Teachers Beliefs and Technology Practices

Palik, D., & Walls, R.(2009). Teachers' beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41, 417-441.

In the article "Teachers' Beliefs and Technology Practices: A Mixed-methods Approach," the authors, Palak and Walls, focus on teacher practices in implementing and utilizing technology in the classroom. They started with over 138 teachers and surveyed them on their comfort levels and utilization of technology. The authors then chose a group of the teachers to interview and observe in the classroom.

The authors’ findings were unexpected because teachers from supposedly technology rich school systems who considered themselves adept at utilizing technology in their classrooms, failed to utilize most of their technology to its maximum capabilities.They started by observing elementary school teachers who had computers in their classes or free access to computers in their media centers. The authors found that most of the teachers used the computers for “rewards.” If students finished their assignments early, they were allowed on the computers, which kept them quiet. The teachers did utilize some of the software such as Compass, but only after traditional instruction was completed.The authors observed that most teachers used the technology for planning and managing instruction, but instruction that required the students to interact with technology was not visible.

Their suggestion was to develop a professional learning program that modeledapplications in the classroom for student technology usage. I found the authors’ research to be quite thorough. They focused on a school system that had provided the technological resources for its teachers, and then interviewed and observed the teachers during class time.Their research practices were valid and strong. They started by identifying their population by focusing on school systems that were supposedly integrating technology into ins instruction. They then surveyed the teachers on their teaching practices and comfort levels with technology.They then observed the same teachers and compared their responses to their actualutlization of technology in class instruction.

Their findings were realistic - teachers may have the technology available, but they need models to show them different ways to incorporate technology into student driven instruction. In fact, while most of the teachers describe themselves as technologically savvy, they often did not have a thorough understanding of the various means in which to integrate technology in student driven instruction.

Article Review- Defining Technology Integration

Defining Technology Integration
Doug Johnson’s article “Owning Our Curriculum”(2004) approaches the continuous process of integrating technology in today’s schools in a practical and realistic manner. Beginning with an anecdote about previous attempts at implementing new technologies that end up being cast aside after a year or two, he emphasizes the five steps schools should adhere to in trying to successfully utilize technology in the classroom.

According to Johnson, one of the primary problems integrating technology into schools is that there are not clearly established goals or standards. Educators and administrators want students to be proficient with technology, but with emphasis on high stakes testing, technology instruction tends to be pushed assigned. He emphasizes that each school should establish its own goals and utilize the media specialists for instruction.

Establishing curriculum maps and schedules is another area where Johnson claims schools fail in implementing technology. Lack of planning often ends with new technologies being introduced, but not supported. Schools must plan when, how and by whom the technology will be taught and utilized in schools.

He also emphasizes that if today’s schools want students to be proficient in technology, it is essential that the students utilize it frequently.

The final area of weakness Johnson finds in implementing technology in today’s classrooms is the lack of collaboration and assessment tools. Once schools establish what essential technological skills the students need to function and learn, they must utilize all of their resources. Johnson points out that library media specialists are underutilized resources. He points out that media specialists could provide consistent training opportunities to both teachers and students alike. They also could be utilized to develop assessments of the students’ skill levels and establish programs for instruction and remediation. His primary emphasis is that teachers and media specialists need to collaborate on how to best implement different technology in today’s schools.

The primary theme in Johnson’s article is that implementing technology into today’s schools is not problematic because of the technology, but because of the schools’ lack of preparation, instruction and collaboration. Essentially, schools need to cease treating technological skills as something to be learned during down time and in ASP, and instead develop technology standards for all students, not just those taking computer classes.

Johnson, D. (2004, October). Owning Our Curriculum. Library Media Connection, 23(2), 98-96. Retrieved August 19, 2009, from Library, Information Science & Technology Abstracts database.