IT implementation in education The impact of the use of IT in education on the practice of teaching

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The impact of the use of IT in education on the practice of teaching

K.G.C. (Karin) Kooi

S1876848

Master of Science Business Administration Change Management

University of Groningen Faculty of Economics and Business

Lissabonstraat 37 9718 AX Groningen k.g.c.kooi@student.rug.nl

06 – 127 830 43

Supervisor RuG: dr. I. Maris – de Bresser Co-assessor RuG: dr. B. Mueller

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Abstract

Using information technology (IT) in class allows teachers to meet the current standards on education, wherein teachers must be able to use IT. However, teachers differ in their way of using IT in their lessons. This is also the case at the Topsport Talentschool (TTS) in Groningen, where they started the pilot ‘teaching and learning with a mobile device’ in Augustus 2015, for teachers and first- and fourth-year pupils. The premise of the Topsport Talentschool is that teachers and pupils integrate the mobile device into the lessons, to make teaching and learning time- and place independent. Successful integration of the mobile device requires some changes of the teacher (and pupils) and influences the practice of teaching. In this single case study, the practice based study approach is applied to getting closer to the ‘real’ work in organizations (Corradi, Gherardi & Verzelloni, 2010) and teachers’ and pupils’ opinion about this implementation are compared. Results show that pupils and teachers have mixed positive perspectives about this implementation. Using a mobile device in class has not yet changed the practice of teaching, but in the first instance the change in the duration of the instruction lessons plays a major role. With regard to the device, it takes time to implement it and creating new pedagogical and technological knowledge and skills will come with the years.

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Preface

When I started with my master thesis, I had just passed my teaching degree. The euphoria of reaching the teaching degree predominated. After a pleasant summer vacation, I started my master thesis in good spirit. At the same time, I also started two part-time jobs in education as a teacher economics / management and organisation (M&O). A very nice opportunity and also a challenge, as newly graduated teacher to stand with one foot in the working life and with the other still in college life. The danger was lurking, a combination of starting work and writing a master thesis is not the best combination ever, I can tell. I am happy with the fact that I was able to do this thesis in an educational environment. As a teacher, I am fascinated by the learning process of a pupil, it is grateful to contribute to this process. Every pupil is unique and develops at his / her own way, it is great to be part of it. Pupils were fascinated by my master thesis, (they call it “English paper“) and found it interesting to talk about it and hear my experiences of being student. Their motivation and my inner drive finally made sure that I was able to finish my thesis. It had quite some difficulties to complete this and I have experienced ups and downs, but I did it. Writing a master thesis is challenging and difficult, but on the other hand I had a lot of fun in interviewing my colleagues and pupils about this topic.

I would like to thank some people for their support during my master thesis. First of all my parents and my younger brother, who have encouraged me and motivated me to graduate. My supervisors Ileana Maris – de Bresser and Benjamin Mueller who have assessed my work well and have made me proficient in the world of scientific research. My friends, Nina, Laura and Wieke regularly motivated me to continue and supported me to finish this thesis. Maartje, she gave me very good feedback and tips. Also my cousin Vera, she started writing her master thesis at the same time. They were always there during the good times and the bad. Finally, I would like to thank my colleagues and the pupils of the Topsport Talentschool (TTS) Groningen, who were willing to be interviewed by me and welcomed me into their instruction-lessons. In addition to obtaining the information I got from the observations, I also learned new teaching-skills and that is a nice coincidence.

As a teacher and change manager, I want to present this thesis to schools that want to use devices in the classroom, in order to ensure quality and to strive for the best learning. Thank you all for this experience!

Karin Kooi

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1. Introduction

“The world is their classroom” (Stahl, 2004).

During my study, I found out that education is an exciting industry. It has to fulfil the needs of the business and to prepare students / pupils for their future. After graduating my teaching degree, I decided to apply for a teaching job. Currently, I work part-time at two secondary schools. Both schools are in the same base, but have their own rules, norms and values. This means that at both schools the lessons and practice of teaching are different and also in the use of information technology (IT) they have their own guidelines. Most teachers are limited to their classroom, however with the new IT tools we can all be worldwide educators and make the world the classroom of our pupils.

Nowadays it is not surprising to find increasing interest, attention and investment being put into the use of IT in education all over the world (Yuen, Law & Wong, 2003). IT refers to all the technical resources by which information can be stored and spread, via computers and internet. Because of information technology, people are constantly connected with each other, like Hew & Brush (2007) establish that IT is seen as being able to provide human beings with a number of opportunities that without IT, would be difficult to attain. Also in education, IT is indispensable, both teachers and pupils have to handle the constant motion in IT, because the implementation of IT in education has a great impact on the way of learning for pupils (Taneri & Seferoglu, 2013); in society and possibly in the future of education (Bingimlas, 2009). IT implementation supports learning for pupils (e.g. Fox & Henri, 2007; Hew et al., 2007) and Bingimlas (2009: 236) underwrites this point by arguing that “ Organisations that do not incorporate the use of new technologies in schools cannot seriously claim to prepare their pupils for life in the twenty-first century”. However, within studies, results are often focused on pupils, while using IT in classrooms does not only change the attitude of the pupil, but it also changes the role of the teacher, e.g. from knowledge transmitter to facilitator (Varank & Tozoglu, 2006; Stahl 2004). Depending on the fast IT developments in the current society, it is almost a requirement for teachers to know how to work with and how to integrate new technology in their classes (e.g. Hew & Brush, 2007; Bingimlas, 2009).

