From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand
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Date
2011
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Massey University
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Abstract
This thesis investigates the conditions that may help or hinder beginning primary
teachers in using information and communications technology (ICT) in the classroom.
A dearth of research exists on beginning teachers’ experience and sense of readiness to
use ICT for teaching and learning (and administration). Thus, there is limited
knowledge of the challenges beginning teachers face and support they may benefit from
to take advantage of the possibilities of ICT. The thesis sought to address this gap in the
literature. It seeks to understand the experiences of eight beginning teachers from one
New Zealand preservice teacher education institution during their first year of teaching.
An interpretative, qualitative methodology is employed to answer the
overarching research question, which considers the nature of beginning teachers’
experiences when they incorporate ICT into the teaching and learning process. Data
were collected in 2005 using two main methods: a written questionnaire and two
interviews—one a photo-interview.
The findings suggest the meaningful use of ICT requires beginning teachers to
possess a high level of complex knowledge, including pedagogical content knowledge.
They also highlight the importance of a supportive school culture, strong leadership and
induction systems for beginning teachers’ development. Notably, participants report
relatively fragile conceptions of the potential of ICT for learning and lack knowledge of
national and school policies in this area. Most of the beginning teachers were unable to
make connections between their work as teachers and the broader policy goals for
education. Although participants report they had limited opportunities to learn about
ICT during their preservice teacher education, they all wished they had been better
prepared to utilise the potential of technology in schools.
Overall the study offers valuable insights into the experiences of a group of
beginning teachers over their first year of teaching, which has implications for tutor
teachers, principals, teacher educators and policy makers. Through a new line of
research, the thesis reveals the complexity of learning to be an ICT-using teacher and
the type of factors that contribute to teacher development. Although the thesis identifies
a number of possible future initiatives, it concludes that more substantial research is
needed from which generalisable findings may then be applied to beginning teachers,
schools and the teacher education sector as a whole.
A postscript describes developments in the field since the fieldwork was carried
out. It addresses the currency and contribution of this study to the field in light of the
timeframe in which the original data were collected with reference to the stakeholders.
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Keywords
First year teachers, Beginning teachers, Primary school teachers, Educational technology, Computer-assisted instruction, New Zealand