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A phenomenological study of teachers’ experiences in integrating 1-to-1 technology in singapore classrooms
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Type
Thesis
Abstract
Schools are implementing 1-to-1 technology programmes to equip students and teachers with personal computing devices for teaching and learning in the classrooms. Despite significant financial investments in starting and maintaining such programmes, the success of 1-to-1 technology programmes depends to a large extent on teachers. As gatekeepers, they decide when and how 1-to-1 technology is actually used in the classroom. The introduction of 1-to-1 technology directly affects the teachers in the classroom and their practice, but the research literature does not adequately address teachers’ experiences in using 1-to-1 technology in their teaching. This phenomenological study examines 6 Singapore teachers’ experiences in integrating 1-to-1 technology into their classrooms, the tensions they faced, and the support they needed in adopting the technology. Maximum variation sampling was used to select participants across a variation of technology devices used, teaching subjects, school types, teaching levels, teaching experiences and experiences in using 1-to-1 technology. Data were collected through a series of in-depth interviews conducted with each participant.
Analysis of the interview data was performed using Van Manen’s recommended Phenomenological methods to examine teachers’ individual and collective experiences. The following themes of teachers’ experiences emerged from the analysis: 1) Developing fluency in the use of 1-to-1 technology with teaching practices; 2); Using 1-to-1 technology for effective teaching; 3) Shifting roles of teaching and learning; and 4) Facing the challenges of using 1-to-1 technology in teaching. The teachers encountered tensions such as meeting curriculum demands in the syllabus with the additional effort and time they require in planning and enacting lessons integrating 1-to-1 technology and handling misuse of technology by students. In facing these tensions, teachers made trade-offs in the use of 1-to-1 technology in their teaching. Teachers valued the collegial support they received from their peers, autonomy support given by school leaders and the technology support from the school. The findings address some of the gaps in the 1-to-1 research literature by providing a richer description of teachers’ use of the technology. Implications for this study are discussed in aligning the use of 1-to-1 technology with effective teaching practices, articulating the conditions for sustaining the use of 1-to-1 technology, and introducing digital citizenship for responsible technology use.
Analysis of the interview data was performed using Van Manen’s recommended Phenomenological methods to examine teachers’ individual and collective experiences. The following themes of teachers’ experiences emerged from the analysis: 1) Developing fluency in the use of 1-to-1 technology with teaching practices; 2); Using 1-to-1 technology for effective teaching; 3) Shifting roles of teaching and learning; and 4) Facing the challenges of using 1-to-1 technology in teaching. The teachers encountered tensions such as meeting curriculum demands in the syllabus with the additional effort and time they require in planning and enacting lessons integrating 1-to-1 technology and handling misuse of technology by students. In facing these tensions, teachers made trade-offs in the use of 1-to-1 technology in their teaching. Teachers valued the collegial support they received from their peers, autonomy support given by school leaders and the technology support from the school. The findings address some of the gaps in the 1-to-1 research literature by providing a richer description of teachers’ use of the technology. Implications for this study are discussed in aligning the use of 1-to-1 technology with effective teaching practices, articulating the conditions for sustaining the use of 1-to-1 technology, and introducing digital citizenship for responsible technology use.
Date Issued
2015
Call Number
LB1028.3 Seo
Date Submitted
2015