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Situated Teacher Cognition and ICT
Mariam AttiaUniversity of Manchester
EuroCALL Teacher Education Workshop May 26th, 2010
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Purpose of Study
• Explore Arabic language teachers’ beliefs about the use ICT (as a precondition for effective technology integration)
• “.. if our efforts to extend the educational applications of technology are to be successful, it is important to understand how such visions and beliefs are both formed and transformed” (Albion & Ertmer, 2002)
How & Why?
• The research is situated in the Arabic Language Institute (ALI) at the American University in Cairo, Egypt
• Funding was largely allocated to installing the latest technologies
• However, ICT adoption remained minimal
Factors for Adoption
The literature on ICT and teaching identifies various factors associated with teachers’ adoption of technology. They are as follows:
Factor ReferenceTeachers’ Beliefs and Attitudes
e.g. Gobbo & Girardi 2001; Baylor & Ritchie, 2002; Mumtaz, 2002; Cox, 2004
Confidence Demetriadis, 2003; Scrimshaw, 2004
Computer Competence Gobbo & Girardi 2001; Baylor & Ritchie, 2002; Granger et al., 2002
ICT Training Baylor & Ritchie 2002; Egbert et al., 2002; Granger et al., 2002; Scrimshaw, 2004, Galanouli et al., 2004
Factors for Adoption
Factor Reference
Teacher Collaboration e.g. Smerdon et al., 2000; Fisher, 1999 cited in Egbert et al, 2002
Technical Support Scrimshaw, 2004
School Culture Olson, 2000; Demetriadis et al., 2003
Availability of Resources e.g. Pelgrum, 2001; Baylor & Ritchie, 2002
Time Vrasidas & McIsaac, 2001; Scrimshaw, 2004
Factors for Adoption
• Certain studies (e.g. Veen, 1993; Lam, 2000; Mumtaz, 2000; Ertmer, 2005, Guven et al, 2009) have identified teachers’ beliefs and attitudes as central to ICT integration.
• My study focuses specifically on this factor for technology adoption.
Definition of Terms
Teacher Cognition:
• Different terms have been used to explain aspects of teachers’ mental lives, such as beliefs (Pajares, 1992), maxims (Richards, 1996), personal practical knowledge (Golombek, 1998) and conceptions of practice (Freeman 2003).
• Due to the difficulty of drawing clear lines between such concepts, the term “teacher cognition” will follow the work of Woods (1996), Johnson (2006) and Borg (2003; 2006), referring to teachers’ knowledge, attitudes, and beliefs as interwoven concepts.
Theoretical Framework
Professional CourseworkSchooling
Language Teacher
Cognition
Classroom Practice
Contextual Factors
About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc
Elements and processes in language teacher cognition - Borg (2006)
Research Questions
RQ1: What are teachers’ assumptions, attitudes and beliefs about using ICT in teaching Arabic as a foreign language?
RQ2: How do teachers make use of ICT in teaching Arabic as a foreign language?
RQ3: What is the relationship between their cognition and practice?
Methods of Data Collection
Interviews
Observations
Stimulated Recalls
Technological
Reflections
ICT Questionna
ire
Data Analysis - Maxqda
Theoretical Framework
Professional CourseworkSchooling
Language Teacher
Cognition
Classroom Practice
Contextual Factors
About teaching, teachers, learners, learning, subject matter, activities, curriculum, etc
Elements and processes in language teacher cognition - Borg (2006)
Theoretical Framework
Professional CourseworkEarly Experiences
Language Teacher
Cognition
Classroom Practice
Contextual Factors
About teaching, teachers, learners, learning, subject matter, activities, curriculum, etcICT
Elements and processes in language teacher cognition - Borg (2006)
Meet My Teachers!
Dalal
• 22 years of experience in teaching Arabic as a foreign language
• MA in TAFL• PhD in Teaching
Methodology
Meet My Teachers!
Heba
• 13 years of experience in teaching Arabic as a foreign language
• MA in TAFL
Meet My Teachers!
