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IMMPBL for enhancing teachers selfefficacy for teaching with computers: Progress and prospects

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Title: IMMPBL for enhancing teachers selfefficacy for teaching with computers: Progress and prospects


1
IMM-PBL for enhancing teachers self-efficacy for
teaching with computersProgress and prospects
  • Peter R Albion, PhD

2
Background to the project
  • Impact of IT in education is often less than
    desired
  • application of computers to the
    teaching/learning process is patchy (Galligan
    et al., 1999)
  • Possible barriers to integration of IT in
    education
  • Policy environment
  • Use of IT is supported by government, schools
    community
  • Resource availability
  • Most teachers have some access for classroom use
  • Teacher preparation
  • New graduates appear little better prepared than
    current teachers
  • Professional education for teaching with
    computers
  • More effective methods are needed

3
Computer using teachers
  • Literature suggests
  • Most often experienced males
  • 3 to 5 years of personal effort in development
  • De-emphasized teacher-centred activity
  • Increased student-centred activity
  • Influenced by
  • Sense of personal competence in computer use
  • Work environment - peers and supervisors
  • Technical competence with computers is NOT
    sufficient
  • Requires confidence in personal capacity to use
    that competence in the classroom

4
Teacher beliefs
  • Teacher behaviour is influenced by beliefs
  • Episodic nature of beliefs enables flexible
    application to complex ill-structured problems
    (Nespor, 1987)
  • Beliefs are stronger than knowledge as predictors
    of behaviour (Pajares, 1992)
  • Self-efficacy (Bandura, 1986)
  • Belief in personal capability to perform
    behaviours to attain goals
  • Key factor of human agency
  • Self-efficacy beliefs influence computer use
  • General use (Murphy et al., 1989)
  • In teaching (Enochs et al., 1993)

5
Changing teachers beliefs
  • More often results from practice than from
    reading (Kagan, 1992)
  • Requires practical knowledge (Richardson, 1996)
  • Follows change in behaviour (Pajares, 1992)
  • Sources of practical knowledge for pre-service
    teachers
  • Experience (field work)
  • Access to practising teachers
  • Cases - written or video

6
Changing self-efficacy beliefs
  • Four sources of information (Bandura, 1986)
  • Enactive attainment
  • Vicarious experiences
  • Verbal persuasion
  • Physiological states

7
Case methods in teacher education
  • Long history recent interest
  • Importance of case knowledge (Shulman, 1986)
  • Learning from experience (Merseth, 1996)
  • Case narratives appear to influence beliefs
    (Lundeberg, 1994)
  • Media (video, CD-ROM) have been used to present
    cases

8
Problem-based learning
  • Uses cases as stimulus
  • Has particular characteristics
  • Starting point is a problem
  • Problem is relevant to the profession
  • Knowledge is organised around problems
  • Students assume major responsibility for learning
  • Most learning occurs in small groups

9
PBL self-efficacy
10
IMM-PBL principles for design
  • Begin with an authentic problem
  • Incorporate relevant cases
  • Represent multiple viewpoints
  • Stimulate activation and elaboration of knowledge
  • Scaffold learner performance
  • Provide a strong narrative line
  • Provide access to relevant information
  • Encourage self-evaluation
  • Support individual and collaborative learning

11
IMM-PBL design
  • Four problems
  • Common elements
  • Teacher seeking short term employment
  • Increasing complexity
  • One computer classroom to community WWW project
  • Feedback using sample responses from teachers

12
IMM-PBL development
  • Designed for web browser access
  • HTML frameset as core
  • JavaScript for access control and simulations
  • Shockwave interactive elements
  • QuickTime video clips
  • Narrative support
  • Teacher interviews
  • Resources in HTML, PDF and MS Word files
  • Stimulus documents
  • Support resources
  • Sample responses

Integrating IT into Teaching
13
Evaluation processes
  • Structured walkthroughs
  • Prototype testing
  • Beta testing
  • Validation
  • Teacher interview content
  • PBL methodology
  • Evaluation in use
  • Self-efficacy pre-test/post-test
  • Evaluation questionnaire
  • Student journals
  • Interviews

