Educational Research Center - 3rd Annual Conference.
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Transcript of Educational Research Center - 3rd Annual Conference.
Motivate Teachers to Use ICT:Reasons and Factors
Fawzieh Makkawi
Training Manager
NTC - EDUWARE
Educational Research Center-3rd Annual Conference
Introduction
• ICT offered education several solutions and innovations.
• Nevertheless, the introductory of ICT in education was not a welcomed component,
• ICT brought in an intensive force of change.
• This made teachers resistant or at least reluctant in using ICT.
Why we need to motivate teachersto use ICT?
• Teachers are "the most important group of
professionals for our nation's future. Therefore, it
is disturbing to find that many of today's teachers are
dissatisfied with their jobs" (Bishay, 1996).
• “It is recognized worldwide that there is a slow
uptake by teachers of Information
Communication Technologies in school
classrooms” (Leung et al., 2005).
ICT Use Difficulties
• ICT is a difficult demanding imposing
educational tool.
• In their research about the motivational factors affecting
teachers’ use of ICT, Cox et al. (1999) find out that:
“the most significant negative factor was
difficulties experienced in using IT”(Cox et al.,
1999).
No Way Out
• However, in the information age and with
the digital native speakers (Prensky, 2001),
ICT use in Education became a must
and not a choice;
• It is a destiny with no way out.
ICT use benefit
The various educational solutions, services
and innovations of ICT, and its fruitful
outcomes, make it worth all the hassle,
difficulties, and the change pressure that
teachers specifically, and all the school
stakeholders in general, may go through.
ICT use benefit
• ICT makes old educational hopes,
and new educational strategies that
cares for every child, like:
personalized learning, or
differentiated learning, a more
realistic achievable targets.
ICT in Education
• The introductory of ICT in education is totally different than
any other educational changes. "As ICT enters the socio-
cultural setting of the school, it “weaves itself into
learning in many more ways than its original promoters
could possibly have anticipated” (Papert, 1993, 53).
• It generates changes in every aspect of the school
system, from curriculum, pedagogy, and interpersonal
communications, which will have a reciprocal effect on
ICT itself (Salomon, 1993, Lim, 2002).
ICT affecting teachers’ role
• ICT is not like the old calculators, simple
and easy to use. They are sophisticated,
ever developing.
• To follow up with the new educational
technology, teachers need to spend time,
work hard and keep this up and running
all their life.
Scaffolding Teachers
• ICT has really changed the role and the job of
teachers. Teachers are not anymore the
source of information, they are becoming
more as facilitators, or “scaffolding”
teachers.
• With such a pressing mandatory change,
teachers definitely need serious help.
Student/teacher Centered
• ICT contributed enormously in enhancing
the student-centered model of teaching
and learning.
• However, most teachers tend to keep
the old teacher-centered model. (Gibson,
2001)
Teaching Strategies
• Likewise, Demetriadis et al. (2003), in a Greek study
showed that teachers may be interested in using ICT to
enhance their learning skills or to get a “better
professional profile”, and when teaching, they tend to
use ICT in the traditional teacher-centered mode.
• Thus, to actually obtain the full benefit of ICT in
Education, teachers need to change their way of
teaching first (Scrimshaw, 2004).
Change
“Change can provide both challenges and threats.
At a personal and professional level, it can call into
question values, beliefs and practices that were
previously assumed and accepted by teachers.”
(Stevenson and Hassell, 1994, p.210).
1- Immobilization
2- Minimization
3- Depression
4- Acceptance / Letting go
5- Testing out
6- Search for meaning
Self-esteem
+
-
TIME
(Usually longer than is thought)
Self-esteem changes during
transition
Source: Adams el al.
1976
(Garrett, 1997, p.74)
7- Internalization
Self-esteem changes during transition(Adams et al.)
