Teachers' private theories and their design of technology-based learning

This study explores the private theories of four vocational education teachers in Singapore who have engaged in the design of technology-based learning for their own classes. The understanding of teachers' private theories is important in the context of contemporary educational reforms, which emphasise the shift towards student-centred practices and technology integration. As teachers learn to change strategies and utilise technology, they might also need to transform aspects of their private theories that could impede effective technology integration and lead them to continue with outdated educational practice. This study aims to understand and explicate areas of private theories that impede the effective design of student-centred technology-based learning. The final outcome of the study was a set of propositions for readers to examine for the possible application in their own environments. 560 British Journal of Educational Technology Researchers have only recently begun to explore teachers' use of technology and influences that shape their thinking and decisions (see Windschitl & Sahl, 2002). The literature suggests four major areas of teachers' private theories that impact instructional decision making and technology integration: learning, students, teacher and technology (Borko & Shavelson, 1990; Howard etal, 2000; Lovat & Smith, 1990; Moallem, 1998; Pierson, 1999; Sch6mmer, 1990; Windschitl & Sahl, 2002; Yinger, 1978). Also, according to the literature, institutional influences impact the overall instructional decision making and technology integration (Borko & Shavelson, 1990; Clark & Peterson, 1984; Duffy, 1.977; Lovat & Smith, 1990; Yero, 2002). In addition, the literature suggests that the knowledge of curriculum and pedagogical content is a factor that affects instructional planning and technology integration (Moallem, 1998; Wilson et al, 1987). It often appears that one of the areas of private theories is emphasised as a predominantly influential area upon teachers' decisions. For example, Borko and Shavelson, Lovat and Smith and Yinger suggest that the most important area of private theories in teacher instructional planning concerns students, notably, issues such as students' ability, gender, class participation, self-concept, social competence, independence, classroom behavior and work habits. The most important student characteristics for teacher planning appear to be learning ability. Others (eg, Hashweh, 1996; Howard et al; Schbmmer, 1990) suggest that epistemology is the most important area of private theory in teacher instructional planning. According to Schbmmer, this area includes five dimensions: the structure, certainty and source of knowledge and the control and speed of knowledge acquisition. However, it appears unlikely that exactly the same area of private theory.would be predominant for all teachers. An area of highest significance for teachers is likely to dominate their decisions in instructional planning and technology integration. If teachers are to change or modify their private theories, they must engage in a self-examination of these theories and explore alternatives. Reflection might enable teachers to engage in self-examination of their private theories (see Senge, 1990). However, such reflection must be facilitated by an appropriate intervention strategy. This strategy must be based on understanding teachers' theories in general and the influences of these theories on instructional planning and technology integration. Methodology In this qualitative multicase study, I have explored the private theories of four teachers from a large technical education institute in Singapore who engaged in the design of technology-based learning for their own classes. In the study, I have attempted to explicate issues that limited the effective design of technology-based learning of the participants. The institute comprised 10 campuses with about 1500 teaching staff delivering over 30 courses to thousands of students. At the time of the study, the institute was undergoing major reform with the aim of establishing student-centred practices and promoting the use of technology as a means of developing intellectual capital for the country. Considerable financial resources were allocated to support technology integration across the 10 campuses of the institute. © 2005 The Author. Journal compilation C 2005 British Educational Communications and Technology Agency. Vol137 No 4 2006 Teachers' private theories and learning design 561 At that time, my role at the institute was to provide leadership and support to this teaching community in the area of pedagogy and educational technology Although my background in engineering, education, instructional design and multimedia, along with years of teaching experience in secondary school, technical institutes and teacher training institutes, was very useful, my only partial understanding of teachers' private theories in this particular environment was a limitation. Teachers in the institute were largely deploying technology for the delivery of automated instruction, quizzes, lecture material, notes and presentations. Accordingly, the teachers understood technology as a platform that supported their existing teacher-directed practices. An effective strategy for preparing individuals for the contemporary world requires a shift away from direct instruction towards student-centred pedagogical practices. In direct instruction, it is the job of teachers to guide their students to think in particular ways and to arrive at 'correct' answers (Carter, 1997). In contrast, students in a student-centred practice use technology as a tool for accessing, analysing and transforming data and information, organising knowledge and creating representations of what they know (Jonassen & Rohrer-Murphy, 1999). Administrators at the institute recognised that their teachers needed to be prepared for effective technology integration in learning, as their existing preparation has focused only on classroom strategies. However, it was not envisaged that as teachers learn to change strategies and utilise technology, they must also transform the existing private theories that guide their instructional decision making and lead them to integrate technology to support outdated models. Intervention might be essential in supporting teachers to transform their private theories. To understand this intervention, teachers' private theories and their decision making for technology integration must be explored, explicated and synthesised in keeping with an appropriate strategy. A single study with a small group of teachers is certainly not sufficient to synthesise this strategy for wide application beyond this particular institute. However, this study might provide an important milestone towards understanding an appropriate strategy for supporting teachers in moving towards more effective technology integration. Participants The participants were engaged in the Education Technology Champions programme organised by their institute. They were identified and selected for the programme by their management as exemplary technology-using teachers. During the six-monthlong programme, these teachers were relieved of their teaching duties to allow them time to engage in the design of technology-based learning activities and develop competencies for effective technology integration in learning. After this period, these teachers were expected to act as change agents promoting technology integration and providing some consultation to other teachers in their sections. They were provided with development tools and technical support throughout the programme. I conducted an initial meeting with six teachers selected for the programme. We met in the institute's headquarters. During the meeting, the teachers were informed about the research and were asked if they were prepared to participate. I provided them with an Agreement to Participate' form and a short brief about the protection of their identities, © 2005 The Author. Journal compilation