Chapter 1 Introduction
5.6 Other findings
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time can be devoted to actual teaching, and individual attention. Students will be motivated to study. This will result in a, better classroom management [Participant 6]
However, Participant 3 and Participant 4 believed that managing Web 2.0 tools in the class can become difficult for teachers.
Students may be seizing the opportunity of being online to communicate with their online friends. Managing such classes can be problematic [Participant 3]
Using technology and social media with 35 students and 35 sets of technology or large class sizes can be extremely challenging for managing the class. Dealing with misbehaviour in such classes would take much of your teaching time [Participant 4]
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communicate with my students at any time and share my lessons notes with them.
[Participant 11]
I usually spare some time, about an hour, on Facebook during the weekend to attend to queries, if any, from my students about their work. [Participant 11]
These teachers even spare some time after school hours to be in touch (online) with their students to help them. The researcher believes it is their passion for the use of technology in their professional practice that drives them to excellence in their job. They always try to find new ways to motivate their students to develop through real work in and out of the classroom.
5.6.1.2 The innovative teacher
This type of teaching is bringing new ways of teaching to support instruction and learning by implementing Web 2.0 tools in their professional practice. This is reflected in the quotes below.
Technology helps me make things more visible and real for my learners. They’re more able to understand ideas and concepts with better visuals. I download videos from YouTube and bring in my classes. It is easier for me to teach biology topics such as metamorphosis or breathing movement using videos. [Participant 14]
There are tons of free educational videos that are available online through YouTube and TeacherTube. These online tools allow me to download videos that help me teach abstract phenomena and simulations in my science classes. [Participant 15]
These participants are innovative teachers who are looking for ways to enhance the teaching of difficult or abstract topics for the betterment of their students.
5.6.1.3 The undecided teacher
This type of teacher knows how to use the technology tools but are not using Web 2.0 tools in ways that take no advantage of the technology’s social affordances, for instance, posting reminders to students about homework and upcoming class tests on Facebook; however, the same task could be achieved by using email. An example of this is the quote from Participant 8:
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When I had to remind them about the deadline for submission of their work – I post messages in my wall on Padlet [Participant 8].
5.6.1.4 The anxious teacher
Teachers’ anxiety over the management of students’ use of the Internet in the class is evident in the quotes below.
I think bringing social media in class is a potential for distractions. How can you prevent some students from indulging in their favourite pastimes like playing online games or chatting with online friends or responding to posts? [Participant 9]
Social media like Facebook is primarily designed as a social networking tool. So, use of Facebook in class might result in students spending more time in off-topic discussion with online friends. The students may have some difficulty balancing their online learning activities and their other non-learning or leisure activities. [Participant 11]
The teachers are anxious about the proper running of class. So, dealing with distraction and managing classes that have Internet connection are major challenges that teachers perceive. The researcher believes that teachers are apprehensive of the risk of their professional and personal privacy being compromised if their Facebook profiles are viewed by students.
5.6.1.5 The resistant teacher
According to the researcher, resistance is a normal response when a teacher lacks knowledge or confidence but is pressurised to integrate technology into his or her professional practice.
I am not sure about my ability to use technology or the need of bringing technology in class. I do not think that it is a good idea for me to move away from my normal teaching style. I feel I am a successful teacher, and therefore I do not think changing my way of teaching through technology will bring learning enhancement. [Participant 1]
Teachers are likely to resist change because they believe that the traditional methods of teaching are the best. This type of teacher is resistant because of their
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pedagogical beliefs. These teachers might feel that they would be wasting some teaching time when incorporating new technology into their teaching.
5.6.2 Significant impressions that emerged from the interview data
Before discussing the qualitative data, it is worth noting that, upon conclusion of the interviews, there emerged two significant impressions that contribute somewhat to the qualitative perspective of the quantitative findings.
5.6.2.1 Face-to-face interaction
Firstly, irrespective of their current use of technology, all teachers interviewed greatly valued face-to-face interaction as an effective method of teaching. This was mainly due to the degree of immediacy of feedback that face-to-face interaction makes possible. The comments below are typical of statements that were made by the participants regarding the value of face-to-face teaching.
A lot of these Web 2.0 tools can be useful, but they really do not replace the old- fashioned face-to-face where you need to have that eye contact with your students in order to see to it that learning is taking place. [Participant 3]
There’s nothing inherent about the Internet technology that’s going to make students to interact ... ace-to-face is more appropriate for this. Teachers need to guide their students on how to use collaboration tools. [Participant 2]
Use of online videos from YouTube can be useful but there are subjects that need hands-on activities where the teachers need to be present to guide their students.
[Participant 4]
5.6.2.2 Teacher motivation
The second striking impression was that the teachers were highly motivated to enhance both their teaching, and the learning experience of their students. This is corroborated in the following comments:
I’m thinking of ways I can improve my teaching using Web technologies so that my students can learn better and enjoy learning my subject [Participant 3]
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My teaching philosophy is that I must make students … like my subject. It is only then they will learn the subject I am teaching. Since Web tools can get them interested and engaged in learning I will do what is necessary to do that. [Participant 6]
The whole thing is about everyone learns differently so you’ve got more options with technology. My focus is student-centred teaching, make learning fun, engaging. I’m prepared to do what it takes. I will find the time. [Participant 5]
These two general impressions provide a background to the subsequent detailed discussion of the qualitative data that relates to the quantitative findings.