Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.747135
Title: Teachers' readiness to use computer tablets in inclusive classrooms : implications for developing innovative pedagogies and professional development programmes
Author: Duca, Madeline
ISNI:       0000 0004 7228 5711
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
Computer tablets in classrooms have gained popularity with students as they fit their lifestyle, and are shown to improve students’ learning experience when used appropriately. The main challenge for teachers is to seamlessly and efficiently employ educational technology - such as the tablet - to enhance student achievement, while simultaneously learning how to utilise it in the most successful way. This research investigated Maltese teachers’ readiness to integrate tablets in their pedagogy prior to the ‘One Tablet per Child’ scheme. This research explored effective technological pedagogies, and how teachers are supporting mixed-ability students in their learning process through the use of tablets. It also investigated professional development programmes, and systems which support teachers in developing pedagogies utilising tablets. A mixed-method research design was adopted. Quantitative data collected involved the use of an online questionnaire from a sample of Year 4 Maltese teachers (n=81). Qualitative data was collected through focus groups (n=13) and individual interviews (n=3) with Year 4 teachers, an Education Officer and an e-Learning teacher. Semi-structured observations (n=14) were carried out in Year 4 classrooms. The epistemology adopted involves pragmatism, and tablet use is explored in light of Systems theory. Results indicate that teachers’ age, years of teaching, training, and ability to use technology has an impact on their readiness to use tablets for teaching. Findings show that tablets help to promote student participation, the development of 21st century skills and personalised learning. Teachers discussed their own professional development through discussions with colleagues, sharing of resources and school-based training. Ways forward for teacher training are discussed, together with consideration of how the role of the Educational Psychologist (EP) can support teachers in developing innovative technological pedagogies to support the teaching-learning process.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.747135  DOI: Not available
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