Digital pedagogies: Developing teacher confidence and proficiency

Digital pedagogies: Developing teacher confidence and proficiency

Educational technology as a tool for learning has been prevalent in Australian classrooms for 20 years. In recent years, research has identified a variety of barriers and enablers for the use of technology in learning contexts. Moreover, teachers continue to experience difficulties integrating educational technology, such as mobile devices, into learning contexts. This research sought to clarify and understand what conditions are required for teachers to improve the integration of technology into their classroom teaching and learning practices in regional and rural settings. This context is one that often sees a greater number of early career teachers and lack of access to professional learning opportunities. Using a mixed methods approach, the research investigated levels of teacher confidence and proficiency in integrating technology for learning over a three-year project. The project included a supported approach to professional learning and knowledge development. It was found that, with supportive networks and the development of collective efficacy, teachers were able to feel more confident and proficient in overcoming barriers to enhance the use of technology in learning contexts. Through the research process, previously identified barriers and enablers were considered, and new examples were identified, such as competing priorities. The development of a professional learning network within the group to assist in knowledge and skills development and practice provided opportunities for teachers to expand and share their knowledge and skills. With support from the school leadership team, positive shifts in confidence and proficiency were identified. The results of this research indicate that providing teachers with support networks and specific professional learning opportunities is beneficial.

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