- Title
- Millennial perspectives: a mixed method study of factors influencing Australian final year pre-service and early career history teachers’ integration of technology into classroom practice
- Creator
- Sheehan, Clint
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2022
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The intensification of computers in education underpinned by the Digital Education Revolution (DER) throughout Australia challenged existing conceptions of the role information and communication technology (ICT) has in the classroom. Viewed cautiously in the past by history teachers for their potential learning benefits, these so-called mystery boxes have changed how teachers employ technology in practice. More recently, it has been reported early career history teachers and students are generally positive towards ICTs inclusion, yet uptake is hindered with teachers not taking full advantage of the affordances technology offers in the study of history. Various factors have been cited to explain this, the most compelling of these include: teacher beliefs, school culture towards ICT and access to infrastructure. Yet, most studies are constrained to examining best practice of ICT pedagogy within the key learning areas (KLAs) of English, mathematics, and science. This research presents a sequential exploratory mixed methods study in two distinct phases. The first, quantitative phase employed a 53-item survey questionnaire arranged into 8 scales. Responses were given on a 5-point Likert type scale. The survey was administered to two separate cohorts of pre-service teachers who had undertaken their final practicum, the first in 2011 (N=125), and second in 2012 (N=125). From the initial population, 216 viable survey responses were analysed using descriptive and inferential confirmatory factor analysis. In the second phase, a qualitative approach was employed recruiting 5 participants who indicated a willingness to follow up from the first quantitative phase. The participants were all early career teachers who were actively teaching history in a secondary school in metropolitan Sydney. Interview protocols were developed from the results of the quantitative survey and semi-structured in-depth interviews were conducted during 2013. The interview data were manually disassembled and reassembled using thematic coding. Results of the two phases were subsequently integrated in the discussion and findings presented. The findings may be of interest to history teacher educators and developers of initial teacher education courses as it adds to our knowledge of how such courses prepare pre-service teachers for the field. Similarly, school executives as well as history subject coordinators can draw on the experiences and findings to support early career teachers as they negotiate the complexities of teaching.
- Subject
- teacher beliefs; initial teacher education; history education; technology integration; mixed method; pedagogical beliefs
- Identifier
- http://hdl.handle.net/1959.13/1507430
- Identifier
- uon:56020
- Rights
- Copyright 2022 Clint Sheehan
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 1 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 399 KB | Adobe Acrobat PDF | View Details Download |