14
Results
  • Content of teacher interviews was consistent with
    research on computer-using teachers
  • Completed materials were consistent with PBL
  • User response was positive for design and content
  • Material (especially video) from teachers was
    preferred
  • Predictor variables of self-efficacy for teaching
    with computers were consistent with prior
    research
  • Users reported changes in thinking about teaching
    with computers
  • Users with low initial self-efficacy for teaching
    with computers reported an increase

15
Limitations of the study
  • Small group of students in the evaluation (n
    22)
  • Brief exposure to IMM-PBL materials (mean 6.2
    h)
  • Technical difficulties during evaluation
  • Problems with media in computer lab
  • Non-persistence of cookies in the computer lab
  • Varied student interpretations of the materials
  • Limited engagement in some cases

16
Future directions
  • Investigation of IMM-PBL in use
  • Different modes of use
  • Longer term effects
  • Theory development
  • Measures of self-efficacy for teaching with
    computers
  • Understanding educational design features
  • Materials design development
  • Enhancements
  • Extensions
  • Applications

17
Investigation of IMM-PBL in use
  • Comparison of impact under different patterns of
    use
  • Individual or collaborative
  • Engagement with the problems or browsing
  • Dribble files and/or observations
  • Interaction of exposure time and effects
  • Effect of class regime on engaged time
  • Breadth (more problems) or depth (complexity of
    problem)

18
Theory development
  • Models of self-efficacy development
  • Contributing factors
  • Development and impact during early career
  • Relationship to classroom practice
  • Role of narrative structure in multimedia design
  • Relationship to gaming
  • First person or third person presentation
  • Influence of narrative on recall of information
    ideas
  • Influence of narrative on beliefs

19
Materials design development
  • Enhanced opportunities for learner interaction
  • Support for online group work
  • Archiving sharing responses
  • Tutor support online
  • Flexible access with continuity
  • Server side recording of progress
  • Flexible designs
  • Database driven for tailored experiences
  • Database templates supporting problem
    construction by teachers or learners
  • Broader applications in online education

20
References
  • Bandura, A. (1986). Social foundations of thought
    and action A social cognitive theory. Englewood
    Cliffs, NJ Prentice-Hall.
  • Barrows, H. S. (1986). A taxonomy of
    problem-based learning methods. Medical
    Education, 20, 481-486.
  • Enochs, L. G., Riggs, I. M., Ellis, J. D.
    (1993). The development and partial validation of
    microcomputer utilization in teaching efficacy
    beliefs instrument in a science setting. School
    Science and Mathematics, 93(5), 257-263.
  • Galligan, J., Buchanan, P., Muller, M. (1999).
    Application of new technologies to enhance
    learning outcomes for students. Brisbane
    Education Queensland.
  • Kagan, D. M. (1992). Implications of research on
    teacher belief. Educational Psychologist, 27(1),
    65-90.
  • Laurillard, D. (1998). Multimedia and the
    learner's experience of narrative. Computers
    Education, 31(2), 229-242.
  • Lundeberg, M. A., Fawver, J. E. (1994).
    Thinking like a teacher Encouraging cognitive
    growth in case analysis. Journal of Teacher
    Education, 45(4), 289-297.
  • Merseth, K. K. (1996). Cases and case methods in
    teacher education. In J. Sikula, T. J. Buttery
    E. Guyton (Eds.), Handbook of research on teacher
    education (pp. 722-744). New York Macmillan.
  • Murphy, C. A., Coover, D., Owen, S. V. (1989).
    Development and validation of the computer
    self-efficacy scale. Educational and
    Psychological Measurement, 49(4), 893-899.
  • Nespor, J. (1987). The role of beliefs in the
    practice of teaching. Journal of Curriculum
    Studies, 19(4), 317-328.
  • Pajares, M. F. (1992). Teachers' beliefs and
    educational research Cleaning up a messy
    construct. Review of Educational Research, 62(3),
    307-332.
  • Richardson, V. (1996). The role of attitudes and
    beliefs in learning to teach. In J. Sikula, T. J.
    Buttery E. Guyton (Eds.), Handbook of research
    on teacher education (pp. 102-119). New York
    Macmillan.
  • Shulman, L. S. (1986). Those who understand
    Knowledge growth in teaching. Educational
    Researcher, 15(2), 4-14.

21
IMM-PBL resources
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