Vision
Skills
Incentive
Resources
Action Plan
Skills
Incentive
Resources
Action Plan
Vision
Incentive
Resources
Action Plan
Vision
Skills
Resources
Action Plan
Vision
Skills
Incentive
Action Plan
Vision
Skills
Incentive
Resources
Change Confusion Anxiety Resistance Frustration Treadmill
Change ElementsThousand and Villa's (1995)
ICT Anxiety
• Finally, ICT in education has its own
anxiety because of the following different
aspects:
– its unavoidable presence;
– the mass of change it produces;
– difficulty in learning new skills
– and difficulty in implementing it in classrooms;
ICT Anxiety – Cont.
– expensive tools and trainings;
– time consuming;
– embarrassment in use
• in front digital native students
• and more qualified teachers.
– endless fast growing field…
Definition
• “Motivation is usually defined as an internal
state that arouses, directs, and maintains
behavior.” (Hoy, A. and Hoy, W., 2003, p.112).
• The three aspects of action that motivation can
affect are:
– Direction (choice),
– Intensity (effort),
– and Duration (persistence).
Five Different Aspects of Motivation
In a more detailed explanation or definition for Motivation, researchers focused on five different aspects:
1. Choosing a behavior,
2. deciding the time when to begin this behavior,
3. the level of involvement,
4. the time for how long the behavior will last,
5. and finally, the person’s feeling during this behavior
(Graham and Weiner, 1996; Pintrich, Marx, and Boyle, 1993).
Extrinsic / Intrinsic Motivation
• Intrinsic motivation refers to the motivation derived from
the activity itself. It is directly related to the personal
interest, it does not need any outside motivation.
• Whereas the extrinsic motivation, is the motivation that is
derived from related factors to the action and not the
action itself, like the reward that a person may get after
finishing an action.
Extrinsic / Intrinsic Motivation – Cont.
• Intrinsic and extrinsic motivations are two
motivational aspects that could be totally
separated or affecting each other.
• Mainly, leaders provide extrinsic motivation trying
to enhance the intrinsic motivation, but this is not
always successful.
Maslow’s Hierarchy
• “Maslow (1970) suggested that humans have a hierarchy of
needs ranging from lower-level needs for survival and safety
to higher-level needs for intellectual achievement and finally
self actualization.” (Hoy and Hoy, 2003, p.118).
• According to Maslow, the 4 lower levels are the basic needs
for a person, and once they are satisfied, motivation will not
affect this part anymore,
• Whereas the person needs for the higher levels can never be
fully satisfied and he will keep on asking for better
achievement.
Motivation Factors
• Motivation factors may differ from one person to
another depending on:
– their cultural background,
– institutional goals,
– and personal needs
– and interests.
• Motivation factors may differ even with the
same person with time.
Situated Practice
• Administrators need always to track their teachers’ interest. They need
to use the extrinsic motivation that will enhance the intrinsic motivation
in the person.
• At this point, administrators may phase out the extrinsic motivation.
This is a major interest with administration, since extrinsic motivation is
a costing process.
• Therefore situated practice is an essential way of studying and
researching what motivates teachers in the same way of studying the
problems and the success that teachers are encountering when using
ICT.
• Mastery Motivation
• ICT in Education maybe faced by resistance and fear from
some teachers, but for others it is an attractive component. It
is something interesting to follow and discover, and they do
not need any kind of extrinsic motivation to use it.
• Teachers may like ICT for personal interests, for enhancing
their work or to make things more enjoyable for their
students.
• Mastery Motivation – Cont.
• This is what is called mastery theory (white, 1959, cited in
Jennings et al., 1984) or mastery goals (Elliot and Harackiewicz,
1996), to enhance the self information and adaptation with the
environment.
• Although mastery theory concentrated on children adaptation
with life, but this interest, curiosity and desire to learn and
master will keep up with the person till the end of life. Its power
may differ from one person to another and from depending on
interest, personal priorities and targeted goals.
• Achievement Motivation
• An important teacher intrinsic motivation in using ICT is the
impact of ICT on learners. This is related to intrinsic goal
motivation (Elliot and Thrash, 2001).