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6 Economic Cooperation and Development (OECD, 2015). To live up to this ambition, it is of interest to improve the quality of education and also the quality of teachers, because pupils have interest in high quality teachers (Bjekic, Krneta & Milosevic, 2010). Implementation and the use of a new kind of information technology could be an important step in improving the quality of teaching (Bingimlas, 2009). Pupils have to learn how to handle with the new digital world, because digital developments are the future and nowadays, we have to prepare our pupils for careers that do not exist yet, Alismail and McGuire (2015: 150) confirm this: “Education needs to make an instructional shift in order to ensure our pupils succeed as the innovators of the future”. The future of the pupils depends on flexibility and they have to learn how to work with and communicate through digital resources. In business, flexibility is one of the most important trends since the seventies. Implementation of technology makes time- and location independent working easier, businesses make full use of it but the Dutch system of education is kind of outdated, while it should run a few steps ahead of this developments.

At the same time raises the question if these opportunities, regarding time- and location independent working, are well utilized in education. It is difficult to meet the high demands of the current society, because IT is not sufficiently implemented while education is changing slowly. A school could invest in IT applications to meet this development, but the problem is that education will not improve directly. Investing in teachers who have to work with IT is the first step regarding this development (Kennisnet, 2015). Important for the first step is that teachers need to know how to work with new technologies. Those technologies are still in its infancy teachers have to learn how to use IT in class concretely, therefore this will be the first objective of this study. According to Newhouse (2002) are teachers only able to implement and practice IT if they have developed their skills and confidence regarding IT. However, not all teachers are enthusiastic about using IT in education, because it changes their current way of working and their role (Newhouse, 2002). In literature, the role of the teacher is a kind of neglected, while multiple authors confirm that good education starts with the teacher (e.g. Lim & Khine, 2006; Varank et al., 2006; Taneri et al., 2013). Moreover, Taneri et al., (2013) established that “Effective integration of technology into education depends heavily on teachers”, so it is necessary that teachers could handle with the constant motion in the world of IT.

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7 lessons a week (Kennisnet, 2015). A school without devices is almost inconceivable, however the knowledge about IT is not always sufficient and it is generally accepted that teachers must adapt to this development and have to update their knowledge or they will be overpowered. Therefore the second objective of this study focus on how teachers and pupils use IT in class. Research has found that teachers’ use of IT is influenced by many factors (Teo, Chai, Hung & Lee, 2008) and Guri-Rosenblit & Gros (2011) emphasize that the use of IT in education will change the role of the teacher. Teachers’ use of IT could refer to two of the recent developments in IT, like: electronic learning (e-learning) and electronic teaching (e-teaching). Both concepts could be translated as: teaching with a mobile device (Stahl, 2004). Third objective of this study related to e-teaching, because working with a mobile device is necessary to keep up the developments in the society, but it will have some influences for the practice of teaching.

Above all, not much is known about the perception of the most important stakeholders, regarding to IT implementation in education: both teachers and pupils (Montrieux, Vanderlinde, Courtois, Schellens & De Marez, 2014). Also Taneri et al., (2013) underwrite this, because in their research the perception of pupils is omitted. Garthwait & Weller (2005) also only focus on the role of the teacher, but their sampling consisted of only two science-math teachers. In light of previous research and their limitations, this study will focus on both teachers and pupils point of view, in relation to the impact of IT in education. This study will be examined at a secondary school in order to involve both stakeholders.

This thesis attempts to answer the following question:

What is the impact of IT in education on the practice of teaching, comparing both teachers and pupils point of view, at a secondary school?

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8 knowledge they use to perform those activities and the social effects of a single practice in relation to its being practiced in society (Gherardi, 2010). These characteristics of the practice based approach are also in line with the three research objectives of this study presented above.

The impact of IT in education on the practice of teaching and what the perceptions of teachers and pupils are about this change and therefore, will be clarified in this study. It contributes to the academic literature, because it maps teachers incentives to integrate e-teaching more or less in their lessons. This research is also useful for secondary schools that want to use more IT in class, because when it is clear what teachers and pupils affect and what their needs are, weaknesses around this subject could be avoided. Secondary schools could be able to handle a similar phenomenon in the future.

In the literature section, the relevant literature about e-teaching; the practice of teaching and the practice based study approach will be discussed. The methodology section explains the way of operating of the current study. Thereupon, results are presented and after that it will all come together in a conclusion and discussion. This study ends with some theoretical and practical contributions.

2. Literature review

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9 hard to judge whether the information that is shown to us is right (Spitzer, 2013). Education is necessary to create digital citizenship, but only accessibility to technology is not sufficient, teachers and pupils have to understand how they can use IT effective. Since the last 15 years, there has been much researched about IT, however in most literature the emphasis is on the pupil and how IT can support and enhance learning, called: e-learning. E-learning enhances the learning experience, while e-teaching enhances the teaching experience. “An e-teaching environment in which teachers can teach effectively and contentedly needs to be founded as a prerequisite to successful e-learning (Uren & Uren, 2009: 85)”. E-teaching is also relative new, it is teaching based on computer technology and applicable for time- and location independent learning. Moreover, the effects of e-teaching have rarely been investigated (Bjekic et al., 2010) and therefore the focus of this study will be on the impact of this kind of IT on the practice of teaching. Stahl (2004: 157) underwrites this point by the fact that “Traditional instructional modes are often not suited to the use of technologies and will therefore have to be changed” E-teaching demands an other practice of teaching, the traditional way of teaching is not sufficient (Bjekic et al., 2010). Both learning and e-teaching are mentioned above, but emphasise in this study is on e-e-teaching. As mentioned before, teachers are the facilitators of learning and to meet the high demands of the current society, it is necessary to start with teachers.

