Utilizing Technology as Leverage for Instructional Improvement in the Classroom.

Abstract

Fueled by the proliferation of new technologies, teachers are being asked to rethink their own practice and deliver instruction designed to help students succeed in the 21st century. The aim is to extend students’ intellectual capacity through the use of contemporary tools and to create powerful learning situations which can extend their experiences and foster the acquisition of higher-order thinking skills. However, most teachers are unfamiliar with such instructional practices. This study investigates the ways and extent to which one district’s professional development initiative was able to build Grade 7 English and Social Studies teachers’ technological and pedagogical capacities for enacting such an instructional program. It adds to the literature by examining these efforts within a context which is academically successful and resource-rich. Further, it highlights the professional capacities necessary for mandated practical improvement, the ways teachers cope with practical dilemmas and the ways in which principals can reinforce instructional aims and support teacher change. The data consisted of participant observation of 9 full-day training sessions, semi-structured interviews with 15 teachers, 3 facilitators and 8 administrators, two teacher surveys and an examination of on-line lesson plans and student work. Findings indicated the training was well executed. It presented research and provided multiple opportunities for practice, lesson sharing, coaching and reflection. However, the training period was too short for the district’s instructional goals to be integrated into classroom practice. Despite extensive teacher buy-in, the analysis of lesson plans and student work showed that classroom change was superficial and primarily limited to increases in student choice and collaboration. English teachers struggled with the lack of aligned curricular materials and Social Studies teachers limited their efforts to Capstone projects. Despite being digital natives, students required substantial support. Lastly, without administrator training, principal support for teacher change depended upon the individuals’ attitudes, understandings and abilities. This study corroborates past findings that classroom practice is resistant to change. While exceptional funding allowed for purchasing technology, on-going training, and coaching support, most teachers utilized technology as an add-on and did not integrate significantly alter their instructional methods.