Rebecca Donya 18010086

How to Achieve Student Engagement with the Rising Presence of Technology in the Classroom

Technological and pedagogical challenges in the classroom.

Technology has become the most rapidly growing resource of our time. It is, therefore, a

large influence on how teachers should apply the use of information and communication

technology (ICT) within the school setting (Yuen et., al, 2003). The teacher’s role within all

subjects is to acquire engaging practice to support the teaching of their students (Aaronson,

Barrow, & Sander, 2007; Goldhaber & Anthony, 2003). However, many teachers face

challenges whilst adapting technology within their pedagogical practices. The prevalence of

technology should be implemented within classrooms as it appeals to students’ interests. It is

also a significant source for teachers to assess student learning. The following review will

discuss potential issues teachers in the classroom face as they implement technology as a

source of engagement and what strategies they use to overcome any concerns.

Technological Integration Barriers

A recurring theme that many articles have simultaneously identified to the technological

challenges within a classroom have stated that teachers face a lack of confidence/expertise in

regard to ICT resources (Laurillad 2009, Ertmer, 2006 & Ryan et., al, 2010). Laurillard

(2009) argues the challenging effects of adapting technology as a form of enhancement to

students learning. She further exploits the idea of the many procedure’s teachers undertake to

teach in order to allocate digital technologies (Laurillard, 2009). Furthermore, Laurillard

continues to explain that technology is not the most valuable asset within the classroom.

However, she also continues to add that teachers should work alongside the context of their

students to allow for a focus on building up their conversational skills through the utilisation

of collaborative learning. Laurillad constructs a diagram to assist in the combat of

technological challenges. The diagram is broken down into four parts; explicit instructions,
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reflection, discussing different perspectives and collaborative learning (2009). Each sector is

thoroughly supported by theories, the article has also been an updated version from many of

her previous articles to form the sense of reliability. This can also be easily implemented in

the classroom to combat challenges. She has used a wide range of educational research on

students to also provide accuracy to overcome the challenges of the use of technology in the

classroom setting. Laurillard (2009) has also adopted a practical approach which is useful for

teachers to implement within the classroom.

As the growing age of technology comes about, Ertmer (2006), Goos, M., Galbraith, P.,

Renshaw, P., & Geiger, V. (2003)., likewise, believe that many teachers are afraid of

challenging their own teaching efforts with the use of technology within the classroom. The

article thoroughly criticises teachers lack of resilience in reference to the implementation of

technology. Therefore, arguing that there is a lack of student engagement as a consequence of

teacher’s actions. Ertmer (2006) also uses a wide range of statistics, surveys and

questionnaires to recognise that ICT is easily accessible, teacher programs to improve ICT

skills exist and the internet is also accessible in majority of areas. However, teachers still

neglect to implement the use of ICT in their classrooms. The use of quantitative data builds

an adequate background to the article’s argument presented. As a result, Ertmer thoroughly

examines strategies to widen teacher beliefs, with the supporting idea of self-efficacy. Its

purpose is to build on teacher’s confidence by experiencing successful attempts and minor

changes that will eventually lead to larger ones in the classroom. Ertmers articles is a

thorough investigation that allows teachers to aim to pass the hurdles of technology in order

to implement ICT successfully in the classroom with a positive attitude.

Similarly, Ryan et al (2010), identifies that the growing use of technology means that

teachers need to keep up with updates and developments (Aaronson, D., Barrow, L., &