2.1. E-teaching

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10 device. Persistent access to Internet is necessary for using a mobile device (Grant, Tamim, Brown, Sweeney, Ferguson & Jones, 2015). This means that lessons are not time- and location dependent and of course this could change the practice of teaching. E-teaching can have a positive impact on the practice of teaching, Stahl (2004) mentions that e-teaching could transcend the boarders of traditional learning. On the other hand, there are some problems regarding e-teaching, it is quite expensive and the basis needs to be good, like: the infrastructure at school. Moreover, sometimes a teacher has to change or acquire some technological or pedagogical skills to fulfil the needs of the digital educational society (Bingimlas, 2004).

2.2. Practice of teaching

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11 2.3.Practice based study approach

In this study, the practice based study approach of Corradi et al., (2010) is used. The practice based study approach is centered around knowledge and learning and as mentioned in the introduction, it sheds a light on the everyday activities performed within an organization. However, according to Corradi et al., (2010) the practice based study approach does not only involve the activities of the individuals in the organization, it also means that regard is paid to the epistemological (epistemon = knowledge and logos is word) implications of the concept of practice. Corradi et al., (2010) distinguishes three perspectives, like: studying practices from outside, from inside and from the point of view with social effects they produce. The first perspective entails practices used as a lens to study the fine details of how people use available resources to accomplish work. “A practical lens to examine how people, as the interact with a technology in their ongoing practices, enact structures which shape their emergent and situated use of that technology” (Corradi et al., 2010: 273). This perspective is about the array of activities socially recognized and normatively sustained (Corradi, 2010), like a pattern in peoples way of doing. The second perspective is from inside, measured in the sense that practices represent the accepted, good ways of doing things, however taken their normative-epistemological power critically, “The epistemology of practice is able to show the coordinated activities of individuals and groups in doing their ‘real work’ as it is informed by a particular organizational or group context” ( Corradi et al., 2010: 270). In this study, the second perspective consists of “knowledge in practice”; “learning by doing” and “shared understandings”, like the accepted way of doing and performing. Knowledge is generated in practice and if the practices of individuals (like: teachers) are understood, the learning process that take place in an organisation can be interpreted. Third, it is possible to study the social consequences which are produced and reproduced in practice, like what are the influences on other practices. Practices are a unit of analysis to study how social relations (like: teacher – pupil) come about and why some implementations are effective, over others.

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3. Methodology

In order to make the results of this research controllable, in this section of the thesis will be explained how the study is executed. In other words: how the data is collected and how respondents were selected.

In the case study, participants are invited to tell their experiences with the implementation of the mobile device, it is a powerful research methodology that combines individual interviews and observation. In this research, a case study research strategy, based on research of Eisenhardt (1989) is used. A case study is “an in-depth inquiry into a topic or phenomenon within its real-life setting” (Yin, 2014) in (Saunders, Lewis & Thornhill, 2016: 84). A case study is useful to gain more insights in the exploratory stage in this research (van Aken et al., 2008). To collect data in a case study, in a valid manner, there is necessity for triangulation (Yin, 2014). “Involving more than one source of data and method of collection to confirm the validity / credibility / authenticity of research data, analysis and interpretation” (Saunders et al., 2016: 207).

This study tries to answer the research question, in order to provide a more comprehensive understanding of the impact of an IT implementation in education on the practice of teaching, with an emphasis on the comparison between the points of view of teachers and pupils.

3.1.Case selection and research design

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13 device can be linked up with the beamer, via a special cable. Pupils against that, have different types of devices because they have to buy it themselves.

First year pupils: working with a mobile device give pupils the opportunity to make their homework when and where they want. Pupils could make exercises in their own tempo and starting in the first year means that they are giving direction to their own learning process. Fourth year pupils: pupils are sometimes abroad for their sport and therefore they are not always present at school. If they could work on a mobile device, they do not have to bring a lot of school stuff in their luggage. In the meanwhile pupils could make their homework anywhere and hand in assignments digitally.

3.2.Participants

The participants of this study were teachers and pupils, selected from the school described above. Participants are teachers who teach first- year and or fourth year pupils and thus dispose of a mobile device. Furthermore, some pupils from those classes were selected. In total 22 teachers work at the school for elite athletes, however not all of them will be interviewed, because of: long absence or not teaching a first or fourth class. In total 16 teachers of different courses remain to participate in this study and 13 of them participated, this is a participation rate of 81.25%. Seven participants are female, six are men. The age of the participants is between 25 and 53 years. The years working in education varies between 2 and 20 years. Each of the participants teaches in one (or two) of the following subjects: Dutch; English; German; BSM (Bewegen-Sport-Maatschappij “moving-sport-society”); geography; history; biology; physics; mathematics B; calculation; economics; management and organisation.

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14 3.3.Data collection and instruments

A qualitative approach is needed given the research question, which consists of collecting data by doing interviews with the participants. According to Turner (2010) interviews provide in-depth information about the attitudes and opinions of the participants. Moreover, with open-ended interviews the researcher gets more detailed information and a structured interview minimise biases. The semi-structured interviews, used for this research, were conducted during several-day visits to this school and were developed based on literature.

3.3.1. Semi-structured interview

Teachers and pupils have to work with the mobile devices in class and they all have an opinion about the impact IT in education on the practice of teaching. In response to this, teachers and pupils were interviewed (see appendix 8.1.). In the interview questions are a foregone conclusion, however there is time left for the interviewee to talk about what he/she considers as relevant. The interview consists of 16 questions. The first questions are about the practice ‘outside’ e.g. array of activities, like: “How do you use the mobile device in class?”. The second part of the interview deals with practice ‘inside’, like: knowing in practice; learning by doing and shared understandings, like: “To which extent do you talk with you colleagues or pupils about the use of the mobile device?”. The last section of the interview is about the social effects this implementation produces, like: “Is the practice of teaching improved following this implementation? Can you give an example?”. The interview ends with some general questions, because when those questions were asked beforehand, participants can get the feeling that they were ‘tested’.

