102097 RTL2

Assessment Two: Literature Review and Data Collection

What is the impact of technological devices and tools in the classroom?

Subtopic – What are the factors that affect the use of technology in the classroom?

Part A: Literature Review

Students live in a rapidly changing technological world.The importance of information and

communication technologies (ICT) in the teaching and learning to be an effective way of
supporting teaching and learning (Carlson, 2016). This essay will discuss the factors that
affect the use of technology in the classroom which is a sub-topic of the larger research
project “The impact of technological devices and tools in the classroom?” Technology used
in student lessons has the potential makes it more interesting and provides opportunities for
deeper learning such as in project based and inquiry learning. It also develops the knowledge,
skills, understanding, attitudes and behaviours to assist students to live and work successfully
in the 21st century (NESA website). It is however important to discriminate the use of
technology for passive use in a school such as emails and administrative purposes and that
technology used for active learning for instruction to create, design, build, explore, and
collaborate in classroom. Factors that affect its use for the latter reason is the main the topic
of this essay. The mathematics classroom has been chosen as the main application in this
literature search as it is highly adaptable to use of technology.

Cubukcuoglu, 2013 researched the factors that enable the use of technology in subject
teaching using the qualitative methods of semi-structured interviews. He separated the factors
into two main categories, that is school factors and teacher factors and I will use this same
division throughout this essay. The framework shown in Figure 1 from Drossel, Eickelmann
& Gerick, (2017) was also used as a basis for this research. However, I would suggest
that Teacher Characteristics be included in this diagram.

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Figure 1.

Drossel et al. (2017) and Baya'a & Daher (2013) both used questionnaires in the
research and they both used similar style questioning.

School Factors
Government policies regarding use of technology in the Australian classroom are numerous.
The Acara Australian curriculum body has ICT as one of the General capabilities required to
be taught within the school curriculum. The key ideas for ICT Capability are organised into
five interrelated elements in the learning continuum, as shown in the diagram below (Figure
2).

Figure 2

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The NSW Educations Standards Authority states that:

“When planning, teachers may consider the application of a range of ICT tools and resources
to support teaching, learning and assessment. Similarly ICT knowledge is described in the
Australian Teaching Standards for example in standard 2.6 Know the content and how to
teach it – ICT is a main requirement (AITSL). Currently the use of ICT in classrooms is
optional and at the discretion of the teacher and the school. The question is then, should ICT
be made obligatory by the education authorities and be integrated into the curriculum
explicitly. Tran & Stoilescu, (2016), looked at ICT policy in Australia and Vietnam and
found that to help teachers’ curriculum documents should include more specific ICT
content and its use be defined more clearly. It also revealed ICT content knowledge and
pedagogical opportunities for teachers is insufficient and this is a very current and
relevant problem considering this is a 2016 article.

This leads to the next factor that effective use of technology is not just a skill that can be
picked up by teachers once they get into the classroom. Teachers need to know how to use
technology to provide good learning opportunities for students. Carlson, 2016 discusses how
pre-service teachers need to leave their teacher degrees with a solid understanding of how to
use technology to support learning. Tanti (2009) discusses how ICT is taught as an additional
subject to preservice teachers at the Australian Catholic University. The University of
Western Sydney does not have such a course. Therefore, adequate training on the use of ICT
not just about basic technology skills but also to provide training on pedagogical use of
technology. Examples of their use in learning needs to be provided to help teachers identify
how they can be used to increase learning. One participant in Cubukcuoglu, 2013 study
suggested “If an example of a teaching material were provided in the curriculum and it was
mentioned that a certain topic could be taught in such and such a way” it would help teachers
apply technology. Andresen, M., & Misfeldt, M. (2010) described how models for
training need to be established. They present an argument for the use of the software
GeoGebra in the mathematics classroom and the need to develop competence in both the
students and the teachers to decide when and how it is appropriate to use this ICT tool.

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Technological Infrastructure is another key factor that can influence the use of technology.
On a local school scale access to hardware such as computers are essential. “When teachers
have easy access to computers, this might give them sufficient time to prepare materials
search the internet and review the necessary software” (Cubukcuoglu, 2013, p XX). High-
speed connectivity to the internet, access to your own laptop plus and full access to a variety
of software are also key to ICT use. Access to a smartboard and computer rooms is also
important. Cubukcuoglu, 2013 results showed that teachers prefer to have well-designed ICT
infrastructure available to everyone in the school and that these tools and rooms can be
accesses at any time. Results also showed that another factor that prevents teacher’s use of
ICT is technical problems and inadequate technical support. Technical support for keeping
the computers well maintained and that the systems are up to date is essential to the smooth
running of technology. Factors such as not enough computers for everyone and the need for
lesser students in classes was also addressed.

