Faculty of Education - Theses
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ItemAccounting for teachers' choices to use, or not to use, Web 2.0 technologies in upper primary school classrooms( 2017)The pace of global, technological change has exceeded predictions (Dorr, 2017) and presented a challenge to education systems to maintain currency (Schleicher, 2015). In many Australian schools, technology devices and online resources have been in classrooms for close to two decades; Australian primary school teachers', however, have yet to demonstrate consistent or embedded use of these technologies. This thesis investigates factors that have impacted on teachers' choices to use, or not to use, Web 2.0 in their classroom. Web 2.0 technologies, in this research study, are those that enable communication, collaboration and creativity skill development in students. In comparison to general technologies, devices or websites, Web 2.0 technologies are important as the are linked to growing evidence of their potential, positive impact on student learning (Dunlap & Lowenthal, 2011). Web 2.0 technology needs to be better understood and is the focus of this thesis. Research in the field of primary education, teacher use of technology and Web 2.0 technologies has been identified as limited (Jimoyiannis, Tsiotakis, Roussinos & Siorenta, 2013). This study provides insights into teachers' choices to use Web 2.0. These insights may support teachers and leaders to make informed decisions that increase the use of Web 2.0 technologies in upper primary schools. Australian national census data (Australian Bureau of Statistics, 2011) has indicated a growing trend in out-of-school technology use by 10-12-year-old children. This age group, in grades five and six in the Australian education system, seems to represent a significant moment in technological engagement, towards increased social media and Internet use. These students enter classrooms with skills, knowledge and expectations that could be mobilised for improved learning outcomes. This research understands and frames teachers as the critical mediator between the device and the student's potential learning. This research recognises the importance of understanding the factors underpinning teachers' choices to use, or not to use, Web 2.0 in their classroom. This qualitative research study has strategically brought together Harre's positioning theory and Charmaz's constructivist grounded theory to generate findings and co-construct meanings with participants. Through a two-phased study, a nomination sampling strategy identified nine Web 2.0-using teachers, across four Victorian primary schools, and invited them to participate in two interviews, classroom observations and a focus group. Data were co-created with participants and the iterative interactions supported member-checking of the constructivist grounded theory analysis. In phase two, nine primary school teachers from a fifth school were invited to participate in a 90-minute professional learning workshop focused on key findings from phase one, designed to validate or critique the emerging themes. Findings suggest that the Victorian primary school teachers in this study pro-actively sought out, and created, collaborative teams that supported their learning and aided them to maintain currency within the fast-changing technology world. Leaders' engagement in classroom practice was highlighted as a key factor in teachers' choices. School leaders are suggested as holding a critical place in teachers' decisions to use Web 2.0. Risk-taking, working through failure with colleagues and demonstrating resilience were identified as attributes of these technology-using teachers. This thesis reveals the impact that feeling connected to others and to wider, global changes has had on teachers' choices to use Web 2.0 technologies. Connections were evident within and across teaching teams, across schools, through Internet interactions on social media, and within the context of global technological changes.