The interviews were taped (with permission of the participant) and transcribed. After conducting the interviews, the data needs to be ordered, irrelevant data could be removed. Coding the interviews is done with transcripts and a codebook.

3.3.2. Observation

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15 the ‘not-participating observation’, this means that the observer has the role of neutral spectator (Cooper & Schindler, 2008). The researcher took a seat in the classroom and tried to make themselves invisible. The observation scheme consists of aspects relevant for this study and the observer noted down if the aspects are ‘present or absent’. This type of ranking is chosen, because a e.g. four-point scale has bigger consequences for objectivity and reliability. The observer could judge too severe or kindly and moreover the presence of the Halo-effect is greater in a four-point or seven-point observation scheme.

3.4. Data analysis

After recording and transcribing interviews, data analysis took place. In order to filter out the most important data from the semi-structured interviews different techniques were used to analyze data, like: interpretive technique, known as the most popular way of analyzing qualitative data (Oun & Bach, 2014). Interpretive techniques are the techniques that are based on human understanding. One example of interpretive techniques is coding. Coding is like “fracture” the data and rearrange them (Maxwell, 2012: 107). The semi-structured interviews were coded to apply order in the data, moreover all the data were analyzed by intensive reading and re-reading. First of all, open coding took place to label the different fragments of the interviews. Based on axial coding, similarities and differences between the respondents were displayed. The founded concepts will be developed in a theory, during the last step of data analysis.

3.5.Controllability, reliability and validity

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4. Results

Teachers and pupils are interviewed and observed and below, the results of the interviews and observations are mentioned. The presentation of results follows the three lenses of a practice based study approach and after that, a comparison between teachers and pupils point of view will be made to conclude if they have the same mindset regarding the implementation of the mobile devices.

4.1. Interview among teachers

4.1.1. Viewing the Practice of e-teaching from outside: an array of activities

The purpose of this implementation is to digitalise education and to make a better link with Dalton education. In this sub-section, the array of activities teachers perform when using the IT in class is outlined. By this implementation, the excellent athletes were facilitated in making their homework wherever the are. However, to digitalise education to the fullest, some adjustments are necessary. During the empirical research, it was observed that it is necessary for a teacher to prepare a lesson, if a he/she wants to use the opportunities of the mobile device to the fullest. A teacher needs to think about the ‘what’ and ‘how’ of a lesson and the teacher needs to be familiar with the opportunities of the mobile device and how these opportunities can be applied in class. It cannot be arranged from one day to another and teachers and pupils get used to using a mobile device in class. In the preceding months, only three out of 13 teachers use their mobile device often (almost every lesson); six teachers use their mobile device not in class and the other four teachers use their mobile device in some of the lessons. The mobile device is a tool for teachers to facilitate their lessons, they can prepare their lessons and set up it on their device. Teachers who use their mobile device in class know how to handle it and for them it is easy to use it. During the instruction lessons, teachers plug the beamer-cable in their device and use it to explain some materials or to show a short You-Tube movie “During my instruction lessons I use my device to show some short movies (via

You-Tube) or to give extra explanation”. Next to that, most of the teachers use Magister1

almost every lesson, because they drop a lot of course-specific information on Magister. “During my lessons, the pupils and I open Magister on our device to select the right

documents”. Gradually, teachers give their pupils also more digital tests. “Fourth – year pupils have to write a review, and they can make it and hand it in via their device”. However,

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some teachers use their device during the instruction lessons for the absence “I use my device

for the absence / presence of pupils” and due to digital books and test they can “follow” the

progress of their pupils. If pupils participate in an debate, oral examination or sport-exercise, teachers can record it with their device and show it to their pupils afterwards. “I use it in

different ways, for my administration I use my device to drive the beamer. I use video-delay to give visual feedback to my pupils, I use it as stopwatch, scoreboard and timer. The device gives me a lot of opportunities to enrich my lessons”. Nevertheless, all interviewed teachers agree that using a mobile device will perfectly fit in this education concept and finally the mobile device will replace the computer (used by the teacher) in the instruction rooms. The link / collaboration between those three ‘elements’ (school, teacher, pupil) will be better understand when the practice from inside is analysed.

4.1.2. Viewing the practice of e-teaching from inside: knowledge in practice

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18 technological knowledge is required. “It is an advantage if you work with computers regularly and still have some technological knowledge”, specifically, “I need to know where I can find the cable to connect my device with the beamer”. Next to that, “You should be able to respond quickly to plug in the cable” and “oh, I do not hear any sound, what is the problem?”. So, teachers need to know and understand how they could integrate the use of the mobile device in their lessons and it sometimes it is necessary to develop new knowledge and skills to achieve this (Cox et al., 2003).

4.1.3. Viewing the practice of e-teaching from inside: learning by doing

At the beginning of the year, the mobile device was a ‘hot item’, but now it is being normal. Teachers and pupils only talk with each other about the device if the need some help or if they are enthusiastic about something they did with their device “ especially in the beginning of the

year I talked al lot with my colleagues about it, because it was new and everyone was a bit overwhelmed”. Frankly, teachers talked with each other about the implementation of the

mobile device in general, not that much about the pedagogical or technological aspects, because that differs between teachers and those aspects could be course-dependent “You have

to figure it out by yourself and ask yourself the question: I want that it works for me, how can I do it?” It is so much and specific, it is not clear, there is no clear instruction and there is no clear direction,”, this could be translated in active engagement. Thereby, most of the

interviewed teachers learn by doing, they figure it out themselves “Sometimes I figure it out

myself, simply trial-and-error”. Teachers think that doing it yourself is faster than visiting the

ICT-department of the school “and yes of course, if I learn it by doing I remember it better

than if someone tells me how it works”. So, if teachers want to use their device in class

effectively, they have to figure out what works for them.