The final factor addressed by Cubukcuoglu, 2013 was the need for the adoption of whole
school policies on using ICT across the curriculum. In this case principles and lead teachers
positive attitude towards ICT is a strong enabler for using it.

Teachers Factors

Baya'a & Daher (2013) and Cubukcuoglu, 2013 discuss how the factors that enable teachers
to use ICT are related to their own beliefs and skills. Both studies suggest that teacher factors
are very important and more effective than school factors on having an impact on the use of
technology in classrooms. Even though both studies are not Australian, similar factors are
evident in the study that included Australian data by Drossel et al (2017). Such things that
influence teacher’s use of ICT are described as attitude, confidence, experience, willingness,
motivation and teaching preferences. This is strongly related to a teacher’s computer skills
and competence at using ICT. How to teach with ICT or ICT pedagogical skills is also very
important and knowing when and how to use them is an essential skill, which has been
addressed earlier in this essay.

The perceived usefulness of ICT is also an influencing factor. A very important one
identified is teachers awareness of the educational benefits of using ICT in their teaching. By
knowing of the benefits they will be more eager to use it.

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Baya’a and Daher (2013) discussed teachers readiness to integrate ICT in the mathematics
classroom through the use of a questionnaire. They looked at many factors among which are
the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT
contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to
students' mathematics learning. The final outcomes about teachers factors is that it is more
important than school factors as even if the hardware is present if the teacher doesn’t believe
in ICT it will not be integrated. More than two thirds of teachers say they would like more
technology in their classrooms and roughly, half say that lack of training is one of the biggest
barriers to incorporating technology into their teaching

Age and gender are also important factors influencing use of technology in the classroom.
Kubiatko, M. (2013).describes how the Millennial Generation MG (born after 1980)
were much more adaptable to technology use than those born later. They also noted
gender differences with girls using technology less than boys. The MG were also seen
as much better at multi-tasking with IT equipment.

Prieto-Rodriguez, E. (2016). Noted that teachers perceive time to be a major barrier for
application of ICT in real-world problems and learning.

Hayes (2005) interviewed participants and observing teachers in action. She noted that just
incorporating ICT into old teaching practices is unsatisfying for teachers. Support needs to
begiven to teachers to develop new approaches to teaching with ICT.

From this literature review both school factors and teacher factors play a part in the
integration of technology in subject teaching. The factors also seem to be the same for
different studies.However personal factors should be considered to matter more than any
other factors since applying new technologies is dependent on the teacher’s positive attitudes
and beliefs about its usefulness. The teacher is at the centre of learning. To develop positive
attitudes to technology teachers need opportunities to develop ICT skills and confidence.
With this in mind, students will have access to essential skills that they will need to live in
our revolutionary digital world.

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 Part B: Data Collection Protocol

What factors affect the use of ICT in the classroom?

This survey is designed to gain insight to how your school uses and views technology
and how it is integrated into lessons at your school. Please choose the best and most
honest answer. If you have any questions you can contact Lisa Miller on 0487157281.
Gender: M /F Job Title: Age:
1) Do you use technology a lot in your personal life yes / no
2) Are you confident using ICT tools. Yes / no
For each item, please circle the number corresponding to the degree that it is true
Technology Infrastructure:
1) Do you have access to a laptop in your classroom yes / no
2) Do you have access to a laptop/computer at home yes / no
3) Do you have access to a computer room at your school yes / no
4) Do you have to book the computer room yes / no
If so can you assess to it easily – could you explain what is waiting time to access it?
----------------------------------------------------------------------------------------------------------
5) Do you have access to fast internet wifi throughout the school. Yes/no
6) Do your students have access to fast internet wifi on their devices at any time ie mobile
phone/ipad or laptop Yes/No
7) Does each student have a laptop in your classroom? Yes/no
8) If not 7) – are there enough laptops to share in the class if groups are formed? Yes/no
9) Does each student have some form of access to a device in your classroom ie IPAD’s,
smartphone other than a laptop? Yes/no
10) If not 9) – are there enough to share in the class if groups are formed? Yes/No
11) Does your classroom feature a smartboard yes/no
12) Do you have access to software yes/no if yes what programs
…………………………………………….
13) Can each students run software with their devices in your class either solo or in groups eg
excel Yes/No
14) Do you have a school website which is used actively by students for homework, sharing
knowledge etc? Yes/No
15) Do you contact parents electronically? Yes/ No
16) Do you have a technical support person who is in charge with technology support?
Yes/No
17) Is software and hardware updated regularly Yes/no

Frequency of use of IT tools

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 1) How much time do you use technology on an average day in your classes. This does
not include personal use.

