03 SES 08 A, Curriculum Change (with ICT) to Innovate Education
School innovation has become a trend in discourses on educational improvement, coupled with the necessary change in practice to ensure such enhancement (e.g., OECD/CERI, 2010). In this context, the desired new practices are seen as a means to address the challenge of preparing students for an unpredictable future. The relationship between the concept of innovation and information technology is obvious and naturalized. It is not surprising, then, that veteran teachers (Cohen, 2009; Billie, 2009, Day & Gu, 2009; Orlando, 2014; Thorburn, 2014; Veldman et al., 2016) are immediately associated to a greater difficulty in accessing information technology, a situation which makes the achievement of the necessary innovation harder. Students, on the other hand, are linked to an almost «innate» digital competence, considering their exposure to technology since very young age. In this communication, we focus on the problematization of the so called «digital gap» of veteran teachers, characterizing the identity of these professionals (Thorburn, 2014; Veldman et al., 2016) and linking their exercise with the challenge of applying technology in class with pedagogical purposes (Niederhauser & Stoddart, 2001; Ertmer, 2005; Wozney, Venkatesh, & Abrami, 2006; Plair, 2008; Orlando, 2014). For that, we have structured an extensive review of literature both on veteran teachers and the use of technology as a means to innovate. In a first moment, we discuss the meaning of innovation in education, presenting a general characterization of it and the respective dilemmas (Ferrari, Cachia, & Punie, 2009; Loveless, 2008; Thomas & Brown, 2011). Then, we problematize the concept of veteran teacher and organize their relationship with technology (Russell, Bebell, O’Dwyer, & O’Connor, 2003; Ertmer, 2005; Wozney, Venkatesh, & Abrami, 2006; Giordano, 2007; Wong & Li, 2008; Plair, 2008; Orlando, 2014). Finally, we build an argument on how applying technology in educational setting can become meaningful through a process that implies teacher agency and educational innovation (Earle, 2002; Williams, 2003; OECD/SERI, 2010).
This communication derives from the development of a research project entitled Rekindle+50 – Digital migrations and curricular innovation: giving new meaning to experience and rekindle teaching profession after 50. It is a 31-month funded project, involving two universities in Portugal, with focus on supporting 50 years old or older teachers in developing strategies for curricular innovation through the use of mobile technologies. In this communication, we aim at discussing a broad review literature focused on the integration of technology as a resource for curricular innovation. The review carried out by the project team focused on the concepts of «veteran teachers» and «technology», covering all published articles available on EBSCO research database, without a temporal constraint. Initially, these articles were systematically organized in order to set a characterization that included year of publication, journal, nature of study and subjects of research. The organization showed that most of the articles were of a qualitative nature, published in the last decade and related to the integration of technologies in the educational field. A second stage took place then, in which we carried out a content analysis (Ryan & Bernard, 2000) of all articles concerning veteran teachers and the use of technologies. In this communication, we address a summary of the main categories of our review of literature, such as, factors influencing teachers’ adoption and integration of ICT and barriers and benefits of using ICT in teaching.
Reporting to a very initial part of our research project, the object of our communication works mainly as a lens to guide the next steps of our work, which includes training teachers over 50 years old in using and applying technology in their everyday practice. So far, the review of literature, as presented, allow us to comprehend that the integration of technology demands a sense of wholeness when it comes to education. The state of art suggests that there is a clear difference between applying technology in class and integrating it as a meaningful pedagogical tool. In this sense, if we want to support teachers’ needs in terms of turning to ICT as pedagogical tools, we must firstly understand their values, capabilities and needs, because these elements interfere directly in the pedagogical practices. Only then, we might be able to ensure the integration of technology as a process of developing agency through curricular innovation.
Cohen, Rosetta Marantz (2009). What it takes to stick it out: two veteran inner‐city teachers after 25 years. Teachers and Teaching: theory and practice, 15(4), 471-491. DOI: 10.1080/13540600903057252 Day, Christopher, & Gu, Qing (2009). Veteran teachers: commitment, resilience and quality retention. Teachers and Teaching: theory and practice, 15(4), 441-457. DOI: 10.1080/13540600903057211 Earle, R.S. (2002). The integration of instructional technology into public education: Promises and challenges. ET Magazine, 42(1), 5-13. Ertmer, P. A. (2005), "Teacher pedagogical beliefs: The final frontier in our quest for technology integration?". Educational Technology Research and Development, 53(4), 25–39. Giordano, V. (2007). A professional development model to promote internet integration into P-12 teachers' practice: A mixed method study. Computers in the schools, 24(3/4), 111-123. Niederhauser, D.S. & Stoddart, T. (2001). Teachers' instructional perspectives and use of educational software. Teaching and teacher education, 17, 15-31. Orlando, Joanne (2014). Veteran teachers and technology: change fatigue and knowledge insecurity influence practice. Teachers and Teaching, 20(4), 427-439. DOI: 10.1080/13540602.2014.881644 Plair, Sandra Kay (2008). Revamping Professional Development for Technology Integration and Fluency. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(2), 70-74. DOI: 10.3200/TCHS.82.2.70-74 Russell, M., Bebell, D., O’Dwyer, L. and O’Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54 (4), 297-310. Thorburn, Malcolm (2014). ‘It was the best of times, it was the …’: subject aims and professional identity from the perspective of one veteran male teacher of physical education in Scotland. Teachers and Teaching, 20(4), 440-452. DOI: 10.1080/13540602.2014.881641 Veldman, Ietje , Admiraal, Wilfried, Tartwijk, Jan van, Mainhard, Tim, & Wubbels, Theo (2016). Veteran teachers’ job satisfaction as a function of personal demands and resources in the relationships with their students. Teachers and Teaching, 22(8), 913-926. DOI: 10.1080/13540602.2016.1200546 Williams, M. D. (2003). Technology integration in education. In Tan, S.C. & Wong, F.L. (Eds.), Teaching and Learning with Technology, pp. 17-31: An Asia-pacific perspective. Singapore: Prentice Hall. Wong, E.M.L. & Li, S.C. (2008). Framing ICT implementation in a context of educational change: a multilevel analysis. School effectiveness and school improvement, 19(1), 99-120.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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