4.1.4. Viewing the practice of e-teaching from inside: shared understandings

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19 they do not talk that much with each other about the use of the mobile device, however “Once in a while, we organise workshops and talk with each other about the use of the mobile device in class” and then it is temporary a topic of conversation. Of course in the beginning of this school year, teachers talked with each other about it “How do you use it? For what purposes? What is your intention? And also what do you want the pupils do?”. During the rest of the time, teachers have a lack of initiative to talk with each other about the mobile device “I actually do not talk about it with my colleagues”. Teachers have more conversations with their pupils about the device “Of course with my pupils, because it is incorporated in my lessons. So, than we talk about it”. These conversations are especially about the technical aspects, like: problems with log in or bad connection with internet. Also the pedagogical aspects pop up, like using a mobile device or paper book?. Of course the distraction is subject of conversation between teacher and pupil “With my first year pupils I talk about “how does it not distract you?” and when is your mobile device open and when is it closed”. So most of the time, teachers figure things out by themselves and they try to help their pupils with preparing them for the rest of their school career and their (digital) future.

4.1.5. Practice of e-teaching with social effects on the practice of teaching

Teachers agreed that the way in which teachers and pupils relate to each other is not changed, however some teachers find it difficult to do not have “control” over pupils (online) activities and they doubt about pupils attention. Pupils are kind of hidden behind a computer screen, but it is partly their own responsibility. Not only the implementation of the mobile device changed the practice of teaching, but since August, the instruction hours are divided into halves teachers teach 30 minutes instead of 60 minutes, which also has an impact of the practice of teaching “30 minutes, that is not that much! I have to highlight the most important parts”. However, in this study the main focus is on the impact of the mobile device on the practice of teaching and the role of the teacher can change in different point of views. One interviewed teacher indicated that using a mobile device made her insecure, because she did not know everything by her selves. Overall, teachers perceived that their role changes gradually from “instructor” to “coach” “I see a possibly changing role, due to the device, due

to digital resources. My role is more coaching instead of teaching and I see this change for all subjects”. By this coaching role, pupils get a bigger responsibility for their own work.

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20 pupils needed me a lot and they were dependent of their teacher for an answer or more explanation. Now they have Google. So I notice that my pupils do not ask at the least little things”. Teachers focus on the main aspects of their subject (also due to the instruction

lessons of 30 minutes) and pupils process it during Dalton-time. Teachers work more online during lessons with their first year pupils and they are more active in creating / updating the ELO2 “I use Magister a lot for my first year pupils, not that much for second year pupils”. Teachers do not observe a change in their relationship with pupils “No, I still have contact

with them in the same way like before”. Using a device in class is a nice additional tool for

now and the future, but it can not replace a teacher. “Some people are afraid for the ‘digital

future’, but not me. A device does not motivate and stimulate my pupils to study, a teacher does”. However, a mobile device will perfectly fit in this educational concept and it

stimulates time- and place independent working. Teachers have different opinions about the use of the mobile device, but overall they are mixed positive and see the added value of the mobile device “It is nice and it could give us some extra now and in the future, but it needs to

be easy and clear because now we dropped some stitches. I think we are on the right way and we have to keep up with the times”. And next to that, “I embrace it. Using the mobile device is not a main goal, but is a good supplement in the lessons. However, you have to change your teaching practices. Some teachers are further than other teachers”. Therefore the respondents could be divided into three groups, like the frequent users (use their mobile device almost every lesson); the occasionally users (use their device in some of the lessons and the non-users (never use their mobile device in class). Frequent users embrace it, while occasionally users are a bit less enthusiastic. For the latter it is important to have time for the implementation and to get used to e-teaching. Non-users teach like last year and they for them the practice does not need to change, however they think it is a enrichment for their pupils to work with a mobile device and that it could be useful for this type of education. Frequent users mention that the opportunities are not fully utilized, because their colleagues think that the practice of changing is too fast for them to keep up. The observations confirmed the outcomes of the interviews regarding the frequent - / occasionally - / non - use of the mobile device by teachers.

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21 4.2.Interview among pupils

First year pupils grow up with using a mobile device, during their years at the secondary school. On the other hand, fourth year pupils already passed three years education without a mobile device. Pupils have divergent opinions about the use of the mobile device in class and especially the instruction lessons of 30 minutes in stead of 60 minutes have their consequences. “ It takes 10 minutes before the mobile device is ready. Then teachers expect

that 30 minutes is enough for us, but that is not true. Starting up takes a lot of time.” Due to

this, most of the teachers do not use their mobile device in class, they only use it for presence / absence, according to the pupils. Some of their teachers found it difficult to explain something digital to their pupils what they hardly control by themselves. Fourth year pupils feature paper books for all subjects, except mathematics, and therefore the need to use a mobile device is not high, but “a book, I prefer to have it on paper”. According to them, most of their teachers also prefer paper books. However, big advantage for pupils is that they could make their notes digital and they could make homework / assignments where and whenever they want and education is more personalised “I have all my stuff on my mobile device and I

like that, it is easy and compact”. However, using a mobile device in class has not yet

improved the practice of teaching of their teachers, for them. Most of their teachers (a few exceptions) hold on to their traditional way of teaching and have to get used to using a mobile device.

