Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis
While digital technology has become a significant resource for contemporary schooling, we still have little understanding of how these resources shape teachers’ scholarly practices and what support is needed to improve and move forward. This paper reports on a 5-year qualitative, longitudinal study...
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| Format: | Article |
| Language: | English |
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Association for Learning Technology
2014-08-01
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| Series: | Research in Learning Technology |
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| Online Access: | http://www.researchinlearningtechnology.net/index.php/rlt/article/download/21354/pdf_1 |
| _version_ | 1818938840680759296 |
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| author | Joanne Orlando |
| author_facet | Joanne Orlando |
| author_sort | Joanne Orlando |
| collection | DOAJ |
| description | While digital technology has become a significant resource for contemporary schooling, we still have little understanding of how these resources shape teachers’ scholarly practices and what support is needed to improve and move forward. This paper reports on a 5-year qualitative, longitudinal study on the scholarly practices of a small number of Australian primary and secondary school teachers in their use of digital technology. The study aimed to understand the complexity of their changing practices. Four categories of change were evident in the teachers’ practice with digital technology over time: knowledge, learning organisation, pedagogy and core approaches to teaching. The changes each teacher demonstrated reflected their distinct knowledge sets and beliefs. Tracing their changes longitudinally showed that some teachers demonstrated faster and more consistent change in their practices with digital technology than others and that visible change in their practices was not evident over the short term. This study highlights that change in digital scholarship is a personal and complex process and worthy changes are those that meaningfully respond to the context and also contribute to the teachers’ commitment to reflection and renewal of practice. Significant support is therefore that which provides the space and opportunity for teachers’ individualised professional understandings and aspirations to be acknowledged and built on. |
| first_indexed | 2024-12-20T06:14:15Z |
| format | Article |
| id | doaj.art-cbd340ba5c814ffc93a32f42a19054f9 |
| institution | Directory Open Access Journal |
| issn | 2156-7077 |
| language | English |
| last_indexed | 2024-12-20T06:14:15Z |
| publishDate | 2014-08-01 |
| publisher | Association for Learning Technology |
| record_format | Article |
| series | Research in Learning Technology |
| spelling | doaj.art-cbd340ba5c814ffc93a32f42a19054f92022-12-21T19:50:34ZengAssociation for Learning TechnologyResearch in Learning Technology2156-70772014-08-0122011510.3402/rlt.v22.2135421354Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysisJoanne Orlando0School of Education, University of Western Sydney, Penrith, AustraliaWhile digital technology has become a significant resource for contemporary schooling, we still have little understanding of how these resources shape teachers’ scholarly practices and what support is needed to improve and move forward. This paper reports on a 5-year qualitative, longitudinal study on the scholarly practices of a small number of Australian primary and secondary school teachers in their use of digital technology. The study aimed to understand the complexity of their changing practices. Four categories of change were evident in the teachers’ practice with digital technology over time: knowledge, learning organisation, pedagogy and core approaches to teaching. The changes each teacher demonstrated reflected their distinct knowledge sets and beliefs. Tracing their changes longitudinally showed that some teachers demonstrated faster and more consistent change in their practices with digital technology than others and that visible change in their practices was not evident over the short term. This study highlights that change in digital scholarship is a personal and complex process and worthy changes are those that meaningfully respond to the context and also contribute to the teachers’ commitment to reflection and renewal of practice. Significant support is therefore that which provides the space and opportunity for teachers’ individualised professional understandings and aspirations to be acknowledged and built on.http://www.researchinlearningtechnology.net/index.php/rlt/article/download/21354/pdf_1digital technologyteacherschangelongitudinaldigital scholarship |
| spellingShingle | Joanne Orlando Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis Research in Learning Technology digital technology teachers change longitudinal digital scholarship |
| title | Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis |
| title_full | Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis |
| title_fullStr | Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis |
| title_full_unstemmed | Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis |
| title_short | Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis |
| title_sort | teachers changing practices with information and communication technologies an up close longitudinal analysis |
| topic | digital technology teachers change longitudinal digital scholarship |
| url | http://www.researchinlearningtechnology.net/index.php/rlt/article/download/21354/pdf_1 |
| work_keys_str_mv | AT joanneorlando teacherschangingpracticeswithinformationandcommunicationtechnologiesanupcloselongitudinalanalysis |