Laila
• 30 years of experience in teaching Arabic as a foreign language
• MA in TAFL
Teacher Cognition & Practice
• Cognitions about ICT integration
• How these cognitions are reflected or not reflected in practice – Match or mismatch between espoused theory and theory-in-action (Argyris & Schön, 1974)
Dalal
Understanding Cognitions in Context
Imagine, the very beeeautiful poems of the past, that we might not fully understand because of their difficult words.. If you see them as images, it will make a huge difference, and you will learn them fast. This might actually help Egyptian youth appreciate the own language
(Technological Reflections, 23.04.2008)
Understanding Cognitions in Context
I feel that I should be versed in so many things related to technology, which would assist me in my teaching,
facilitate things for me and for the students.. However, I feel impotent in the face of this. The problem is that I am busy with many other things and don’t have the
time to learn or practice
(Technological Reflections, 23.04.2008)
Understanding Cognitions in Context
.. and my fear that things will go wrong.. This is the thing that influences me the most.. Though we always joke about it [technical failure] and I ask them: “Who is the engineer here? Would you please come forward and fix this for us?” and so. But, of course, I feel very embarrassed
(Technological Reflections, 23.04.2008)
Understanding Cognitions in Context
Colleagues are of major importance because I always resort to them when I want to learn something, and they ask me too. Everyone knows bits and pieces that we assist each other with..
(Technological Reflections, 23.04.2008)
Dalal’s Cognitions at a Glance
Reveals the beauty of
Arabic Colleagues
Better safe than sorry!
Fear of failure
Time
Bigger institutional
role
Situated learning
Image
A Visit to Dalal’s Classroom
A Visit to Dalal’s Classroom
A Visit to Dalal’s Classroom
A Visit to Dalal’s Classroom
Heba
Understanding Cognitions in Context
There is no way for teaching the Arabic language except moving in this direction.. that we teach with the use of
technology
(Technological Reflections, 17.03.2008)
Understanding Cognitions in Context
It’s a matter of somebody being a bit adventurous. Somebody sitting in front of a machine, a computer for example, for a long time, playing with it, trying this and tying that
(Technological Reflections, 17.03.2008)
Understanding Cognitions in Context
This is one of the areas where Waheed [one of her colleagues] always gave me support. I used to have fears. Honestly, I am much better now. He used to
encourage me a lot [by saying]: “We make it. It does not make us.. We operate it. It does not operate us”.
With time, the fears I had for the machines disappeared
(Interview, 25.02.2008)
Understanding Cognitions in Context
This idea that I always want to treat it [Arabic] in a special way, to develop special criteria for it, to treat it as if I was treating persons with special needs. I don’t want this. No, what applies there [to other languages]
will apply here. We are no different.
(Technological Reflections, 17.03.2008)
Heba’s Cognitions at a Glance
Responsibility
ColleaguesExperimentation
determination Time
ResourcefulnessAutonomy
A Visit to Heba’s Classroom
A Visit to Heba’s Classroom
A Visit to Heba’s Classroom
A Visit to Heba’s Classroom
Laila
Understanding Cognitions in Context
Regardless of any technology-related frustrations that take place due to many factors, I don’t think I can do without its tools now, after arriving at them, and experiencing their benefits and the pleasure of using them. Clock hands never move backwards and neither will my journey
(Technological Reflections)
Understanding Cognitions in Context
Students are more enthusiastic about the subject matter.” We will watch a movie” [they say referring to her PowerPoint Presentations]. We switch off the lights. I feel happy when I see grammar becoming
something attractive..[It] has always been something boring and monotonous.. So, when it
becomes a source of motivation for students, that is really beautiful
(Interview, 24.01.08)
Understanding Cognitions in Context
There is a beautiful spirit and great closeness on a personal level. This is reflected professionally as well.
(Interview, 29.05.08)
Understanding Cognitions in Context
I used to teach using audio tapes. [At the beginning of the semester] I told the students, as I have always done for the past twenty years: “Please bring in four empty audio-tapes each, so I can record the homework for you”. They responded: “We don’t have tape recorders”. I asked: “Why not?”. [They told me] “.. No one uses these things..”I asked: “You don’t use them?”. They said:”Never.. We are a generation that does not use tapes”(laugh). I wondered what to do. I was puzzled.
(Interview, 06.12.09)
Laila’s Cognitions at a Glance
DeterminationColleagues
Motivation
Time
Positive pressure
Responsiveness
Image
A Visit to Laila’s Classroom
A Visit to Laila’s Classroom
A Visit to Laila’s Classroom
A Visit to Laila’s Classroom
..So, how does all this add to our understanding of teacher cognition and ICT?
.. to be shared at the next EuroCALL Teacher Education workshop
..Stay tuned!
.. Coming Next
Thank you