Experienced teachers and the use of digital technologies: myths, beliefs and practices
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Abstract
This article, produced under the project "Digital migrations and curricular innovation: giving new meaning to experience and rekindling teaching profession after 50" (REKINDLE + 50), aims to contribute to the debate about the relationship between veteran teachers and the use of digital technologies. From a methodological point of view, a review of the literature was used, including issues of teacher aging and the use of technologies in education. The data, treated through, evidence some myths and beliefs that are not always based, such as the students' "innate" proficiency for ICTs and the complete and irremediable lack of willingness of experienced teachers for technological issues. Some practices that promote the professional development of experienced teachers through continuous training actions, the development of communities of practice and the sharing with other teachers with less years of professional experience are also presented.
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Dotta, L. T., Monteiro, A., & Mouraz, A. (2019). Experienced teachers and the use of digital technologies: myths, beliefs and practices. EduSer, 11(1), 45–60. https://doi.org/10.34620/eduser.v11i1.124
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References
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Alhamad, R. (2018). Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia. International Journal of Education and Literacy Studies, 6(1), 50-63.
Andersson, S. B. (2006). Newly qualified teachers’ learning related to their use of information and communication technology: a Swedish perspective. British Journal of Educational Technology, 37(5), 665-682. doi:10.1111/j.1467-8535.2006. 00563.x
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Atkinson, T. S., & O'Connor, K. A. (2007). Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers. TechTrends: Linking Research and Practice to Improve Learning, 51(3), 21-29.
Ben-Peretz, M., & McCulloch, G. (2009). International perspectives on veteran teachers: Introduction. Teachers and Teaching: Theory and Practice, 15(4), 403-408. doi:10.1080/13540600903057153
Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. doi:10.12973/ejmste/75275
Boston, M. D., & Wilhelm, A. G. (2017). Middle School Mathematics Instruction in Instructionally Focused Urban Districts. Urban Education, 52(7), 829-861.
Buabeng-Andoh, C. (2012). An Exploration of Teachers' Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology, 3(1), 36-49.
Caples, C., & McNeese, M. N. (2010). Student Misbehavior and Teacher Persistence among Beginning and Veteran Teachers. International Journal of Learning, 17(6), 427-436. doi:10.18848/1447-9494/CGP/v17i06/47105
Carrillo, C., & Flores, M. A. (2018). Veteran Teachers' Identity: What Does the Research Literature Tell Us? Cambridge Journal of Education, 48(5), 639-656.
Cau-Bareille, D. (2014). Estrategias de trabajo y dificultades de los profesores en finalización de carrera: Elementos para un enfoque bajo una perspectiva de género, 10(1), 59-78.
Chandra, V., & Mills, K. A. (2015). Transforming the Core Business of Teaching and Learning in Classrooms through ICT. Technology, Pedagogy and Education, 24(3), 285-301.
Comissão Europeia. (2018). Digital Skills & Jobs. https://ec.europa.eu/digital-single-market/en/policies/digital-skills. (Acedido em 13/03/2019).
Cuervo, Á. A. V., Armenta, J. A., Martínez, M. L. U., López, R. I. G., & Lozoya, S. V. M. (2011). Necesidades de capacitación de docentes de educación básica en el uso de las tic. (39), 211-223.
Domeny, J. V. (2017). The Relationship between Digital Leadership and Digital Implementation in Elementary Schools. ProQuest LLC.
Evans-Andris, M., Kyle, D. W., & Carini, R. M. (2006). Is Mentoring Enough? An Examination of the Mentoring Relationship in the Pilot Two-Year Kentucky Teacher Internship Program. New Educator, 2(4), 289-309.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. doi:https://doi.org/10.1016/j.tate.2005.06.007
Ibieta, A., Hinostroza, J. E. e. h. i. c., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers' professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy & Education, 26(4), 425-438. doi:10.1080/1475939X.2017.1296489
Jones, N. T. (2013). Veteran Teachers' Perceptions of the Factors Influencing the Incorporation of Advanced Technology into Their Classrooms. ProQuest LLC.