Sander, W. 2007). Therefore, generating complications within the context of classrooms due
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to the difficulties teachers may face as a result. Although, throughout, the curriculum stresses

the use of ICT through each subject area. Their main argument within the article is that often

students are ahead of teachers with the growing use of technology, thus, teachers fall behind

in the skillset of ICT. The study focusses on the Multiliteracies Pedagogy Framework which

is defined as the “conceptualization of literacy teaching in the multimodal context” (Ryan et

al, 2010, p. 478). Ryan et al, further explains that visual literacy, specifically, digital literacy

should be adapted within the class through ICT. The utilisation of multimodal texts

emphasizes on the variety of resources teachers can adopt within their classroom, however,

do not proceed to due to their lack of confidence. The investigation includes research projects

that effectively apply the framework within the classroom to focus on pedagogical literacy

learning. As a result of the research project, students felt motivated when exposed to literacy

practice through ICT (Ryan et al., 2010 Meyer, E. J., Abrami, P. C., Wade, A., & Scherzer,

R. 2011). Therefore, the use of technology is a crucial learning tool for students learning

experience. Furthermore, discussing that teachers should allow for students to be facilitators

as they develop self-directed teaching skills. The presence of technology may seem

overwhelming, however, if teachers refuse to build a sense of self efficacy to overcome their

fears, then they will be negatively affecting student abilities to learn in multiple strategies.

The study made thoroughly explored how students benefit from the research project rather

than focussing on the improvement of teachers work ethic in regards to overcoming

technological challenges.

Groff, J., & Mouza, C. (2008) also explore the issues that have been reflected in the above

articles. It also concludes that there is a lack of outcomes that integrate technology in school,

there is not enough support to meet student’s needs, inadequate technology-based projects in

the school and problems that both students and teachers face with its unreliability (Mifsud, L.

2002, Ryan et al, 2010, Ertmer 2006, Laurillard, 2009).

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Conclusion

Through the study of multiple articles, the recurring theme amongst them often accused

teachers for their lack of technological skill sets when faced with the use of ICT. However,

many articles did not focus on strategies for teachers to overcome this matter, rather, most

articles formulated research on the importance of implementing ICT and the impact it had on

students. Much of the research indicated gaps in data and research as a result. Furthermore,

only one article used both, qualitative and quantitative data to strengthen their argument,

which became a well proposed article that additionally had explored implementation of

theoretic ideas and the use of diagrams was also used to provide a further breakdown of the

analysis. Overall, the articles chosen had simultaneously reflected the research conducted for

each, although gaps were present, many articles did not find solutions for the issues teachers

faced.
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References
Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the
Chicago public high schools. Journal of Labor Economics, 25, 95-135.

Earle, R. S. (2002). The integration of instructional technology into public education:

Promises and challenges. Educational Technology-Saddle Brook Then Englewood Cliffs Nj-,
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.
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2003). Perspectives on technology
mediated learning in secondary school mathematics classrooms. The Journal of Mathematical
Behavior, 22(1), 73-89.
Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom
technology use. AACe Journal, 16(1), 21-46.
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International
Journal of Computer-Supported Collaborative Learning, 4(1), 5-20.
Meyer, E. J., Abrami, P. C., Wade, A., & Scherzer, R. (2011). Electronic portfolios in the
classroom: Factors impacting teachers’ integration of new technologies and new
pedagogies. Technology, Pedagogy and Education, 20(2), 191-207.
Mifsud, L. (2002, August). Alternative learning arenas-pedagogical challenges to mobile
learning technology in education. In Proceedings. IEEE International Workshop on Wireless
and Mobile Technologies in Education (pp. 112-116). IEEE
Ryan, J., Scott, A., & Walsh, M. (2010). Pedagogy in the multimodal classroom: An analysis
of the challenges and opportunities for teachers. Teachers and Teaching: theory and
practice, 16(4), 477-489.
Yuen, A. H., Law, N., & Wong, K. C. (2003). ICT implementation and school leadership:
Case studies of ICT integration in teaching and learning. Journal of educational
Administration, 41(2), 158-170.
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Dear Potential Participant:

