Problem-Based Learning, Educator Technophobia,
and Technology Integration: An Annotated Bibliography
Draper, D. (2010, July 15). On empathy, culture, and barriers making technology integral to teaching. (Web log comment). Retrieved from http://www.techlearning.com/blogs/31406
In this blog posting Draper discusses what seems to be holding back technology from becoming fully integrated in education. Citing a couple specialists on the subject, Draper concludes that generally technology itself is not feared, but that a fear of communicating and collaborating with others is keeping people from embracing technology. Draper suggests that until collaboration is a key element in all educators’ concept of teaching, modern technology will be difficult to integrate. He also describes a project (that he deems to be a great collaborative example) in which students from different countries work together to complete a project; a task that sounds very much like project-based learning. As an educator and a person involved with the International Society for Technology in Education, Draper’s viewpoint is indeed relevant. While his entry is short, his thoughts are recent and clearly tie in to the notion of overcoming technophobia and how that might be achieved.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology, Research and Development, 53(4), 25-39.
This article thoroughly discusses the nature of teacher beliefs and how they affect classroom instruction and practices. Ertmer goes on to explain how these beliefs can inform professional development strategies intended to improve technology integration. Essentially, she suggests that for teachers to adopt technological tools, it will require working with teachers’ preexisting pedagogical beliefs. Specifically she suggests that these teachers will need to shift some of their beliefs, and this might be achieved by personal or vicarious experiences and/or through the establishment of new social and cultural norms.
This article is highly relevant and does a thorough job of exploring what experts believe about teacher pedagogy and pedagogical shifts. In regards to my research, this article lays out how technophobia may be rooted in teacher beliefs as well as how different interventions that call for change in those beliefs (such as problem-based learning) may be effectual in technology integration.
George, G., Sleeth, R.G., & Pearce, C. G. (1996). Technology-assisted instruction and instructor cyberphobia: Recognizing the ways to effect change. Education. 116(4), 604-609.
This report enumerates the challenges that come from the demand for digital multimedia in instructional use. The primary focus is on instructors themselves and the cyberphobia that can inhibit them from embracing this instructional change. Phobic behaviors that signal resistance are classified into five categories: negative symbolism, technological change per se, manifested resistance, failure to recognize stages of change and acceptance, and failures of implementation. From there, change strategies are recommended via a typology of roles that stem from technology use and technology awareness. These roles include: novice, skeptic, agnostic, explorer, optimist, conformist, squatter, dabbler, and expert. Strategies are then suggested for how to effect change with educators that match each typological role.
This article is useful in that it draws on the research of various experts to systematically explain technophobia and categorizes instructors with these fears in order to assist in intervention and facilitate instructional change. While it is an older report, it still has validity, as the typology presented is easily generalized to present-day educators and the causes mentioned are also relevant in technology implementation today.
The George Lucas Educational Foundation. M. Chen & S. Armstrong (Eds.). (2002). Edutopia: Success stories for learning in the digital age. San Francisco, CA: Jossey-Bass.
This book is a collection of articles written by various contributors regarding the implications of project-based learning (which is another name for problem-based learning, or PBL). Actual stories are shared from classrooms in which projects were completed stemming from a PBL approach. The intention behind this book is to inspire others (parents, policymakers, educators) to consider PBL and take the steps to incorporate these practices into more schools. Articles are categorized under three major themes: innovative classrooms, involved communities, and skillful educators.
For my purposes, I am most interested in the classroom and educator sections, as they discuss PBL, give examples, and look at teacher preparation and development. While this book has a great deal of validity stemming from the numerous expert contributors (including a chair of the National Research Council), there is some concern about bias. Since this book was created by The George Lucas Educational Foundation and is very direct about its pro-technology intentions, it is important to view all stories with this predisposition in mind.
Lei, J., & Morrow, B. (2009). Teachers’ adoption of technology innovation into pedagogical practices. Education and Information Technologies. 15(3). 143-153.
In this article, Lei and Morrow summarize the findings of a study that evaluated the effectiveness of a technology incentive project and how it impacted the adoption of technology. Certain strategies are identified as being essential to the project’s efficacy. More specifically, Lei and Morrow suggest that in order for successful technology integration to take place, the issues of environmental barriers, knowledge and skills, and incentives must be addressed. Also, factors such as strong peer connections, ongoing support from peers and experts, and strong technological leadership need to be taken into account.
This study is highly relevant and valid. The article thoroughly details the procedures and subsequent conclusions, while making suggestions based on what the results imply. The findings of this study help to flesh out the components of successful technology integration and relate the interventions to educator’s beliefs. I also feel this study is a great example of how to do careful and thorough research with educators and technology, which will be useful in formulating my own plan.
Park, S., & Ertmer, P. (2007). Impact of problem-based learning (PBL) on teachers' beliefs regarding technology use. Journal of Research on Technology in Education. 40(2), 247-267.
This study considers the problem of digital integration in schools and suggests teachers’ beliefs as a possible barrier. As problem-based learning (PBL) has been suggested as an effective approach for changing beliefs, the researchers seek to determine whether PBL would change pre-service teachers’ beliefs about technology and their intended teaching practices. The results of this study suggest that while PBL does tend to shift teachers’ practices from teacher-centered to student-centered learning, it does not significantly change beliefs regarding technology. However, Park and Ertmer (2007) conclude that facilitating change in a pre-service teacher’s intended teaching practices “may be an important first step in changing teachers’ beliefs regarding technology use and future teaching practices” (Discussion section, para. 14).
This study has great validity, as the contributors to the study are both from universities. However, one potential downfall is that the study was done with pre-service teachers rather than teachers who have already had time in the field. Therefore, the results generated in this study may not accurately reflect how more experienced educators would respond if given the same training.
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