Kaloyanova, N. & Ivanova, T. Elderly teachers and ict – opportunities for active aging in the profession.Ariadna. (2013). Ariadna, 1 (1), 25-32.
Kalra, R. (2018). Experienced and Novice Teachers' Awareness and Attitudes towards ICT in Language Classroom: A study conducted in a Thai context. Arab World English Journal, 125-131. doi:10.24093/awej/call4.9
Kitchen, J. (2009). Relational Teacher Development: Growing Collaboratively in a Hoping Relationship. Teacher Education Quarterly, 36(2), 45-62.
Klieger, A. a. y.-y. c., & Yakobovitch, A. (2012). Contribution of professional development to standards implementation. Teacher Development, 16(1), 77-88. doi:10.1080/13664530.2012.674290
Kubiatko, M. (2013). The Comparison of Different Age Groups on the Attitudes toward and the Use of ICT. Educational Sciences: Theory and Practice, 13(2), 1263-1272.
Laborda, J. G., & Royo, T. M. (2009). Training senior teachers in compulsory computer based language tests. Procedia - Social and Behavioral Sciences, 1(1), 141-144. doi:https://doi.org/10.1016/j.sbspro.2009.01.026
Lakkala, M. a. I., L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. doi: 10.1016/j.compedu.2015.09.001
Legrottaglie, S., & Ligorio, M. B. (2017). The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment. Teacher Development, 21(1), 57-80. doi:10.1080/13664530.2016.1190783
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching & Teacher Education, 66, 171-183. doi:10.1016/j.tate.2017.04.004
McKee, P. (2016). Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology.
Meister, D. G., & Ahrens, P. (2011). Resisting Plateauing: Four Veteran Teachers' Stories. Teaching and Teacher Education: An International Journal of Research and Studies, 27(4), 770-778.
Miretzky, D. (2007). A View of Research from Practice: Voices of Teachers. Theory Into Practice, 46(4), 272-280. doi:10.1080/00405840701593857
OECD. (2018a). The future of education and skills: education 2030: the future we want. Position Paper. Paris: OECD.
OECD. (2018b), Education at a Glance 2018: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.1787/eag-2018-en.
Orlando, J. (2009). Understanding changes in teachers' ICT practices: a longitudinal perspective. Technology, Pedagogy and Education, 18(1), 33-44. doi:10.1080/14759390802704030
Orlando, J. (2013). ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), 231-246. doi:10.1080/1475939X.2013.782702
Orlando, J. (2014). Veteran Teachers and Technology: Change Fatigue and Knowledge Insecurity Influence Practice. Teachers and Teaching: Theory and Practice, 20(4), 427-439.
Paravantis, J. A. (2010). Multivariate analysis of attitudes of elementary education teachers towards the environment, computers and e-learning. International Journal of Business Studies, 18(1), 55-72.
Pearson, J. j. h. h. h. (2003). Information and Communications Technologies and Teacher Education in Australia. Technology, Pedagogy & Education, 12(1), 39-58.
Puttick, G. g. p. t. e., Drayton, B. b. d. t. e., & Karp, J. j. e. e. (2015). Digital Curriculum in the Classroom: Authority, Control, and Teacher Role. International Journal of Emerging Technologies in Learning, 10(6), 11-20. doi:10.3991/ijet. v10i6.4825
Shifflet, R., & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education (CITE Journal), 15(3), 368-394.
Slick, S. (2002). Teachers Are Enthusiastic Participants in a Learning Community. Clearing House, 75(4), 198. doi:10.1080/00098650209604931
Steeg, S. M., & Lambson, D. (2015). Collaborative Professional Development. Reading Teacher, 68(6), 473-478. doi:10.1002/trtr.1338
Stone-Johnson, C. (2014). Parallel professionalism in an era of standardisation. Teachers and Teaching, 20(1), 74-91. doi:10.1080/13540602.2013.848514
Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 2671-2675. doi:https://doi.org/10.1016/j.sbspro.2010.03.393
Vanblaere, B., & Devos, G. (2016). Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement, 27(2), 205-227.