I am working on a project titled ‘How to Achieve Student Engagement with the Rising
Presence of Technology in the Classroom: Technological and pedagogical challenges in the
classroom,’ for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney
University. As part of the project, I am collecting information to help inform the design of a
teacher research proposal.
In this project, we would like to find different perspectives on the topic of what you may
think some challenges teachers face with the ever growing technology that now exists within
the classroom. We hope to use your views in our investigation to be prepare against common
issues by comparing and challenging your views in our research project and other
perspectives through a set of interview questions. Your participation is a crucial element to
improve on our research project.
By signing this form by participating in this interview, I acknowledge that:
 I have read the project information and aware of the project information and have
been given the opportunity to discuss the information and my involvement in the
project with the researcher/s.
 The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my satisfaction.
 I consent to being a part of an interview.
 I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17
years old, and provide my consent for the person’s participation.
Rebecca Donya 18010086

Signed: __________________________________
Name: __________________________________
Date: __________________________________

Interview Questions
Interview protocol: write teachers name, KLA, school/school context at the beginning of
interview. Participant must have been informed of the purpose of the interview as a research
project for RTL2 and its ethical purpose. Interviews may run for about 5-10mins, depending
on responses. Interviews will be recorded for further clarification.

1. Are you confident in using ICT within the classroom?

2.How often do you implement ICT in your lessons?

2. What are some issues students found using ICT?

3. What are some issues other teachers/yourself may face using ICT?

4. Do you think ICT is beneficial to student learning?

5. What forms of ICT applications have you seen to be most effective in the classroom?

(interactive white board, Kahoot, Google docs.)

6. List some negative or positive impacts of ICT.

7. How does ICT impact student learning?

8. Have you reflected on your ICT skills?

9. What do you rate your ICT skills?

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10. what strategies would you take to improve them?

Interview Protocol

The interview questions were derived from the research that made up the literature review.

the interview questions are focussed on participants that have a teaching background in order

to reflect on the literature review findings. The purpose of targeting teachers is to compare

their application of ICT to the demonstrate or challenge the research found in the literature

review. the interview questions will give researchers a further insight to how often and

effectively ICT is being provided within the classroom. The action research project aims to

plan, act, reflect, this allows for a form of validity to revitalise teaching practices (Bradbury,

H., & Reason, P., 2003). Action Research Project allows to build clarification for the research

in order to come to their own conclusions through thorough investigations and interviews.

Interviews are viewed as an effective source of collecting data (Kitzinger, J.,1994). They help

build formal relationships with the participants and a trusting environment is also an effective

element in collecting further data within the interview (Kitzinger, J. 1994). The purpose of

the questions allow researcher to further dig into not just what participants thought but how

they thought and why they thought in certain ways. This will be done as we look into a

diverse network of people to compare the effects of perspectives on the topic of technological

issues teachers face within their teaching environment.

Furthermore, the interview questions demonstrate an in depth approach of the issues faced in

the literature review. the questions aim to allow teachers to be comfortable enough to respond

using their personal experiences and views to allow for participants to reflect on their

teaching setting and explore the over use or lack thereof ICT in the classroom. The questions

allow participants to look further into their teaching practices to find issues and also find

strategies to retaliate against concerns with ICT. Thus, allowing data to be thoroughly
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investigated and used for the purpose of the Action Research Project, inherently achieving

accurate results.

The qualitative data allows participants to express their views and concerns in relation to

ICT. It allows for teachers to express the procedures they implement to allow for them to

voice the concerns they face whilst employing ICT, whether it be due to students, other

teachers, or lack of skillset from themselves.

Moreover, the sub-topic acts as a pillar for the over-arching topic, allowing researchers to

educate teachers, faculties, principals, parents and students of the analysis of interview

questions, along with a comparison to the literature review. the results of the overarching

topic will allow researcher to further explore on how to improve teacher skillset, the

implementation of ICT and find solutions for further issues that will come to be.

Kitzinger, J. (1994). The methodology of focus groups: the importance of interaction between
research participants. Sociology of health & illness, 16(1), 103-121.

Bradbury, H., & Reason, P. (2003). Action research: An opportunity for revitalizing research
purpose and practices. Qualitative social work, 2(2), 155-175.