eLearning integrators' narratives expressing professional identity and explaining patterns of practice with ICT

eLearning integrators' narratives expressing professional identity and explaining patterns of practice with ICT

This research explored the complexities surrounding encouragement of the use of Information Technology (IT) in Educational settings by classroom practitioners. The Melbourne Declaration, made by all Australian Education
ministers in 2008 states that successful learners 'are creative and productive users of technology, especially ICT, as a foundation for success in all learning
areas'(MCEECDYA, 2008, p. 8). Early adopters of the technology encouraged their peers to embrace these new technologies with the enticing promise that it
would motivate their students and make their job easier. These early adopters often became teacher leaders, given the role of eLearning Coordinator or eIntegrators (eLI’s), responsible for helping staff to integrate ICT into their
classroom practices. The study investigated this role and the patterns of practice that could be identified during the investigation.
This study investigated four eLI’s seeking to discover the influences on their professional duties and how their teacher identities shaped their effectiveness
and influenced the decisions that they made. A Narrative Inquiry approach was used to listen to and retell their stories. This was grounded in the theories of
Clandinin and Connelly (1994), borrowing particularly from their work on the commonplaces of time, place and personal-social dimensions to help focus the study and provide a lens for analysis. The methodology included in-depth
interviews, observations, emails, and Skype calls to collect the data which would be used to analyse the practices and beliefs of the participants over a period of
18 months. The data analysis was done through the lens of place, temporality and personal and social commonplaces to seek understandings of the similarities and differences between the participants’ storied identities as eLI’s and their effectiveness in carrying out their duties.
Results from the study confirmed a number of commonalities between the eLI’s despite their working in dissimilar environments. These commonalities included
an acknowledgement that ICT’s needed to be offered as a tool to allow pedagogical change to take place and not an end in themselves. The technology also provided teachers with a vehicle to deliver content and the eLI’s used this
knowledge to further encourage classroom use of IT. Administrative tasks, accreditation pressures and Executive staff leadership were all important factors in shaping the successes that the eLI’s experienced. The TPACK framework also fell within the scope of the study and among the conclusions that were reached; an expanded framework is offered in the study.
The study supported the conclusion that it is a combination of the narrative commonalities that shaped the participants and their practices. The eLI was a product of their storied identity while at the same time the actions, beliefs and
approaches that they took to fulfil their role added to that storied identity.