A change laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT
Change is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learni...
Autor Principal: | Castro, Willy |
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Formato: | Artículo |
Idioma: | Inglés |
Publicado: |
Outlines -Critical Practice Studies
2021
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Materias: | |
Acceso en línea: |
https://tidsskrift.dk/outlines/article/view/105531 http://hdl.handle.net/11056/19146 |
Sumario: |
Change is one of the central aims of professional development for information and communication
technologies integration in education. Studies on the use of ICT in education highlights the large
investments in infrastructure and professional development, and the limited results in students
learning. Teachers’ professional development for ICT integration in education (TPD-ICT) has
evolved from the development of technical skills to pedagogical skills and content-related
knowledge. The gold standard and design-based approaches have dominated TDP-ICT. This study
presents the Change Laboratory (CL) method as a formative intervention to motivate teachers to
identify and overcome the barriers to ICT integration. The results showed that a professional
development intervention based on CL stimulates transformative agency in the participants. Six
forms of transformative agency, namely resisting, criticizing, explicating, envisioning, committing
to actions, and taking actions, were found during the CL. The transformative agency was essential
to motivate teachers to identify and propose a model solution to overcome both first-order and
second-order contextual barriers. |
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