• Many research findings gave evidence on that ICT has its
positive effect and motivation on pupils.
• ICT affects students’ attitude toward a subject, time spent on
studying and their involvement and commitment. It also
enhances their enjoyment and their self esteem (Cox et al.,
1999; Mumtaz, 2000).
External Factors
• Effective CPD
• Support
• Freedom / Risk taking margin
• Teachers Network
• Merit Pay
• Effective CPD
• To motivate teachers to use ICT effectively in
Education, effective continuous professional
development is needed.
• "Previous studies into teacher attitude and
motivation have identified staff development
as one of the contributing factors in using
ICT effectively in the classroom” (McCarney,
2004).
o User Acceptance Enablers
• Venkatesh et al. (2002) researched what they called user
acceptance enablers (UAEs): the pre-training and
training environment.
• These enablers can positively affect the user acceptance
of technology and the continuous use of it. Thus “UAEs will
have a positive influence on intrinsic motivation”
(Venkatesh et al., 2002).
• Support
• As a consequence to a well organized CPD, providing
good resources and support inside the school will
facilitate the use of ICT and enhance teacher
motivation.
• Some governmental projects and funding like laptops
for teachers scheme (Preston, 2004) would act as a
very extrinsic motivating factor.
• Freedom margin
• Pelletier et al. (2002) argue that when teachers have more
pressure, like meeting the curriculum or performance
standards, this may lead teachers to be less self-
determined.
• Sylvia and Hutchinson (1985) found in their study of 167
teachers had successful use of ICT that teachers
motivation were based on the freedom that teachers
had to test new ICT tools and ways of teachings.
• Teachers Network
• In a research done in Canada by Grander et al.
(2002), findings suggest that “supportive and
collaborative relationships among teachers” are
considered as highly motivating factors.
• This is important in the same school, but more
fruitful when it is among a bigger teachers
community.
• Merit Pay
• Money reward in different forms like better
salaries or bonuses could be an important
motivator for teachers to use ICT.
• Although Deci (1971) and Sylvia and Hutchinson
(1985) argued that rewards could affect
negatively the intrinsic motivation,
• Merit Pay – Cont.
• Intrinsic and extrinsic goals can interact and money is an
important motivation factor “especially to teachers
whose pay falls short of personal needs” (Ozcan,
1996)." (Leithwood et al., 2002, p.99).
• Money rewards in the ICT use may enhance this intrinsic
motivation. ICT does not require time and effort to keep up
with, but it needs also a lot of money.
Different needs and interests
• Teachers differ in their needs and interests
and school leaders should use different
motivational models to encourage all
teachers to participate, implement, and test
several ICT use to explore more useful
educational solutions.
Conclusion
• Leaders need to take into consideration:
– the big load added to teachers’ job,
– how much sophisticated and demanding their
job has became,
– and the change difficulty in general and with
ICT specifically.
Conclusion – Cont.
• Leaders need to satisfy teachers’ basic needs in their teaching environment.
• Ask them to participate in implementing the ICT strategy in school.
• Provide well organized CPD, support and up-to-date resources.
• Give rewards, credits, and recognition for special ICT use.
Conclusion – Cont.
• Encourage teachers to keep on having action research studies to explore ICT new implementations and success.
• Finally, a continuous needs assessment including motivation study should be conducted to keep on fulfilling teachers basic needs of self intellectual achievement.
Headteacher AdviceIan Russell
Ian Russell, headteacher of St. Philip’s Primary School, Bath.
“Take your time, don’t try to do it all in a hurry, expect it is going to take several years to provide a full implementation for everything you want, and plan your development plan accordingly.
The headteacher of the school needs to have a real vision for ICT and a real design to see it developed in the school, without that you will not going to end with the budget the resources, or the direction for the subject.”
Headteacher AdviceIan Russell
and finally added:
“Keep staff with you,
support them,
train them,
encourage them, but don’t force a face beyond what they can’t cope with,
but recognize they will get there
and help them”
(Teachers’ TV, 2005).