Shaina Khan

EDUI 6350
Monday, April 28
th
, 2014

Digital Didactics: Technology Training for Teachers
Background
Researchers looked at the effects of using tablet computers in elementary level
classrooms. The qualitative research study was completed in Sint-Pieterscollege - Sint-
Jozefhandels School in Blankenberge, Flanders, Belgium. The project took place
between 2011 and 2013. The focus of this study was on how the implementation of
tablet computers in the classroom influences the teachers role. The authors
interviewed students and teachers that were using tablet computers in their classroom.
The purpose of the project was to identify the teachers role in a classroom
using tablet computers and whether professional development is necessary every time
teachers are required to use new technology. This project was initiated because the
authors wanted to examine how technology has altered the teachers role in the
classroom. The philosophy of this project was to identify and describe the two
categories of teachers using the tablet computers: innovative vs. instrumental teachers.
Did the use of tablet computers enhance the teachers instruction? Did the tablet
computer simply replace an object (i.e. book) and have no effect on instruction?
Teachers play a critical role in the classroom and by integrating technology into
a classroom the education system is demanding more skills and knowledge from
them. In addition to the subject matter knowledge and pedagogical skills teachers
have, they must now also acquire advanced technological skills. teachers feel
inexperienced in the use of educational technology and ask for additional feedback
and support, (West, 2012). In order to acquire these technological skills teachers
must be provided the proper professional development and training.
Description
The qualitative research study focused on the use of tablet computers in the
classroom, specifically the iPad. How the technology was used in the classroom
differed from teacher to teacher. Some teachers simply used the iPad as if it had
replaced the textbook that they normally had in their hands during instruction. Other
teachers used software on the iPad to create interactive activities that were connected
to the curriculum. The authors highlighted the idea that although technology is
becoming enormously popular in classrooms there is not much research on how a
teachers attitude, viewpoint and experience with technology influences student
learning.
In the research study, students at a secondary school in Belgium were given
iPads in every classroom. All students and teachers had access to iPads at school and
at home. The purpose of this project was to provide a rich learning experience for
everyone living in the digital age. In order to gather information, the authors
conducted focus group interviews with the teachers and students. Each focus group
had 9-10 participants. The participants were randomly selected. The purpose of the
focus group was to discuss the teachers and students perceptions of the changing
role of the teacher and the consequences of using tablet computers. Students used the
Socrative app on the iPad to answer the questions in addition to open ended questions
that were filmed. Socrative is a student response system for mobile technologies.
Through the research study, the authors were able to distinguish two types of
teachers: instrumental and innovative. The instrumental teachers are defined as those
who have not taken another role after the implementation of the tablet technology in
their classroom. They perceive the tablet computer as a device with a mainly
instrumental value and indicate the usefulness of such devices, (Courtouis et al.,
2014). Instrumental teachers perform their role just as they have always been doing.
The iPad simply replaces the textbook. The advantages they perceive are instrumental,
for instance, they do not have to make copies of worksheets or wait for computer lab.
In contrast, innovative teachers have the taken on the role of a coach and
allowed the technology to transform their lessons. They feel that the technology has
enhanced their teaching. Innovative teachers feel that the use of tablet computers
stimulated higher ordered thinking and gave students the opportunity to use
applications that were connected to the curriculum. Technology had opened doors
that would have otherwise never existed. The innovative teachers agreed that the use
of tablet computers in the classroom would mean more work for them, but they
believed it was a valuable investment for the future.







Advantages and Disadvantages

This research study illustrates the importance of providing educators with
appropriate professional training for technology used in the classroom. The
researchers emphasized a part that is often overlooked: teachers perceptions on
technology and their experience with it. Teachers are often given technology that they
have never used before. Older teachers often feel intimated by technology and avoid
using it altogether. In either case, these educators have a negative view of using
technology in the classroom. They are not well-prepared on how to use it properly
and worst of all, they do not feel confident while using it.
Older students are able to detect when the teacher can or cannot use
technology correctly. more attention has to be paid to the professional
development of teachers, both formal and informal. These findings are confirmed by
older students in this study who advise teachers to improve didactical skills to master
tablet computers, (Courtouis et al., 2014). Many teachers in the study also felt that
although they had learned a great deal about iPads, they still had a long way to go.
Both students and teachers agreed that professional development training was
necessary.
Conclusion

This research study was quite a success because it brought a topic that was
critical yet hidden, under scrutiny. The qualitative study provided the educational
institution with valuable and honest feedback from both teachers and students. This
type of feedback is necessary for long term monitoring. How teachers feel about
technology and their ability to use it properly plays a major role in classroom
instruction. Educational institutions often overlook the proper training that is needed
to properly use new technology. It would be nice to see a similar study like this
conducted in the United States. I am sure the results would be quite similar.















Bibliography
Courtouis, C., De Marez, L., Montrieux, H., Schellens, T. & Vanderlinde, R. (2014).
A Qualitative Study about the Implementation of Tablet Computers in Secondary
Education: The Teachers Role in this Process. Procedia - Social and Behavioral Sciences
112 (2014 ) 481 488 Retrieved from http://www.sciencedirect.com/science/
article/pii/S1877042814012099 Science Direct
West, D. M. (2012). Digital Schools: How Technology Can Transform Education (1st ed.).
Washington D.C.: Brookings Institution Press.