Trent Wardle

Assignment 1: Transition into the Profession

S00099220

Critical Visual Essay

Information and communication technology: pedagogy, curriculum
and the contemporary classroom

Image 1

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

Image 2

What are the

perceived
implications that
the rapidly
advancing ICT
environment has
on the educational
practices of
beginning teachers?

Information and communications technology (ICT) is becoming an

increasingly important issue for both new and seasoned teachers with one
study showing that since 2005, the use of ICT resources in lessons has
sharply risen (Sutherland, Robertson & John, 2009). These resources are
comprised of relevant emerging technologies as well as the software that
enables these devices to function (MCEETYA, 2006), and it has become
apparent that to be competent users of ICT in the classroom, teachers must
become better educated in this area and/or need to take full advantage of
how ICT can benefit a students learning. As stated by Roschelle, Pea,
Hoadley, Gordin & Means (2000), "Teachers who succeed in using technology
often make substantial changes in their teaching style and in the curriculum
they use" (p. 91). It is important then to examine the implications this has on

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

beginning teachers whilst also focusing on the range of factors that limit the
usefulness of ICT in their classroom environments.
Firstly there is perception of graduate teachers as being 'tech savvy', having
grown up with a greater exposure to new technology than their older
colleagues. It is even illustrated within image 1, that there is a common view
of the younger generation as having greater ICT skills than their older
counterparts. As such, it is implied by Bate (2010), that it is "likely that these
individuals may be open to using ICT in their own teaching" (p. 1043).
Additionally graduates are now more than likely to enter the profession with
some level of ICT skills by completing units within their undergraduate
studies that target ICT skills and pedagogy (Steketee, 2005). With this
information in mind, it can be "argued that even though the net generation
students have better readiness to use ICT than the previous generation they
still do not know how to use ICT" (Valtonen, Makitalo-Siegl, Kontkanen,
Pontinen & Vartiainen, 2012, p. 46). As such it is important to analyze the
factors that could be contributing to the apparent discrepancies in their ICT
understanding. Is there room for additional ICT skill building lessons at a
tertiary level, or are other factors in play here?
In looking at the teaching profession itself, Auld et al. (2008) observes that
"Teachers are confronted with an eclectic array of theories and instructional
designs and bombarded with confusing, even romantic views on what
technology is capable of delivering" (p. 10). This alludes to issues in finding a
coherent model that synthesizes the vast amount of research into the use of
ICT in education however according to Mishra and Koehler (2006) a
theoretical framework around technological-pedagogical knowledge exists.
This knowledge consists of understanding the components and capabilities of
ICT, in relation to how they are used within a classroom setting, as well as
knowing how their strategies may change as a result of using ICT (Mishra &
Koehler, 2006). Additionally it appears that "one of the reasons for the
unenthusiastic response to ICT amongst teachers might be that technological

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

knowledge is either absent or lacking in the processes that underpins

teachers planning" (Bate, 2010, p. 1043). Thus, it is important that
teachers, especially those just coming into the profession, acquire these
skills and adopt teaching practices that challenge the way in which they
perceive ICT involvement within their classes (Roschelle et al., 2000). To
accommodate this it is recommended by Fitzallen (2005) that additional
development programs need to be designed and implemented to allow
teachers to build their understanding of the characteristics of ICT
applications and how they promote learning. Otherwise teachers will stay at
a level of ICT competency as depicted in image 1.

While it is important to look at the education of graduate teachers it is

similarly as important to look at the usage of ICT within their classes. Image
2 gives us a good illustration of what the current perception is of how ICT is
integrated within classes today, highlighting that while advances have been
made in the equipment available to teachers, little has changed in the actual
teaching strategies used. Bate (2007) reports from a a study from 2007
which found that when "asked whether they felt that ICT made a difference
to the way teachers teach, responses tended to centre on the potential of ICT
as a preparation and presentation tool" (p. 1052). Another study by Russell,
Bebell and ODwyer (2005), found similar results focused in particular on
beginning teachers whom exclusively used ICT for administration and lesson
preparation, but seldom utilizing it for their own students' learning. It is easy
to see from this that teachers are employing ICT in teacher centered ways
rather than focusing on the ways that would benefit the learner. Additionally,
"In practice, established curricula and teaching methods remain in place
under a thin coating of technological glitter, and available technology is often
underused and poorly integrated into classroom practice" (Hennessy,
Ruthven, Brindley, 2005, p. 5). Thus highlighting either a lack of knowledge
in how to fully integrate ICT within to "extend students thinking and

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

problem-solving skills, rather than just as a publication and research tool"

(Fitzallen, 2005, p. 353), leading to issues raised in the previous paragraphs.
Or other possible influences that are effecting how teachers perceive the way
ICT should be used in their classes which shall be explored next.
So far the focus has been on the individual teacher and the factors that
revolve around them, however it is apparent that there are outside forces
that greatly impact teachers' abilities to successfully include good ICT
practices. Bate (2007) argues to best understand how teachers perceive ICT
usage and its practice, one must look at and understand their socio-cultural
setting. He notes further that teachers who come into a school where ICT
integration or infrastructure is poor and undervalued, are more likely to
abandon ICT as a viable teaching resource. This is extremely relevant to
graduate teachers new to the profession where their teaching pedagogy will
be greatly influenced by the school culture. As such it would be irresponsible
to exclude the influence that fellow colleagues have on beginning teachers
since such a large portion of the school culture is made up of the range of
teacher beliefs that are present. While many argue that it is the lack of
infrastructure that deter teachers from using ICT, Hennessy et al. (2005)
reflect that "teachers reluctance to abandon their existing pedagogy was
more of an obstacle to teacher development in classroom use of ICT than
limited resources" (p. 6). Looking back at the images, both reflect this notion
is contrasting ways. Image 1 shows highlights the 'older' generation teacher
lacking in new technology skills whereas image 2 reflects the use of similar
strategies even though the resources have changed. Watson (2001), points
out that while teachers can feel intimidated by the use of ICT, they will on
occasion use ITC "only when it has a particular resonance with their
pedagogic and subject philosophy" (p. 260). It is therefore hard to pinpoint a
successful strategy to combat the issues that a school community has when
it comes to ICT implementation when there are such a large amount of
factors attributing it. If focus is placed on the infrastructure, staff may not

