Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach

Zehra Gabillon,Rodica Ailincai

doi:10.29333/ejmste/93380

Abstract

This research work describes the first work-package of an exploratory study, which examined a group of elementary school teachers’ beliefs (representations) about digital technology in the French Polynesian context. The major objective of the study was to provide teacher education programmes with research-based information about the primary school teachers’ beliefs and practices about digital technology. The study based its theoretical assumptions about teacher beliefs on the social representations theory and its research design on the grounded theory. The data were collected via interviews using theoretical sampling and theoretical saturation methods. Interviewing and analysis procedures were implemented concurrently through the systematic use of coding and iterative analysis processes. Research results indicated that internal factors such as interest in technology, teachers’ DT skills and external factors such as support from administrators and technical maintenance played key roles in shaping teachers’ DT practices.

Highlights

The Internet, digital tools, and technologies for processing information and communicating are developing with remarkable speed
The results suggested that teachers who believed that using digital tools required a good command of technical skills, avoided using Digital technology (DT) with their students (Ertmer et al, 2012; Windschitl & Sahl, 2002)
Throughout the interviewing, the data properties concerning the notion of DT, linked and integrated into different levels of abstractions and the sub-categories were organized into three hierarchical categories

Summary

Introduction

The Internet, digital tools, and technologies for processing information and communicating are developing with remarkable speed. Digital technology (DT) tools have become cheaper, mobile and more accessible for everyone. They are evolving fast and spreading into individuals’ personal living space and altering social habits, interaction types, and culture. The use of DT in the classroom is considered indispensable and schools in many countries provide students with digital tools and portable PCs. despite the increase in access to DT and technology training, DT tools are not being used sufficiently enough to support student learning. The exponential development of DT and the subsequent demand for its integration in education exert pressure on teacher education programmes to incorporate technical, didactic and pedagogical training in their curricula

Objectives

Methods

Results

Discussion

Conclusion