teaching is related to students' approaches to learning. Only through a conceptual change/student focussed teaching approach are deep learning approaches likely. Only deep learning approaches are likely to lead to the conceptually significant learning outcomes which can be considered as enhanced learning.
The major contention underlying the research project at ESC was that teachers' perceptions of learning technologies will impact on the quality of students' learning outcomes. A teacherÕs perception of learning technologies was assumed to incorporate the teacherÕs perception of learning which influenced the teacherÕs teaching approaches. Enhanced learning outcomes are only possible if learning technologies are used in the teaching approach to encourage deep learning approaches in students. Thus, a research focus on teacher's perceptions and use of learning technologies was taken in the research project at ESC as, without appropriate perceptions and use, deep learning approaches and enhanced student learning outcomes are unlikely.