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

use it due to lack of skills or reluctance to change. Whereas if focus is placed

on training the skills and knowledge of teachers at a graduate level, they will
lose their enthusiasm to utilize ICT if the school resources are poor.
Finally a brief look at the influence of current curriculum/policies is required
to gain an understanding on their impact on graduate teachers transitioning
into the profession. There is a perceived expectation by new teachers, as
well as those already in the profession, that content is driven by the
curriculum with the aim being to assess and test to gather data on their
students. In looking these issues, Hennessy et al. (2005) gives an account to
how this can impact the use of ICT within schools.
There is a government drive towards provision of opportunities
and expertise for using ICT in all schools, yet significant
weaknesses are reported in policy and practice. The present
subject curricula, assessment frameworks, and policies
concerning ICT use seem to simultaneously encourage and
constrain teachers in using technology in the classroom. (p. 6)
It is interesting to note from this the constricting nature that current
curriculum and policies is having on teachers within the education system.
This is a view shared by Bate (2007), who also notes the response of a
graduate teacher, "being a first year teacher I would like to be more
innovative but I just want to consolidate what I have learnt. I would like to be
challenged, but not when I have so much on my plate" (p. 1056). For
beginning teachers it appears that making sure that the curriculum is
covered fully is of the upmost importance, and as such form the basis to the
pedagogical approaches and strategies that they implement within their
classes. Thus ICT, if used, would facilitate the goal of delivering content
rather than for lessons that would promote a more creative environment
highlighting again the issue of how ICT is used by graduate teachers as
mentioned earlier.

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

Ultimately it is important that for the future of ICT implementation in

education, current graduate teachers aren't assumed to be seen as these
tech savvy geniuses that fully understand how to create ICT lessons that
promote student learning. The many factors discussed in this essay highlight
the need to be aware that responsibility cannot be solely placed on the
individual teacher and that outside influences exist. So while it appears that
a one size fits all approach to fix this issue seems unlikely, it is easy to see
where the benefit of additional practice of ICT at usage at university would
benefit student teachers so that they can meet the challenges they will face
out in schools.

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

References
Auld, G., Holkner, B., Fernando, A., Henderson, M., Romeo, G., Russell, G. et al.
(2008). Exemplar schools using innovative learning technologies. Paper
presented at the Australian Computers in Education Conference (ACEC),
Canberra, Australia.
Bate, F. (2010). A bridge too far? Explaining beginning teachers' use of ICT in
Australian schools. Australasian Journal of Educational Technology, 26(7),
1042-1061.
Fitzallen, N. (2005). Integrating ICT into professional practice: A case study of four
mathematics teachers. In P. Clarkson, D. Gronn, M. Horne, A. McDonough, R.
Pierce, & A. Roche (Eds.) Building connections: Research, theory and practice.
Sydney: MERGA.
Hennessy, S., Ruthven, K. & Brindley, S. (2005). Teacher perspectives on integrating
ICT into subject teaching: commitment, constraints, caution and change.
Journal of Curriculum Studies, 37 (2) 155192.
Image 1. Retrieved April 2015 from https://twinada.files.wordpress.com/2012/09/etcartoon.jpg
Image 2. Retrieved April 2015 from http://cstrips.bitstrips.com/2004P_PF9S.png

Trent Wardle

Assignment 1: Transition into the Profession

S00099220

MCEETYA (2006). Statements of learning for information and communication

technologies. Carlton, Victoria: Curriculum Corporation. Retrieved from
http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf
Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge. Teachers College Record, 108(6), 10171054.
Roschelle, J.M., Pea, R.D., Hoadley, C.M., Gordin, D.N., & Means, B.M. (2000).
Changing how and what children learn in school with computer-based
technologies. The Future of Children, 10(2) 76-102.
Russell, M., Bebell, D. & O'Dwyer, L. (2005). Tracking the arc of new teachers'
technology use. In C. Vrasidas & G. Glass (Eds.), Preparing teachers to teach
with technology (pp. 45-63). Greenwich, Connecticut: Information Age
Publishing.
Steketee, C. (2005). Integrating ICT as an integral teaching and learning tool into
pre-service teacher training courses. Issues in Educational Research, 15(1),
101-113.
Sutherland, R., Robertson, S. & John, P. (2009). Improving classroom learning with
ICT. London: Routledge.
Valtonen, T., Makitalo-Siegl, K., Kontkanen S., Pontinen, S., & Vartiainen, H. (2012).
Facing challenges with new teachers' use of ICT in teaching and learning.
IEEE Technical Committee on Learning Technology, 14(4).

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Watson, D. M. (2001). Pedagogy before Technology: Re-thinking the Relationship

between ICT and Teaching. Education and Information Technologies, 6(4),
251-266