4.3.Comparison between teachers and pupils point of view

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5. Discussion

In the following section, the results of this study are reflected on by means of comparison with existing literature, as in the literature review of this study. First of all, the changing role of the teacher from knowledge transmitter to facilitator, as mentioned by e.g. Varank et al., (2006) and Stahl (2004). We can find a lot of information on the internet and also pupils do. They do not need their teacher for all their questions, because they will look on the internet. However, teachers have to help their pupils and coach them in dealing with their use of the mobile device and the overload of information. Not all teachers see themselves as coaches, they still need to grow in their new role. It does not mean that the moment a teacher start using IT in class their role change automatically from e.g. instructor to coach . In the article of Fox et al., (2005: 163) is argued by Fullan (2001) that "Effecting change in the way people do things and in particular, in the way teachers teach, takes time”. Teachers argue that the change in their role does not influence the relationship between them and pupil. This is interesting, because traditionally teachers are known to be authoritarian, teach frontal and at the same time the pupil is receiver of knowledge (Teitler, 2013). Those aspects do not fit in the role of a coach and in a system of education where pupils work individually at their own tasks. At TTS, mobile devices are seen as a tool, not as main-goal for the practice of teaching and therefore teachers and pupils still have a lot of face-to-face contact with each other. Teachers start their instruction lessons central, talk about the preceding lesson and activate knowledge. After that, teachers and pupils give attention to their devices. Not all teachers use their device in class, so they design instructions in which pupils do not need their devices, or only for their digital books.

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23 skills, as approached in the sections above. However, some teachers assume that their input, regarding the pedagogical and technological knowledge and skills is not required during instruction lessons, because pupils learn form each other or from the computer (Cox et al., 2003). There are also elements which are not mentioned clear in the existing literature, but which affect the use of the mobile device in class and therefore the practice of teaching. Markedly, interviewed teachers have a lack of initiative to talk with each other about the mobile device and therefore the amount of conversations about the mobile device is a discussion point. The question arises whether the amount of considerations has impact on the implementation of IT in education and to what extent the use of the mobile device is stimulated.

6. Limitations and future research

6.1.Limitations

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24 6.2.Future research

Future research should show if there are (advantage) differences between schools that use mobile devices in class, with schools that do not use it. Furthermore, future research should show if there are (advantage) differences between grades by using a mobile device in class (or not). In this study, the main focus is on the teacher, but future research could focus more on pupils and e-learning. Or, on the positive and or negative effects of using IT in education like pupils performance on reading declined, according to a report of the Organisation for Economic Cooperation and Development (OECD 2015). Nowadays, the use of the mobile device is not integrated very well yet at TTS, but in the upcoming years it will become more important and perhaps it is possible to focus on how teachers teach their pupils who are abroad for a long time, e.g. with using flipping the classroom.

7. Recommendations

This section contains some contributions to the theoretical and practical field of IT implementation.

7.1.Theoretical contributions of this study

This study will contain some theoretical contributions to the literature about generating knowledge regarding the impact of IT in education on the practice of teaching. First of all, commitment of all teachers and pupils is necessary to make an implementation like this effective. Education in school will never lead the way in technology and most teachers develop and learn new pedagogical and technological knowledge by their own, while it could be easily spread among the group. Therefore, teachers and pupils have to be effective as possible with the available resources. E-teaching is a nice concept, especially for Dalton education and excellent athletes and it offers pupils a lot of opportunities, but also a lot of seductions. Furthermore, teachers’ and pupils’ technological and pedagogical knowledge do not match very well. We, as teachers, think that our pupils are pretty well skilled with IT, however they are good with e.g. games; social media and such, while e.g. sending an e-mail with attachment could be quite difficult for them.

7.2.Practical contributions of this study

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25 how an IT implementation at a secondary school can be improved in the future:

o One implementation at the same time

Just after the summer holiday, there were four changes at the same time: TTS became an independent school; instruction hours were divided into halves; mail migration (from Werkman to O2G2) and implementation of the devices. Results show that teachers were a bit overwhelmed by four changes at the same time and those changes had some impact on the teachers and pupils, they had to get used to it. To improve teachers commitment with an implementation of IT, it is better to focus on one implementation at the same time. At the beginning of this school year, a lot of teachers were not prepared for working with a mobile device, because most teachers had their priorities elsewhere and therefore they did not start teaching with their mobile device directly.

o Keep the teachers informed

An IT implementation takes time and it is necessary to keep the stakeholders, especially the teachers, informed. If teachers are informed on time and with the right information, they could inform their pupils and the parents of their pupils. In order to strengthen the communication with teachers, a contact person could be designated to maintain contact with the teachers (e.g. every week) about how the matter stands and how teachers could contribute to a successful implementation of the mobile device. Individual use of the mobile device is determined by the introduction of it and time is essential for this implementation, because teachers, pupils and the school have to get used to the mobile device. Some of them are fast and use it since the first day, others are waiting till the start-up problems are over. It needs time to develop / improve pedagogical and technological skills and to start-up the lesson fast. So, it needs time till every teacher and every first and fourth year pupil can use the device to the fullest and to make the device faster and easier than the computer. In the event that all teachers are well informed about the implementation, their commitment could improve. So, as mentioned in the beginning of this study investing e.g. time in teachers is the first step and is important to improve their commitment and to improve education.

o Options of digital education

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26 short instruction movies (e.g. flipping the classroom) and use their instruction lessons for more deepening. If a pupil has some difficulties with a specific subject, he / she could look back at the instruction movies again (for example during Dalton-time). It will take some time before digital lessons are embedded in this school, but it is nice for the future.

8. Conclusion

In the current digital age, schools can not ignore the new IT possibilities in education (Alvarez, Brown, & Nussbaum, 2011; Melhuish & Falloon, 2010; from Montrieux, 2014). Goal of this research was to answer the following research question:

What is the impact of IT in education on the practice of teaching, comparing both pupils and teachers point of view, at a secondary school?

