EDUC5199 - Assignment 1
Teacher Preparation and Self Efficacy
Shannon Webb, David Swerdfeger, Laura Smart, Farah Shaikh
Problem Statement & Introduction
In an ideal world, educators would be provided adequate training, time and preparation for any new technologies and software. Unfortunately, this is not always possible due to logistics and other barriers. Twenty-first century learners require learning to not only be engaging, but also to meet them where they are. Although most educators considered themselves to be skilled in 21st century skills (West, 2013) there is still a long way to go before educators feel comfortable teaching using mobile technologies. This lack of self-efficacy among educators can become a barrier to successfully using mobile technologies within the classroom (Power, 2015). So, are educators prepared to integrate mobile technologies into the classroom?
Not quite. Educators need to be provided the support, training and time to implement mobile learning effectively for their students. Students require a confident teacher who is well-equipped to integrate mobile technologies into the classroom in a way that both makes sense for the curriculum and the students themselves. Having confident mobile technology teachers is the key to success for the students, the content and the teacher. The teacher's level of self-efficacy with mobile technologies is indicative to how willing the teacher is to try new technologies and strategies to attend to their students' wants and needs in the classroom (Power, 2015). To build this confidence requires positive and supportive leadership, professional development opportunities, a supportive community and a strong IT support team (Ally, Grimus & Ebner, 2014). Without these supports and infrastructure in place, educators will be struggling alone and are less likely to utilize the technologies effectively.
Our group intends to help support educators via a hybrid PD module, including both face-to-face and online modules, and a mentorship program at a higher education institution.
In an ideal world, educators would be provided adequate training, time and preparation for any new technologies and software. Unfortunately, this is not always possible due to logistics and other barriers. Twenty-first century learners require learning to not only be engaging, but also to meet them where they are. Although most educators considered themselves to be skilled in 21st century skills (West, 2013) there is still a long way to go before educators feel comfortable teaching using mobile technologies. This lack of self-efficacy among educators can become a barrier to successfully using mobile technologies within the classroom (Power, 2015). So, are educators prepared to integrate mobile technologies into the classroom?
Not quite. Educators need to be provided the support, training and time to implement mobile learning effectively for their students. Students require a confident teacher who is well-equipped to integrate mobile technologies into the classroom in a way that both makes sense for the curriculum and the students themselves. Having confident mobile technology teachers is the key to success for the students, the content and the teacher. The teacher's level of self-efficacy with mobile technologies is indicative to how willing the teacher is to try new technologies and strategies to attend to their students' wants and needs in the classroom (Power, 2015). To build this confidence requires positive and supportive leadership, professional development opportunities, a supportive community and a strong IT support team (Ally, Grimus & Ebner, 2014). Without these supports and infrastructure in place, educators will be struggling alone and are less likely to utilize the technologies effectively.
Our group intends to help support educators via a hybrid PD module, including both face-to-face and online modules, and a mentorship program at a higher education institution.
References
Ally, M et al. Prospects (2014) 44: 43. doi:10.1007/s11125-014-9293-2 Power, R. (2015). A Framework for promoting teacher self-efficacy with mobile reusable learning objects (Ph.D). Athabasca University. West, K. K. (2013). Descriptive analysis of teacher preparedness for the 21 st century student (Order No. 1550821). Available from ProQuest Dissertations & Theses Global. (1496776126). Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1496776126?accountid=14694 |