ICT beyond a “special treat”: drawing a picture of Czech teachers at work

Author(s):

Jiri ZounekKlara Sedova

Conference:

ECER 2009

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 10 B, Teachers and ICT Integration

Paper Session

Time:

2009-09-30

14:45-16:15

Room:

NIG, HS 3E

Chair:

Karl Steffens

Contribution

The paper is an output of the final stage of research project “Information and Communication Technologies in Everyday Work of Teachers” (Czech Science Foundation, Ref. No. 406/06/1022). The central topic of the research was information and communication technologies (ICT) with respect to teachers and their everyday work in primary school. The goal of the project was to explore and describe the ways in which ICT is becoming part of everyday work of teachers as the key agents in formal education. We studied relevant processes, at the level of individual teaching careers on the one hand and at the level of everyday decisions concerning the use of ICT, implementation of this use and its reflection on the other.

Method

The research design combined quantitative and qualitative methods in order to capitalize on the strengths of both. First, within the qualitative part based on video class studies and in-depth interviews with teachers, phenomena observable in the field were explored and subjected to inductive description. Then a quantitative questionnaire survey was used to study the distribution of these phenomena in a broader population of basic school teachers. This particular combination of methods was employed to achieve a high validity of results on the one hand (qualitative stage) and a high reliability on the other (quantitative stage).

Expected Outcomes

The paper presents selected results of a final stage of the research. Results presented at ECER 2007 and 2008 conferences will be referred to. The authors will focus on how Czech teachers use ICT in class and class preparation. They will also show which technologies are used most often by teachers, which attitudes teachers towards ICT adopt (such as how many per cent of teachers in the sample population resist ICT use), who or what have been the greatest help as far as ICT in school is concerned, and will also focus on barriers preventing teachers from integrating ICT into class instruction. The data will be analyzed from several perspectives – looking for differences between women and men, age differences or basic-school-level-differences (ISCED 1 and 2) etc.

References

BARRACLOUGH, R., STEWART, R. Power and Control: Social Science Perspectives. In RICHMOND, Virginia, McCROSKEY, James. Power in the Classroom: Communication, Control and Concern. New Yersey: Lawrence Erlbaum Associates, 1992. p. 1 – 18. ISBN 0-8058-1027-7. COX, J., Margaret. Researching IT in Education. In VOOGT, Joke, KNEZEK, Gerald. International hanbook of Information Technology in Primary and Secondary Education. New York: Springer Science+BussinessMedia, LLC, 2008, p. 965-982. CUBAN, Larry. Teachers and Machines. The Classroom Use of Technology Since 1920. New York: Teachers College Press, 1986. 134 p. ISBN 0-8077-2792-X HOWARD, Caroline et all. (eds.) Encyclopedia of Distance Education. Hershey: Idea Group Reference, 2005. 2081 p. ISBN 1-59140-555-6 HUSEN, Torsten, POSTLETHWAITE, Neville, T. (eds.). The International encyclopedia of education. Second edition. Volume 2. Exeter: Elsevier Science, 1994. ISBN 0-08-041046-4 CHEN, Irene. Behaviorism. In HOWARD, Caroline, et al. (eds.) Encyclopedia of Distance Learning. Hershey, PA: Idea Group Reference, 2005, vol. 1, p. 127-147. JOHASSEN, H. David. (Ed.). Handbook of research on educational communications and technology. London: New Jersey, Lawrence Erlbaum Associates, Publishers, 2004. 1210 p. ISBN 0-8058-4145-8 JOHASSEN, H. David. et al. Learning to Solve Problems with Technology: A Constructivist Perspective. New Jersey: Merrill Prentice Hall, 2003. 256 p. ISBN 0-13-048403-2. KOZMA, Robert (Ed.). Technology, innovation and educational change. Eugene, OR: International Society for Educational Technology, 2003. 301 p. ISBN 1-56484-230-4 LOVELESS, Avril, DE VOOGT, L. Glenn, BOHLIN, M. Roy. Something old, something new ... Is pedagogy affected by ICT? In LOVELESS, Avril, ELLIS, Viv. ICT, Pedagogy and the Curriculum. London: Routledge, 2001. p. 63-83. ISBN 0-415-23429-1 MISHRA, Punya, KOEHLER, J. Matthew. Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 2006, sv. 108 č.6, p. 1017-1054. MUMTAZ, Shazia. Factors Affecting Teachers` Use of Information and Communications Technology: a review of the literature. British Journal of Educational Technology, 2000, vol. 9, 3, p. 319-341. ŠEĎOVÁ, Klára, ZOUNEK, Jiří. Modern technologies in the work of present-day teachers. Brno: Paido, 2009. In print. ŠEĎOVÁ, Klára, ZOUNEK, Jiří. Teachers Among Modern Technologies. In European Conference on Educational Research, 10. – 12. September 2008, University of Gothenburg, Sweden. ŠEĎOVÁ, Klára, ZOUNEK, Jiří. Teachers, ICT and power in class. In European Conference on Educational Research, 19. – 21. September 2007, University of Ghent, Belgium. ŠEĎOVÁ, Klára. Média jako pedagogické téma. [Media as an educationalist topic.] Pedagogika, Praha: PedF UK, 2004, 1, p. 19 - 33. VOOGT, Joke, KNEZEK, Gerald. (eds) International hanbook of Information Technology in Primary and Secondary Education. 2 sv. New York: Springer Science+BussinessMedia, LLC, 2008. 1225 p. ISBN: 978-0-387-73314-2

Author Information

Jiri Zounek

Masaryk university

Department of Educational Sciences

Brno

Klara Sedova

Masaryk university, Czech Republic

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