By describing a practice from three perspectives (from outside, from inside and as a social practice) can be stated that using mobile devices in class, when it is read ‘from outside’, has three main situated issues: it has to do with the connection to Dalton education and how teachers arrange their lessons. When the same practice was read ‘from inside’, one saw that successful implementation of a mobile device requires good pedagogical and technological knowledge and skills, before teachers and pupils could apply it in their lessons. Most of the teachers solve their pedagogical and technological problems themselves, but less skilled teachers need more introduction, aid and explanation, before they are able to do it. When the same practice was read in terms of its contribution to the society, this study entails that the role of the teacher changed a bit, from instructor to coach. The relationship between teacher and pupil has not changed, not even when pupils have a screen in front of them. Both teachers and pupils see the advantages of this IT implementation, but it needs time to integrate this. In a few years, all pupils of TTS have the disposal of a mobile device and both teachers and pupils get used to work with it, teething troubles are over and the infrastructure will be better. Furthermore, enthusiasm regarding the use of IT in class will support the teachers in their use of the mobile device (Newhouse, 2002). If all those aspects are all right, then the use of a mobile device will facilitate improve the practice of teaching for both teachers and pupils.

9. References

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27 Alvarez, C., Brown, C., & Nussbaum, M. (2011). Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning. Computers in Human Behavior, 27 (2), 834-844.

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28 Guri-Rosenblit, S., & Gros, B. (2011). E-learning: Confusing Terminology, Research Gaps and Inherent Challenges. International Journal of E-learning & Distance Education, 25 (1), 1-17.

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29 contact.

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10. Appendices

10.1. Appendix A – Semi structured interview

Doel van het interview: leraren en leerlingen spreken over de impact van het werken met mobile devices in de klas, op hun manier van werken.

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30 Geïnterviewden: leraren van de Topsport Talentschool Groningen. Alleen leraren van 1ste en/of 4de klas

Voorafgaand aan het interview:

- Ik heb een x aantal weken een e-mail gestuurd naar alle docenten van TTS en verteld over mijn scriptie. Heb je de e-mail gekregen?

- Master Change Management en de interviews zijn data voor mijn scriptie

- De vragen in dit interview gaan over de impact van e-teaching op de manier van lesgeven

- De vragen gaan over:

o Hoe leraren de device in de klas gebruiken – array of activities

o Hoe leraren omgaan met een device – knowing in practice / learning by doing / shared understanding

o Hoe e-teaching andere werkzaamheden beinvloedt / de veranderende rol van de leraar – practice of e-teaching influences other practices (about the changing role of the teacher)

- De resultaten zullen gebruikt worden voor het beantwoorden van de onderzoeksvraag, maar niet aan derden verstrekt worden

- Normaal gesproken ben ik je collega, maar tijdens dit interview heb ik de rol van onderzoeker, probeer mij alles zo goed en gedetailleerd mogelijk te vertellen

- Het interview zal opgenomen worden, maar dit interview zal anoniem verwerkt worden. Achteraf zal niet te herleiden zijn wie welke antwoorden gegeven heeft. - Het interview duurt 45 minuten

- Deadline voor de scriptie is 18 januari

- Heb je nog vragen voordat we beginnen met het interview?

Array of activities – objective 1

1. Hoe gebruik jij de mobile device in de les? How do you use the mobile device in class?

2. Hoe gebruiken jouw leerlingen een mobile device in de les? How do your pupils use the mobile device in class?

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31 4. Geeft het gebruik van een mobile device voor jou een meerwaarde aan het

lesgeven? Waarom wel, waarom niet?

Adds a mobile device value to teaching? Why (not)?

5. Als je kijkt naar vorig schooljaar, zit er dan verschil in de manier van het aanbieden van lesstof? Wat doe je anders? Wat juist niet?

Do you offer the subject in a different way, compared to last schoolyear? Knowing in practice / learning by doing / shared understanding – objective 2

6. Hoe ervaarde je de introductie van de mobile device, aan het begin van het schooljaar?

How did you experienced the introduction of a mobile device, at the beginning of this schoolyear?

7. Welke vaardigheden heb jij nodig om een mobile device effectief te kunnen gebruiken in de les? Beschik jij over die vaardigheden?

What skills did you need to learn to use the devices effectively? Do you dominate those skills?

8. Als je de mobile device gebruikt en je komt ergens niet uit, waar ga je dan hulp vandaan halen?

If you use your mobile device and you have a problem, where do you get help from?

9. In hoeverre praat je met collega’s en leerlingen over het gebruik van de mobile device?

To which extent do you talk with your colleagues or pupils about the use of the mobile device?

10. Terugkijkend op de afgelopen maanden, hoe omschrijf je het werken met een mobile device?

If you look back at the few last months, how would you define working with a mobile device in class?

11. Wat heb je nodig om het gebruik van een mobile device nog beter te kunnen implementeren in de les?

What do you need to implement the use of a mobile device in class even better?

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32 12. Hoe is de wijze waarop je omgaat met de leerlingen veranderd, nu je een mobile

device gebruikt in de les? Welke veranderingen zie je?

How changed, working with a mobile device in class, your relationship with pupils? What changes happened?

13. Heeft het werken met een mobile device het lesgeven verbeterd? Kun je daar een voorbeeld van noemen?

Is the practice of teaching improved following this implementation? Can you give an example?

14. Wat gaat er anders in je les als je bijvoorbeeld kijkt naar een les met een klas waarin geen mobile device wordt gebruikt? Kun je voorbeelden noemen? If you compare two of your classes (like 4th class and 5th class), are there any differences in practice of teaching? Can you give some examples?

15. Zie je een verandering in je rol als leraar, door het gebruik van een mobile device in de les? Zo ja, hoe?

Is there any change in your role as a teacher, by using a mobile device in class? How?

16. Wat is jouw mening over het gebruik van een mobile device in de les? What is your opinion about using a mobile device in class?