Williams, M., & Shaw, S. F. (2003). Simultaneous Renewal in the Urban Professional Development School. Professional Educator, 25(2), 67-75.
Admiraal, W., Veldman, I., Mainhard, T., & Tartwijk, J. (2019). A typology of veteran teachers’ job satisfaction: Their relationships with their students and the nature of their work. Social Psychology of Education: An International Journal. doi:10.1007/s11218-018-09477-z
Alhamad, R. (2018). Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia. International Journal of Education and Literacy Studies, 6(1), 50-63.
Andersson, S. B. (2006). Newly qualified teachers’ learning related to their use of information and communication technology: a Swedish perspective. British Journal of Educational Technology, 37(5), 665-682. doi:10.1111/j.1467-8535.2006. 00563.x
Arnau, L., Kahrs, J., & Kruskamp, B. (2004). Peer Coaching: Veteran High School Teachers Take the Lead on Learning. NASSP Bulletin, 88(639), 26-41.
Atkinson, T. S., & O'Connor, K. A. (2007). Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers. TechTrends: Linking Research and Practice to Improve Learning, 51(3), 21-29.
Ben-Peretz, M., & McCulloch, G. (2009). International perspectives on veteran teachers: Introduction. Teachers and Teaching: Theory and Practice, 15(4), 403-408. doi:10.1080/13540600903057153
Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. doi:10.12973/ejmste/75275
Boston, M. D., & Wilhelm, A. G. (2017). Middle School Mathematics Instruction in Instructionally Focused Urban Districts. Urban Education, 52(7), 829-861.
Buabeng-Andoh, C. (2012). An Exploration of Teachers' Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology, 3(1), 36-49.
Caples, C., & McNeese, M. N. (2010). Student Misbehavior and Teacher Persistence among Beginning and Veteran Teachers. International Journal of Learning, 17(6), 427-436. doi:10.18848/1447-9494/CGP/v17i06/47105
Carrillo, C., & Flores, M. A. (2018). Veteran Teachers' Identity: What Does the Research Literature Tell Us? Cambridge Journal of Education, 48(5), 639-656.
Cau-Bareille, D. (2014). Estrategias de trabajo y dificultades de los profesores en finalización de carrera: Elementos para un enfoque bajo una perspectiva de género, 10(1), 59-78.
Chandra, V., & Mills, K. A. (2015). Transforming the Core Business of Teaching and Learning in Classrooms through ICT. Technology, Pedagogy and Education, 24(3), 285-301.
Comissão Europeia. (2018). Digital Skills & Jobs. https://ec.europa.eu/digital-single-market/en/policies/digital-skills. (Acedido em 13/03/2019).
Cuervo, Á. A. V., Armenta, J. A., Martínez, M. L. U., López, R. I. G., & Lozoya, S. V. M. (2011). Necesidades de capacitación de docentes de educación básica en el uso de las tic. (39), 211-223.
Domeny, J. V. (2017). The Relationship between Digital Leadership and Digital Implementation in Elementary Schools. ProQuest LLC.
Evans-Andris, M., Kyle, D. W., & Carini, R. M. (2006). Is Mentoring Enough? An Examination of the Mentoring Relationship in the Pilot Two-Year Kentucky Teacher Internship Program. New Educator, 2(4), 289-309.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. doi:https://doi.org/10.1016/j.tate.2005.06.007
Ibieta, A., Hinostroza, J. E. e. h. i. c., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers' professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy & Education, 26(4), 425-438. doi:10.1080/1475939X.2017.1296489
Jones, N. T. (2013). Veteran Teachers' Perceptions of the Factors Influencing the Incorporation of Advanced Technology into Their Classrooms. ProQuest LLC.
Kaloyanova, N. & Ivanova, T. Elderly teachers and ict – opportunities for active aging in the profession.Ariadna. (2013). Ariadna, 1 (1), 25-32.
