An Exploration Of The Relationship Between Teachers' Pedagogical Stance And The Use Of ICT In Their Classroom Practice

Aubrey-Smith, Fiona (2021). An Exploration Of The Relationship Between Teachers' Pedagogical Stance And The Use Of ICT In Their Classroom Practice. EdD thesis The Open University.

DOI: https://doi.org/10.21954/ou.ro.000124f9

Abstract

This study explores the relationship between teachers’ pedagogical stances and their use of ICT in classroom practice. Most previous research about ICT use in schools is quantitative and/or treats technology and teachers as independent of each other. Yet ICT practices do not exist without the individuals who use them and the contexts in which they are used. Very little is currently known about the sociocultural influences that affect teacher’s implicit (rather than espoused) views on ICT in teaching practices.

In this study Twining et al's (2017) sociocultural framework has been synthesised with further literature foregrounding influences from Identity and the Self. This offers a new model - the Funnels of Influence - as a means to understand the ways in which individual teacher’s pedagogical views come to exist and how they affect the use of ICT within their teaching practices.

This sociocultural study adopted a qualitative, interpretative method of enquiry. Between January 2018 and April 2019, data was generated in two primary schools in England. This consisted of two headteacher interviews, 21 teacher interviews and eight observations of teacher practice. Through the use of case study, three individual teacher’s espoused, intended and enacted pedagogical stances were probed, surfacing the many influences and revealing teachers’ implicit pedagogical stance. The ways in which those teachers used (or did not use) ICT in their teaching practice were then unpacked by considering relationships between teacher’s pedagogical stance and enacted ICT practice.

The study exemplifies how different teachers who appear to be using the same ICT practices and who appear to be pedagogically aligned, can instead be enacting profoundly different practice. There are important implications for policy makers and practitioners who seek consistency within and across schools, and for those who seek to disseminate successful practices. Most importantly, the findings within this study emphasise the importance of researchers and practitioners looking deeply below the surface when considering ICT in teaching practice.

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