Abstract:

In the past decades, an increase to the availability of technologies in schools has reduced the inequity of access between schools (Watkins et al., 2015; Diogo et al., 2018). However, research (e.g. Brown & Czerniewicz, 2010; Gallardo-Echnique, 2014; Wang et al., 2014) has found that, alongside this increased access, there is evidence of a growing gap between different teachers’ skills when using technology for teaching and learning. Researchers, such as Sinpeng (2015), suggest that there should be a shift from simply procuring technologies to implementing strategies in order to build teacher capacity in integrating technologies for teaching and learning. In response to the need to build teacher capacity in this area, a study was conducted in New South Wales, Australia. This study examined the factors that affect teachers’ integration of technologies and considered how a mentoring professional learning model can facilitate the building of teachers’ skills when integrating technologies into teaching and learning. This study focused on primary schools, as studies in the primary setting were less common than those in secondary and tertiary contexts (Blannin, 2015).

An action research approach in case studies was adopted. The study attracted participation from mentor and mentee partners, of varying teaching experience, from five unique primary schools. Each set of partners aimed to engage in six cycles of observation and reflection. A technology integration framework, drafted from four other technology integration frameworks, and supporting templates were developed to support the mentoring in this study. The participants submitted as data recorded reflection meetings and the completed templates, as well as a post-study survey that allowed the participants to reflect on the learning process and provide feedback on the professional learning model as a whole. Each school’s results provided an insight into the factors and themes that were relevant for their own unique context.

Factors that affected the participants’ ability to integrate technology included: the teachers’ and their students’ access to technology, in terms of availability and reliability; and their expertise and attitudes. Educational system and school leadership support strongly affected both the participants’ ability to integrate technology and to participate in the professional learning. Other factors that indicated greater success of the professional learning were: a strong mentor-mentee relationship; an effective mentor; and positive attitudes towards the professional learning from both the mentor and the mentee. A need for time to engage with the professional learning was commonly mentioned as a pivotal factor by the participants.

All mentees demonstrated growth when measured against the technology integration framework and, at the end of the study, both mentors and mentees alike were confident in their ability to mentor others to integrate technologies into teaching and learning. Resulting from this study is a toolkit, comprising instructions on the professional learning model, the integration framework and the supporting templates. This toolkit provides teachers and school leaders a practical professional learning approach to support the building of teacher capacity in the integration of technologies.

Keywords:

Mentoring in schools, technology integration, teacher professional learning.