The focus of this assignment is to critically analyse factors which impact teachers’ use of digital technology. Therefore, the key concepts of the proposed problem are identified and analysed as well as the approaches through a variety of perspectives are substantiated. The significance of the problem has been justified and perceived primarily through the dominant political, economic and social cultural voice where the assignment centres on.
I will analyse the conceptual nature of the problem concerning teachers’ use of digital technology through the impact on institutional ecosystems which directly affect teacher ecosystems and investigate these proposed issues. Many of these issues have arisen throughout the years, commencing from the political hierarchy i.e. funding, support (from different levels) and school cultures which have affected teachers’ needs that have not been adequately addressed. Consequently, I will rationalize and summarize the outcomes and unresolved issues.
Table of Contents
1. Introduction
2. The Conceptual Nature of the Problem
3. Davis’s Arena
4. Background History
5. Factors impacting teachers’ use of digital technology
6. The impact of teachers’ use of technology through an ecological framework in view of Davis’s Arena
7. Outcomes
8. Unresolved Issues
9. Conclusion
Research Objectives and Themes
This paper aims to critically analyze the multifaceted factors that influence teachers' use and non-use of digital technology in the classroom, employing an ecological framework to understand these interactions within the broader political, economic, and institutional context.
- The influence of political and economic policies on educational technology implementation.
- The impact of institutional and school culture on teacher attitudes toward digital tools.
- The application of Davis’s Arena as an ecological model for analyzing technology adoption.
- The critical importance of leadership and professional development in successful ICT integration.
- The persistent challenges of the "digital divide" and infrastructure deficiencies in schools.
Excerpt from the Book
3. Davis’s Arena
All levels of ecosystems are shown; centrally being the teacher and the classroom alongside the on-going factors which constantly affect each level i.e. commercial, political, professional and bureaucratic. The on-going factors will be further discussed in the section; Use of digital technology through an ecological framework.
(Davis et al 2013, p. 3).
Zhao and Franks (2003) imply that institutions generally and naturally are opposed to change especially whilst pressure is placed onto their practices i.e. “What appears to outsiders as a straightforward improvement can, to an organization, be felt as undesirably disruptive if it means that culture must change its values and habits in order to implement it.” (Hodas, 1993, p.3).
School cultures are difficult to define, not only are they complex and powerful but also ambiguous, presupposed and generally disregarded, although it is highly significant in an institutional context. Cultures have a great impact on all things which occur in schools i.e. staff dress code, their attitudes, values, tolerance and the flexibility to modify teaching practices.
Summary of Chapters
1. Introduction: Outlines the research focus on analyzing the factors influencing teachers' use of digital technology within institutional ecosystems.
2. The Conceptual Nature of the Problem: Examines how political, economic, and social cultural factors create a hierarchical effect on classroom technology integration.
3. Davis’s Arena: Introduces an ecological framework to visualize the various levels of influence on the teacher and teaching practices.
4. Background History: Reviews the historical context of government funding and ICT policy shifts in the UK education sector.
5. Factors impacting teachers’ use of digital technology: Investigates why previous governmental training programs faced challenges and why technology often remains underused.
6. The impact of teachers’ use of technology through an ecological framework in view of Davis’s Arena: Applies the ecological model to explain the "technology adoption process" as an organic interaction between species.
7. Outcomes: Discusses the necessity of high-quality leadership and strategic planning for effective technology adoption.
8. Unresolved Issues: Highlights ongoing challenges such as infrastructure gaps, digital inequality, and the need for professional autonomy.
9. Conclusion: Summarizes the findings regarding the critical roles of leadership, school culture, and the necessity of evolving alongside digital advancements.
Keywords
Digital Technology, Education, Ecological Framework, Teacher Training, School Culture, ICT, Leadership, Policy, Classroom Practice, Digital Divide, Professional Development, Innovation, Institutional Ecosystems, Adoption Process, Pedagogical Methods.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on a critical analysis of the various factors that influence why teachers use or do not use digital technology in their classroom practices.
What are the central themes explored in the paper?
The themes include the impact of political and economic policies, the role of institutional culture, the influence of leadership, and the challenges of integrating digital tools into existing teaching methods.
What is the primary research goal?
The goal is to provide a holistic view of the "technology adoption process" by examining it through an ecological lens, identifying why top-down mandates often result in implementation gaps.
Which scientific framework is utilized?
The paper uses an ecological framework, specifically "Davis’s Arena," which treats the educational environment as an ecosystem where different "species" (like policies, tools, and teachers) interact.
What is addressed in the main body of the work?
The main body covers historical funding trends in the UK, the failures of standardized ICT training, the influence of school leadership on staff confidence, and the systemic challenges of the digital divide.
Which keywords characterize the work?
Key terms include ecological framework, ICT integration, teacher professional development, institutional culture, and pedagogical innovation.
How does the author define the "keystone species" in this ecological model?
In this context, the keystone species refers to key institutional actors, such as head teachers and managers, whose support and attitudes are essential for the survival and growth of new digital practices.
What does the paper conclude about the role of leadership?
It concludes that leadership is the single most critical factor; without expert, strategic, and supportive leadership, even well-funded technology initiatives are likely to fail or be rejected by teachers.
- Quote paper
- Donya Ernst (Author), 2015, What factors impact teachers’ use of digital technology in the classroom?, Munich, GRIN Verlag, https://www.grin.com/document/514605
