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Staff development in using information technology for teaching : the management perspective
Author
Cheong, Hwa Yew
Supervisor
Chen, Ai Yen
Abstract
This study sort to explore effective staff development methods and tools in the use of information technology (IT) for teaching from the management's perspective. It examined the change process, teacher readiness for the change, training and developmental needs of teachers and the types of supports to be provided to teachers, to effectively develop them in the use of IT to enhance teaching. This study sought to develop a staff development structure to effectively nurture and support teachers in the use of it to enhance teaching in two technical institutes of the institute of Technical Education (ITE).
The inquiry was conducted in a natural setting with the researcher as a human instrument, using predominantly qualitative methods and a survey questionnaire while building on tacit knowledge. The research activities, comprising purposive sampling, an institute-wide survey, different data collection methods, inductive data analysis and the emergent design were conducted in an iterative fashion which led to the case report. The case report comprised eight mini case studies as well as the emergent concerns, issues and themes surrounding the inquiry. The survey questionnaire served as an overview on the computer competency skills of teachers in the two technical institutes, teacher readiness in the use of IT to enhance teaching, their training and developmental needs and the types of support needed by them to encourage them to use IT for teaching.
The inquiry revolved around three groups of teachers with three different levels of computer competency skills: teachers with advanced computer competency skills, teacher with average computer competency skills and the last group of teachers with basic computer competency skills. It aims to find out in greater depth their apprehensions and readiness to use IT to enhance teaching, their training and developmental needs and the types of support required by them to effectively develop them in the use of IT to enhance teaching. The teachers identified for the purposive sample were selected based on different age group, gender engineering or academic courses and years of teaching experience. Data collection involved structured and unstructured interviews with these groups of teachers, an institute-wide survey to all teachers and general observations of teachers in each of the two technical institutes. The various data collection methods and triangulation ensured trustworthiness of the inquiry. The main study was conducted between June 2000 and Dec 2000.
The inquiry reveals that diffusion of IT involves a complex change process, which requires careful planning and a systematic approach to implement the change. A staff development structure to effectively develop teachers in the use of IT to enhance teaching focuses generally on five main components of staff training and development. It starts with a focused vision from the management. The vision must be clearly articulated by the principal to everyone in the Institute affected by the change, so that all staff involved in the change will share the vision and its meaning. Secondly, teacher readiness must be addressed before IT can be used successfully to enhance teaching. Thirdly, staff training in IT involves proper training programs with hands-on practice. Fourthly, post training development provision is crucial for teachers to practice their IT skills after training, apply the IT skills acquired in developing IT-enhanced lessons, learned from their colleagues through interaction, encouragement, collaboration, support groups, peering-tutoring, sharing and reflection. Lastly, a holistic staff development structure includes the provision of the essential types of supports to encourage teachers in the use of IT to enhance teaching is proposed. The essential types of support include the provision of proper infrastructure and facilities, hardware and software, technical support when teachers encounter problems in the use of computers during their lessons and management support in terms of time, ready-made courseware and encouragement to teachers in the use of IT for teaching.
The inquiry was conducted in a natural setting with the researcher as a human instrument, using predominantly qualitative methods and a survey questionnaire while building on tacit knowledge. The research activities, comprising purposive sampling, an institute-wide survey, different data collection methods, inductive data analysis and the emergent design were conducted in an iterative fashion which led to the case report. The case report comprised eight mini case studies as well as the emergent concerns, issues and themes surrounding the inquiry. The survey questionnaire served as an overview on the computer competency skills of teachers in the two technical institutes, teacher readiness in the use of IT to enhance teaching, their training and developmental needs and the types of support needed by them to encourage them to use IT for teaching.
The inquiry revolved around three groups of teachers with three different levels of computer competency skills: teachers with advanced computer competency skills, teacher with average computer competency skills and the last group of teachers with basic computer competency skills. It aims to find out in greater depth their apprehensions and readiness to use IT to enhance teaching, their training and developmental needs and the types of support required by them to effectively develop them in the use of IT to enhance teaching. The teachers identified for the purposive sample were selected based on different age group, gender engineering or academic courses and years of teaching experience. Data collection involved structured and unstructured interviews with these groups of teachers, an institute-wide survey to all teachers and general observations of teachers in each of the two technical institutes. The various data collection methods and triangulation ensured trustworthiness of the inquiry. The main study was conducted between June 2000 and Dec 2000.
The inquiry reveals that diffusion of IT involves a complex change process, which requires careful planning and a systematic approach to implement the change. A staff development structure to effectively develop teachers in the use of IT to enhance teaching focuses generally on five main components of staff training and development. It starts with a focused vision from the management. The vision must be clearly articulated by the principal to everyone in the Institute affected by the change, so that all staff involved in the change will share the vision and its meaning. Secondly, teacher readiness must be addressed before IT can be used successfully to enhance teaching. Thirdly, staff training in IT involves proper training programs with hands-on practice. Fourthly, post training development provision is crucial for teachers to practice their IT skills after training, apply the IT skills acquired in developing IT-enhanced lessons, learned from their colleagues through interaction, encouragement, collaboration, support groups, peering-tutoring, sharing and reflection. Lastly, a holistic staff development structure includes the provision of the essential types of supports to encourage teachers in the use of IT to enhance teaching is proposed. The essential types of support include the provision of proper infrastructure and facilities, hardware and software, technical support when teachers encounter problems in the use of computers during their lessons and management support in terms of time, ready-made courseware and encouragement to teachers in the use of IT for teaching.
Date Issued
2001
Call Number
LB1028.5 Che
Date Submitted
2001