Understanding High School Teachers’ Perceived Discouragements to use Social Media Communication Technologies as a Pedagogical Tool to Improve Future Technology Integration Initiatives

ID: 54387 Type: Brief Paper
  1. Brett Tozer, Urbana University, United States

Thursday, March 21 1:45 PM-2:05 PM Location: Sunset 5 View on map

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Abstract: In the 2006-2007 academic year, the Commonwealth of Pennsylvania began the Classroom for the Future grant with the goal to provide $200 million to develop 21st century teaching and learning in classrooms. The purpose of this study is to understand what type of barriers in-service teachers perceive remain regarding the use social media communication technologies as a pedagogical tool a decade after a $200 million statewide technology initiative has been implemented to promote 21st century teaching and learning. This paper presents the methods and outcomes of a typological analysis of 140 Pennsylvania secondary teachers’ discouragements to using social media communication technologies as a pedagogical tool. The action areas suggested by Ashton et al. (1999) and Bonk et al. (2001), pedagogical, social, managerial, and technological, were used for the typologies to be analyzed. During the typological analysis a fifth typology, internal school systems, emerged from the data. The most prominent categories were technological and internal school systems followed by managerial, social, and pedagogical. To help teachers feel social media communication technologies are legitimate teaching tools policymakers and school leaders are encouraged to create an atmosphere that promotes administrative support, schedules that incorporate planning, and funds to provide ongoing training for teachers to stay current with technologies

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