Doctor of Education Thesis

TEACHERS INTEGRATING ONLINE TECHNOLOGY IN TAFE

This research investigates the dynamics that shape TAFE teacher’s pedagogic practices when online technology is integrated into their teaching practice. That individuals practice within local and discipline based networks, institutional contexts and within the broader social, cultural and economic context is operationalised through the use of Basil Bernstein’s pedagogic device. Using constructivist epistemology and naturalistic inquiry I have conducted semi-structured interviews and gathered evidence of preferred and implemented practice from seven TAFE teachers.

Technological determinism and technological instrumentalism, and Rogers’ Diffusion of Innovation are used to inform my theorisations of individual’s responses to and uptake of innovation. My ill-defined concept of deep-seated notions of what constitutes good teaching practice is conceptualised through the concepts of values, beliefs, principles, teacher’s knowledge, personal practical knowledge and personal practical theories. In order to explicate these otherwise tacit concepts I have used teacher’s self-declared metaphor and response to a scenario. 

Through descriptive analysis of the general biographies of the research participants I have developed a model that represents the conditions that support the uptake of online technology by TAFE teachers. This model proposes that the factors of priming, opportunity and support are set against a background of personal disposition towards the use of online technology.  Descriptive analysis also reveals that variation in teaching practices associated with online technology is achieved through: the adoption of differing online functionalities; the variable application of online technology to teaching and/or assessment; and variation in the level of integration into teaching practice.

Comparison of the research participant’s self-declared metaphors and preferred teaching principles shows that there is no evidence of inconsistency between the two. This analysis demonstrates the trustworthiness of the data relating to the idea of teacher’s notions of good teaching practice and establishes a solid foundation for my research. 

The research participants preferred and implemented teaching principles are then compared in descriptive terms and according to the strength of teacher control (framing) of content, sequence, pace and criteria. Examples of programs characterised by congruence and incongruence between preferred and implemented teaching principles are revealed. I find that the location of learning, the specific preferred teaching principles of the research participants, and contextual influences are not reliable determinants of incongruence.

There are examples where official influences do not overwhelm and do overwhelm teacher autonomy. Both of these circumstances may result in either congruence or incongruence between practitioners preferred and implemented teaching principles. That is, TAFE teachers can be active agents in the maintenance or the compromise of their preferred teaching principles in the presence or absence of overwhelming contextual influences. In the absence of overwhelming official influence, teachers with a strong positive disposition to the use of online technology may compromise their preferred teaching principles in order to take advantage of an opportunity to use the technology. In the presence of overwhelming official influence, some teachers are able to maintain their preferred teaching principles in some aspects of their practice. This agency is achieved through the development or use of existing teaching spaces that are insulated (strongly classified) from teaching spaces where their agency in ineffective. These examples demonstrate the complex nature of the dynamics that shape teacher’s pedagogic practices.

Based on the case examples of the research participants, Basil Bernstein’s pedagogic device informs the development a model that represents the dynamics that shape TAFE teacher’s pedagogic practices when online technology is integrated into their teaching practice. Whilst this model is depicted as a neatly constructed diagram any notion that its operation is a logical-rational process is incorrect.

The thesis finishes with a discussion of the implications of my research, particularly as they relate to professional development of TAFE teachers. The methodology and theoretical framework that underpin my research are reviewed along with the limitations of the research. Suggestions for further research are proposed.