Kalra, R. (2018). Experienced and Novice Teachers' Awareness and Attitudes towards ICT in Language Classroom: A study conducted in a Thai context. Arab World English Journal, 125-131. doi:10.24093/awej/call4.9
Kitchen, J. (2009). Relational Teacher Development: Growing Collaboratively in a Hoping Relationship. Teacher Education Quarterly, 36(2), 45-62.
Klieger, A. a. y.-y. c., & Yakobovitch, A. (2012). Contribution of professional development to standards implementation. Teacher Development, 16(1), 77-88. doi:10.1080/13664530.2012.674290
Kubiatko, M. (2013). The Comparison of Different Age Groups on the Attitudes toward and the Use of ICT. Educational Sciences: Theory and Practice, 13(2), 1263-1272.
Laborda, J. G., & Royo, T. M. (2009). Training senior teachers in compulsory computer based language tests. Procedia - Social and Behavioral Sciences, 1(1), 141-144. doi:https://doi.org/10.1016/j.sbspro.2009.01.026
Lakkala, M. a. I., L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. doi: 10.1016/j.compedu.2015.09.001
Legrottaglie, S., & Ligorio, M. B. (2017). The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment. Teacher Development, 21(1), 57-80. doi:10.1080/13664530.2016.1190783
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching & Teacher Education, 66, 171-183. doi:10.1016/j.tate.2017.04.004
McKee, P. (2016). Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology.
Meister, D. G., & Ahrens, P. (2011). Resisting Plateauing: Four Veteran Teachers' Stories. Teaching and Teacher Education: An International Journal of Research and Studies, 27(4), 770-778.
Miretzky, D. (2007). A View of Research from Practice: Voices of Teachers. Theory Into Practice, 46(4), 272-280. doi:10.1080/00405840701593857
OECD. (2018a). The future of education and skills: education 2030: the future we want. Position Paper. Paris: OECD.
OECD. (2018b), Education at a Glance 2018: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.1787/eag-2018-en.
Orlando, J. (2009). Understanding changes in teachers' ICT practices: a longitudinal perspective. Technology, Pedagogy and Education, 18(1), 33-44. doi:10.1080/14759390802704030
Orlando, J. (2013). ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), 231-246. doi:10.1080/1475939X.2013.782702
Orlando, J. (2014). Veteran Teachers and Technology: Change Fatigue and Knowledge Insecurity Influence Practice. Teachers and Teaching: Theory and Practice, 20(4), 427-439.
Paravantis, J. A. (2010). Multivariate analysis of attitudes of elementary education teachers towards the environment, computers and e-learning. International Journal of Business Studies, 18(1), 55-72.
Pearson, J. j. h. h. h. (2003). Information and Communications Technologies and Teacher Education in Australia. Technology, Pedagogy & Education, 12(1), 39-58.
Puttick, G. g. p. t. e., Drayton, B. b. d. t. e., & Karp, J. j. e. e. (2015). Digital Curriculum in the Classroom: Authority, Control, and Teacher Role. International Journal of Emerging Technologies in Learning, 10(6), 11-20. doi:10.3991/ijet. v10i6.4825
Shifflet, R., & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education (CITE Journal), 15(3), 368-394.
Slick, S. (2002). Teachers Are Enthusiastic Participants in a Learning Community. Clearing House, 75(4), 198. doi:10.1080/00098650209604931
Steeg, S. M., & Lambson, D. (2015). Collaborative Professional Development. Reading Teacher, 68(6), 473-478. doi:10.1002/trtr.1338
Stone-Johnson, C. (2014). Parallel professionalism in an era of standardisation. Teachers and Teaching, 20(1), 74-91. doi:10.1080/13540602.2013.848514
Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 2671-2675. doi:https://doi.org/10.1016/j.sbspro.2010.03.393
Vanblaere, B., & Devos, G. (2016). Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement, 27(2), 205-227.
Williams, M., & Shaw, S. F. (2003). Simultaneous Renewal in the Urban Professional Development School. Professional Educator, 25(2), 67-75.