(a) Internet
(b) Smartboard
(c) Phone for educational use – eg looking up info, Kahoot etc
(d) Ipad
(e) Computer/laptop
(f) Software – word/excel/other – please specify
(g) Videos for lessons
(h) Facebook
(i) School database
(j) Email
(k) Educational Computer games
(l) Online courses
(m)Other electronic resources

Beliefs about technology

1) Do you think technology should be integrated in learning? yes/no
2) Is it a waste of your time? Yes/no
3) Do you think it can improve learning? Yes/no
4) Do you think using technology is time consuming? Yes/no
5) Would you like to see more technology used in your classroom? Yes/no
6) Do you think ICT makes teaching easier? Yes/no
7) Do you think technology makes lessons more interesting and engaging? Yes/no
8) Is there more in depth of understanding of subject matter using ICT? Yes/no
Integrating ICT at your school
1) Do you think technology is used at your school? Yes/no
2) To what degree?
Alot, some, not much, not at all

3) Can you give me an example of use of technology in your classroom?

________________________________________________________

4) Do you think that technology is used for learning? – within your lessons to
problem solve and inquiry learning? That is, Is it used actively by the students?
Could you give me an example of it?
__________________________________________________________
5) Do you have time to use technology in your curriculum?

__________________________________________________________
6) Would you say you know how to integrate ICT into your lessons and curriculum?
Yes/ somewhat/ No

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 7) Is there technology training on technology at your school for teachers? Yes /no

8) Is there technology training on technology at your school for students? Yes/no

9) Do you need training on applying technology to your pedagogy? Yes/no

Would this improve its use in your classroom. Yes/no

10) Would you like to see ICT training at your school for: teachers/preservice
teachers/students.
(Circle all that apply)

11) Do you think if examples of teaching with ICT provided in the curriculum could
encourage teachers to use materials? Yes/No

12) Should the government make ICT use in schools a law – (there is only a guide for
its use in the curriculum documents but it could be law within syllabus
documents) Yes/No

13) Do you use a variety of software? Yes/No if yes could you describe
what?.......................................................................................................................

14) Do you think use of ICT is affected by the type of the subject that is taught Yes/no
and please
explain………………………………………………………………………………
………………………………………………………………………………………

15) What do you think the biggest barrier is to integrating technology into the
classroom
…………………………………………………………………………………………………
……………………………………………
Thankyou for completing this survey: If you have any other comments regarding technology
and its use could you comment below.
…………………………………………………………………………………………………
…………………………………………………………………………………………….......

Attached below is the SWU consent form which will be used and given to participants involved in the
survey data collection process.

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Dear Potential Participant:

I am working on a project titled “What is the impact of technological devices and tools in the classroom”
for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project,
I am collecting information to help inform the design of a teacher research proposal.

I will be researching “the factors that affect the use of technology in the classroom and be carrying a
preliminary survey to have an understanding how IT is used at a typical secondary high school”.

By signing this form, I acknowledge that:

 I have read the project and have been given the opportunity to discuss the information and my
involvement in the project with the researcher/s.

 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.

 I consent to answering the questions in the survey.

 I understand that my involvement is confidential and that the information gained during this data
collection experience will only be reported within the confines of the ‘Researching Teaching and
Learning 2’ unit, and that all personal details will be de-identified from the data.

 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

Part C: Data Collection Protocol (Explanation)

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A survey protocol was used to address the topic of this essay which is a typical tool used in
action research. I am preparing to complete my Professional Practice at a school, which I
have worked at as a tutor for the past 6 months. I noticed through the time that technology
was not used as extensively as I thought it should. I discussed the issue with some
mathematics teachers and the head teacher and found very different attitudes about the use of
ICT at the school. Thus, this topic was then born in my mind and thought it would make a
very good action research topic.

I chose a survey for my type of research as it gives me a general overview of the topic, it is
fast to implement, provides me with lots of data and lastly it is anonymous. I chose to make
the participants only teachers at this stage, as the literature survey indicated that teachers and
principals are the most important factor in determining if technology is integrated in learning
at a school. I noticed the school is very busy so setting up an interview would be difficult. I
did not ask teachers for their names.

Kervin, Vialle, Howard, Herrington, & Okely (2016) describe the benefits and
disadvantages of carrying out a questionnaire and I used this information to discern if it
was the best research mode to use for this study. Questionnaires have the major benefit is
that they enable data to be collected quickly from a large number of people The information
can then be used to describe frequencies, prevalence, attitudes or trends . This survey will
only be distributed on one occasion and aims to generate a snapshot of participant’s
responses. The disadvantages are that participants might not be complete honestly for
example if they fear criticising the system at their school. I will give it out personally to each
teacher and principle with the consent form.

