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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Teachers’ beliefs toward classroom use of technology Over the past two decades, research has demonstrated that personal belief systems exert a powerful influence on what teachers learn from reform initiatives and staff development programs, on their curricular decision-making, and on the instructional practices, they use in their classrooms (Nettle, 1998; Vacc & Bright, 1999). Many educational reform initiatives have failed because they had little impact on teachers’ beliefs or practice (Czerniak &Lumpe, 1996; Cohen & Ball, 1990), particularly, introducing educational technology into the classroom. Scholars have argued that providing a technology infrastructure will change teachers’ practice (David, 1994; Sheingold, 1991) and technology can support using constructivist approaches to the teaching and learning advocated by the current reform movement (Linn, 1998; Sandholtz, Ringstaff, & Dwyer, 1997). However, the current level of technology integration has not yet reached a critical mass (Scrimshaw, 2004) and there is tension between the input of enthusiastic forerunners and the reality of a more widespread implementation (Watson, 2006). The gap between innovation objectives and the current level of technology integration is due to the mismatch between the meanings attached to innovation by those involved in the instructional process (van den Berg, Vandenberghe, & Sleegers, 1999). In this respect, the personal willingness of teachers to adopt and integrate innovations into their classroom practice seems to be of crucial importance (Ghaith & Yaghi, 1997). Previous evidence has suggested that, if treating technology as an instructional innovation, beliefs will play a significant role in whether or how it is adopted and implemented (Czerniak & Lumpe, 1996). For example, Niederhauser and Stoddart (2001) suggested that teachers use technology in ways that are consistent with their personal beliefs about curriculum and instructional practice. Zhao, Pugh, Sheldon, and Byers (2002) reported that the further a new practice is from existing practice, the less likelihood of implementing it successfully. Given this, instructional technologists might consider introducing technology as a tool to accomplish what is already valued. Once the tool is valued, the emphasis can switch to its potential for accomplishing additional or new tasks, including those supported by broader or different beliefs (Ertmer, 2001). Ertmer (2005) proposed the following three strategies for promoting change in teacher beliefs about technology integration. 1. Personal experience: self-efficacy literature (Schunk, 2000) highlights the importance of building a teacher’s confidence through successful experiences with small instructional changes before attempting large changes. Particularly when technology is involved, starting with relatively simple uses may be a more productive path to achieving teacher change than expecting teachers to use technology, from the outset, to achieve high-end instructional goals. 2.Vicarious experiences: Zhao and Cziko (2001) found that observing successful others might increase teachers’ perceived need for change as well as assure them that the required changes are not impossible. Therefore, models not only provide information about how to enact specific classroom strategies, but increase observers’ confidence for generating the same behaviors. 3. Social-cultural influences: Zhao and Frank (2003) noted that change in teacher beliefs regarding the value of computers was more likely to occur when teachers were socialized by their peers to think differently about technology use. An innovation is less likely to be adopted if it deviates too greatly from prevailing values, pedagogical beliefs, and practices of teachers and administrators in the school. Teacher practice is more likely to change in professional communities that support technology integration. Based on the above-described three strategies, Magic Board workshops provide elementary school teachers with hands-on design activities, model examples, and an on-line professional development community. Teachers can have successful personal experience in using Magic Board to design their teaching materials through hands-on activities. They can see model examples designed by other peers. Observing other similar others serves both informational and motivational functions. Teachers can register as a member of the Magic Board professional learning community, in which teachers jointly explore new teaching methods, tools, and beliefs, and support each other as they begin transforming classroom practice. The next section provides a brief introduction of Magic Board. Magic Board Numerous virtual manipulative websites are currently available worldwide, such as the National Council of Teachers of Mathematics Illuminations (http://illuminations.nctm.org/) and the National Library of Virtual Manipulatives (http://nlvm.usu.edu/en/nav/vlibrary.html). These resources are full of applets, and each applet is designed for teaching a specific topic. Virtual manipulatives in different applets cannot be used together within the same interface. This reduces the flexibility and the need for representing different concepts. Copyright © The Turkish Online Journal of Educational Technology 109
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Different from these existing resources, Magic Board provides a collection of virtual objects that elementary teachers usually use to present mathematics concepts. Magic Board is a well-known web-based virtualmanipulative environment for teaching elementary mathematics in Taiwan, developed by Yuan (2005), and based on experiences for developing virtual manipulatives. Magic Board consists of three important components, namely Magic Board Software, a Problem Center, and an Instructional Material Center. When a user registers as a member of Magic Board, he (she) can use all the components to construct and to share his (her) problem posing materials through the Magic Board platform. A user can make use of the shared posing problems and adapt them to suit his (her) classes, which other members can subsequently share and re-use. Non-registered users (guests) can still open and utilize the Magic Board Software and can implement existing problem posing materials into their instruction. All parts and graphic files in Magic Board are directly downloadable for using in conjunction with related worksheets. � Magic Board Software (MBS) MBS can be accessed from the upper right corner of the website home page by clicking the “Try English version.” button. MBS (See Figure 1) has the frequently used elementary mathematics manipulatives digitalized and componentized in the Toolbox, which allows teachers instant access during teaching. Teachers can drag these objects to the Display Area and a right-click allows access to property variation and operation. At the Function Button Area, the Text button allows one to enter text to pose story problems for explorations, and the Draw button can be used to scribble or mark anything which erases by clicking the Erase button. The Cheers button encourages students who are doing well or motivates students showing good efforts. The BK button allows for fast change of background and lastly, members can upload their designed materials onto the online database or download previously saved teaching materials. Clicking the Rubbish Bin located at the bottom righthand corner clears all components from the Display Area. A user creates his/her problem on the Display Area, he/she can save the problem by clicking the Save/Upload button to save it on the web for other users to use or clicking the Load Locally button to save it in personal computer temporarily. Objects can be dragged to the Display Area. Display Area Function Button Area Figure 1: Magic Board software interface Nearby the object, right-click allows access to property variation and operation. � Problem Center (PC) Users can log into the Magic Board platform to use resources from the PC. They can search for uploaded problems according to the level of their students and mathematical contents. The teaching materials can be saved and uploaded as users click on Save/Upload button on the Function Button Area, and from there follow the instruction to enter the grade of the target students and their content. Users can search for problems based on these pre-set search values. Clicking on Searching Problem on the top and selecting grade 1, measurement and length as the search values lists past problems uploaded by Magic Board members (see Figure 2). Copyright © The Turkish Online Journal of Educational Technology 110
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