Algemene informatie – general information Geslacht – gender

Leeftijd – age

Aantal jaren werkzaam in het onderwijs – years in education Vak – subject

10.2. Appendix B- Observation scheme Algemene informatie Docent: Vak: Leerjaar / Klas: Aantal leerlingen: Datum:

Tijd (van – tot): Opstelling klas:

Gebruik device Wie? Van (tijd) Tot (tijd) ………..

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33 ………..

Apps (algemeen) Wie? Hoe? Doel? ………..

Safari Camera

One Note / Office Mail?

Magister?

Apps (specifiek) Wie? Hoe? Doel? ………..

……….. ……….. ……… ………

Leermiddelen Wie? Hoe? Doel? ………..

Boek (papier) Schrift / aantekeningen Beamer Computer Telefoon

Leeractiviteit Wie? Hoe? Doel? ………..

Informatie overbrengen Informatie zoeken Presenteren Zelfstandig werken In groepjes werken Feedback geven? …………..

De docent….. Aanwezig ja / nee Hoe? Doel? ………..

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34 leerlingen aan om

zelf antwoorden op te zoeken Moedigt

leerlingen aan een mobile device te gebruiken Integreert het gebruik van de mobile device met andere

leeractiviteiten Is vaardig in het gebruik van de device

Heeft hulp nodig van een leerling bij het gebruiken van de device

10.3. Appendix C – Code Book

Codename Description When to use it Fragment 1.Using pattern Information relating

to the frequency and type of programs of using a mobile device in class.

Use this code for all references which illustrate patterns of using a mobile device in class or extent to which a device is used by teachers and pupils and which programs are used, and any barriers to using

“Eh…nog veel te weinig (..)het duurt veel te lang voordat het apparaat aan is, dan denk ik, ik pak even snel het boek”.

“In het begin heb ik ‘m een tijdje gebruikt, allen toen was alles nog zo in de kinderschoenen, er ging nog zoveel mis en er was nog zoveel onduidelijk”.

“Ik doe A. mijn gehele

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35 het als stopwatch; scoreboard; timer”.

“Ik probeer zoveel mogelijk met het apparaatje te werken. Ik heb ‘m eigenlijk altijd aan staan. Ik gebruik ‘m deels om een presentatie op te zetten, als spiekbriefje, om antwoorden even snel te kijken en en mocht er een rustig moment zijn, dan gebruik ik ‘m weleens om wat mail weg te werken”.

2.Preparation Information relating to the preparation of the lesson, both technical aspects as didactical aspects.

Use this code for all references which illustrate any type of preparation of the lesson (from infrastructure to class-setup) use a mobile device effective in class.

“Elke keer zit ik weer van ja, eigenlijk wil ik nu wel beginnen, maar ik heb er niet goed over nagedacht wat ik nou precies wil (…) Het vraagt dus ook wel iets van klassenmanagement van de opstelling en dat soort dingen” “Kijken of ik in elk lokaal dat kabeltje kan vinden, zodat het vlekkeloos verloopt”.

“Ik merk dat ik in mijn

lesvoorbereiding echt bezig ben met, wat moeten ze weten en waar lopen ze tegenaan, dus wat moet ik bespreken en wat kunnen ze zelf wel.”

“Je moet je les hebben

voorbereid en weten wat je wilt. Als je je les niet hebt voorbereid, dan pak je ‘m er sowieso niet bij”.

3.Introduction Information relating to the introduction of the mobile device. Negative or positive attitudes toward the introduction, style and content of the introduction

Use this code for all references which illustrate attitudes about the introduction, the transfer of the device and content of the introduction meeting

“Nou dat vond ik gewoon slecht, vooral omdat je het gevoel kreeg, nah je bent een digibeet, je weet het niet”

“Ja, die was slecht. Wat ik er slecht aan vond, we kregen ‘m letterlijk in de handen gedrukt, zo van, je red je er maar mee (…) het is ook wel jammer dat het niet herpakt is”.

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36 “Daadwerkelijk gaan vertellen hoe een docent het moet gebruiken in de les, dat is puur aan de docent zelf. Wat ik ervaren heb is dat het heel erg lastig is om ehm om eh bij docenten te introduceren”.

4.Willingness to change

Negative or positive attitudes about the implementation, the readiness of teachers, pupils and the technical aspects.

Use this code for all references which illustrate attitudes about the implementation of the mobile device, the readiness of the teachers, the readiness of the pupils and the readiness of the school and any barriers to the willingness to change.

“Allerbelangrijkste wat je nodig hebt is een pro-active houding.” “Niet dat de wil er niet was, maar gewoon dat dat wij eigenlijk zomaar iets zijn gaan doen zonder dat…”

“Ik bedoel, je moet er qua systeem aan toe zijn en je moet er qua docenten aan toe zijn” “He deels wordt het opgelegd en dat geeft bij sommige wat weerstand, iets waar anderen juist denken dat is mooi, dan heb ik veel mogelijkheden (..) niet iedereen wil altijd alle kanten op”.

“In het begin van het schooljaar was ik er helemaal flauw van, omdat eh heel veel dingen ook niet liepen, een beetje de moppermodus”.

“Er zijn mensen die heel bang zijn voor verandering en voor nieuwe dingen”.

“Er was vorig jaar niet perfect over nagedacht hoe dat dit dan he op dag 1 eruit zou zien”.

5.Time Information relating

to the time, information and knowledge, necessary to implement a mobile device better

Use this code for all references which illustrate time to discover opportunities, information and knowledge about how to work with a mobile device.

“ Nou, dat is informatie, kennis dus. Kennis is macht”

“Je moet het voor jezelf laten werken en daar tijd en energie in steken”.