The main problems with surveys are that the questions may appear ambiguous, have vague
response categories, multiple item assessment and have questions that lead respondents to a
particular answer (Kervin et al, 2016). In addition, the interpretation of a question is
important and it should only consider one theme at a time and be specific. I noted these
factors in my survey design. Even though it is recommended that a questionnaire be short
(Harvard University Program on Survey Research. (2007)), I needed to make it longer to
fulfil the study question. Thus, I tried to shorten the time required to fill it out by not using a
Likert scale and using yes/no answers. I could easily code yes as a 1 and no as a 0 for my
future data analysis hence keeping it as simple as possible. Drossel et al (2017) used this
type of coding system in their questionnaire.

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Kervin et al, 2017 also described some things that should be followed for surveys. Does it
follow the purpose of the study? Is it designed well? The type of data needed for the
objectives of the survey. To achieve these factors I kept in mind the order of the questions.
This survey followed a similar structure to Baya'a & Daher, (2013) research survey. The
questions also followed the structure of the essay and School factors/Teacher factors within
the survey also carried out by Cubukcuoglu, B. (2013). General demographic style questions
were placed at the beginning of the survey which was followed by quantitative style
questions on the topics of school infrastructure and frequency of use. The later part of the
survey involved more qualitative questions about teacher’s attitudes and the current
integration setup at the school. These later style questions were more open ended and the
final questions was a summative style question about the barriers of implementing ICT.

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 References

AITSL – Australian Institute for Teaching and School Leadership. Australian Professional
standards for teachers. Retrieved https://www.aitsl.edu.au/teach/standards
Andresen, M., & Misfeldt, M. (2010). Essentials of Teacher Training Sessions with
GeoGebra. The International Journal for Technology in Mathematics Education, 17(4),
169-176.
Australian Curriculum: Information and Communication Technology (ICT) Capability –
retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/information-and-communication-technology-ict-capability/
Baya'a, N.F. & Daher, W. (2013). Mathematics Teachers' Readiness to Integrate ICT in
the Classroom: The Case of Elementary and Middle School Arab Teachers in
Israel. International Journal of Emerging Technologies in Learning (iJET), 8(1), 46-52
Carlson, A., (2016) Technology in Education: Future Ready Learning and Schools, Nova
Science Publishers, Inc
Cubukcuoglu, B. (2013). Factors enabling the use of technology in subject
teaching.International Journal of Education and Development using Information and
Communication Technology, 9(3), 50-60. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1491114889?accountid=36155
Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in
school – the relevance of school characteristics, teachers’ attitudes and teacher
collaboration. Education and Information Technologies, 22(2), 551-573.
Eickelmann, B., Gerick, J., & Koop, C. (2017). ICT use in mathematics lessons and the
mathematics achievement of secondary school students by international comparison:
Which role do school level factors play? Education and Information
Technologies, 22(4), 1527.
Harvard University Program on Survey Research. (2007). Questionnaire design tip sheet.
Retrieved from http://psr.iq.harvard.edu/book/questionnaire-design-tip-sheet.
NSW Education Stanards Authority: Integrating ICT capability retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
Hayes, D. (2007). ICT and learning: Lessons from Australian classrooms. Computers &
Education, 49(2), 385-395.
Haydn, & Barton. (2008). ‘First do no harm’: Factors influencing teachers’ ability and
willingness to use ICT in their subject teaching. Computers & Education, 51(1), 439-
447.
Prieto-Rodriguez, E. (2016). "It Just Takes so Much Time!" A Study of Teachers' Use
of ICT to Convey Relevance of Mathematical Content. The International Journal for
Technology in Mathematics Education, 23(1), 13-24.

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Kervin, L., Vialle, Wilma, author, Howard, Steven J., author, Herrington, Jan, author, &
Okely, Tony, author. (2016). Research for educators (2nd ed.).
Kilderry, A., Yelland, N., Lazaridis, V., & Dragicevic, S. (2003). ICT and Numeracy in
the Knowledge Era Creating Contexts for New Understandings. Childhood
Education, 79(5), 293-298.
Kubiatko, M. (2013). The Comparison of Different Age Groups on the Attitudes toward
and the Use of ICT*. Kuram Ve Uygulamada Egitim Bilimleri, 13(2), 1263-1272.
Schibeci, R., Maccallum, J., Cumming‐Potvin, W., Durrant, C., Kissane, B., & Miller,
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Tanti, M., Moran,W.(2009). Warts, and all: Integrating ICT in Teacher Training: International
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