CEP952 Final Work

1
CEP952 Final Work

• Jeongmin Jamie Noh

2
Web Portfolio

• www.msu.edu/nohjeon1
• Netscape Composer
• Free Template www.elated.com

3
My Study

• My goal
• To improve schools and public education
• Technology encourages students to learn.
• Technology assists teachers to make classrooms
  more interesting and effective.
• My interest
• How can technology help teachers teach and
  students learn?
• How to design classrooms by using instructional
  technology
• What are the problems when teachers teach and
  learners learn with technology?
• What are the distinctive features of teaching and
  learning with technology as compared with a
  traditional classroom instruction?

4
Problem Statement

• School teachers are reluctant to use technology
  in the classroom (U.S. Department of Education,
  2000 KERIS, 2005)
• Why is it that uses of technology which have been
  shown to help students achieve at high levels and
  meet new educational standards are not
  proliferating at our schools?
• While most teachers would agree that technology
  encourages student interactions and extends
  student authority in the classroom, many of them
  do not regularly and effectively use learning
  technologies.

5
Practicum Research

• Korean Teachers' Views of Technology Adoption
• It is teachers who decide on whether technology
  will be used and how it will be used (Jing, 2005
  Yan, 2006).
• More attention needs to be given to teachers'
  perceptions about technology use to change.
• It treats teachers mainly as individual learners
  and users of technology.

6
Theoretical Framework

• Perceptual Control Theory (Zhao Cziko, 2001)
• This theory is for understanding technology
  adoption by teachers
• It is teachers perception of technology
  that matters for them to use technology. No
  matter how powerful or beneficial technology is
  for education according to technology advocates
  or experts, teachers will no use it if they do
  not perceive technology as a valuable tool.
• Teachers technology adoption is affected by
  their perceptions of value of teaching and
  learning and effectiveness and disturbance of
  maintaining their instructional goals.
• It is important to note that not only the
  values of technology but also problems associated
  with using technology is perceived as well when
  teachers get into contact with technology.
  (Effectiveness and disturbance)
• Three conditions are necessary for teachers to
  use technology
• 1) The teacher must believe that technology
  can more effectively meet a higher-level goal
  than what has been used.
• 2) The teacher must believe that using
  technology will not cause disturbances to other
  higher-level goals that the he or she thinks are
  more important than the one being maintained.
• 3) The teacher must believe that he or she
  has or will have sufficient ability and resources
  to use technology.

7
Research Questions

• What do Korean elementary teachers perceive the
  use of technology in the classroom?
• Do the teachers believe that technology can
  effectively meet their educational goals? Or do
  they believe that technology will cause any
  disturbances to complete the goals?
• - Whether do they believe technology will
  help or hinder their goals?

8
Findings (Qualitative Data)

• Teachers' values of teaching and learning with
  technology
• Because its just convenient and
  well-situatedFor teaching music, I can just turn
  it on in the class. Im often using online
  resources about math and social science because
  they are well-organized and offering exemplary
  movies for helping kids understand subjects
  (School2, Teacher4).
• Conclusively, it is very good thing for us to
  have the system in schools. Of course, the system
  is helping more effective teaching. The use of
  computers allows the idea that research and
  presentations can be done, cooperative learning
  can be expanded upon. When it comes to creating
  something like the multimedia projectsit is
  using the computers allowing students to
  interactto contact othersto produce a piece
  where different students would be inputting
  different components for that product (School2,
  Teacher1).

9
Findings (Qualitative Data)

• Perceived effectiveness and disturbances of
  technology
• If you are using only resources from T-nara, you
  will be probably content with what you are doing.
  You dont feel to do anything new. We, teachers,
  should do our best teaching students and figuring
  out what students need to study. We should be
  careful when we are using the Internet
  information in the classroom. Students can be
  disappointed and lose their interest if we use
  the Internet just like a stopping by a convenient
  store (School1, Teacher1).
• It is concerned about abusing information from
  the Web such as T-nara. In other words, it must
  not like cutting and pasting the complete one
  instead of choosing a necessary part of it.
  Anybody can teach if teaching is just cutting and
  paste. The most important thing is creativity on
  teaching and interaction with students (School2,
  Teacher2).
• I was somewhat disappointed when I asked my
  students to present with the Powerpoint because
  they spent too much time to prepare the
  presentation slides rather than focused on what
  they have studied and learned. Also, their PPT
  slides were awful and the content was not enough.
  Then I realized I should not have assigned those
  kinds of tasks for my kids (School2, Teacher3).

10
Conclusions

• Teachers' values of teaching and learning with
  technology
• Most teachers considered that their students
  would achieve higher academic ability through
  school technology innovation, and that their
  roles and responsibilities in the integration
  efforts were crucial.
• The teachers felt that it was important that
  students learn the necessary technological
  skills, and that the school should be the one to
  provide them.
• They recognized the pros and cons of classrooms
  with the ICT applications, and had pride in
  applying them.

11
Conclusions

• Perceived effectiveness and disturbances of
  technology
• On the one hand, it looked that the participant
  teachers are getting involved in using the
  Internet information and engaged in teacher
  communities more and more.
• On the other hand, they are feeling guilty when
  they thoughtlessly use the resource on the web.
  They explain that students are not supposed to
  copy and paste information from the Web but
  teachers sometimes do it for teaching.
• The reason why the teachers are feeling guilty
  for using the Internet is because their
  perception is inconsistent with their behavior.
  That is, the teachers are not acting to keep
  their perception matching what they think it
  should be. They know that the Internet is a very
  useful tool but it needs to be evaluated and
  reproduced by the teachers themselves for
  classroom purposes.
• Moreover, the teachers are more focused on
  teacher-student relationships (human vs. human)
  and they think using computers sometimes hinder
  these relationships.