Literature Review

Integrating learning technology into classrooms: The importance of teachers’ perceptions

Chris Cope
Department of IT, La Trobe University
PO Box 199, Bendigo, 3552, Australia
c.cope@latrobe.edu.au

Peter Ward
Learning Technologies Co-ordinator
Euroa Secondary College, Euroa, 3666, Australia
pward@mcmedia.com.au


ABSTRACT

A qualitative study of experienced high school teachers’ perceptions of learning technologies is reported. Underlying the study was a research-based theoretical background that highlighted the importance of appropriate perceptions to successful integration of learning technologies into classrooms. The transcripts of 31 semi-structured, open-ended interviews with a group of teachers were combined to form a pool of decontextualized statements about learning technologies. The pool of statements was analyzed using a phenomenographic research approach. A limited number of qualitatively different perceptions of learning technologies were identified. The perceptions varied with respect to “what” and “how” components. The “what” component concerned perception of what constitutes a technology. The “how” component concerned perception of how the technology impacted on learning. Some of the perceptions were considered inappropriate with regard to the “how” component and unlikely to lead to successful integration. For teachers holding these perceptions professional development is proposed in how learning technologies can be used to encourage enhanced learning outcomes.

Keywords: Learning technologies, Phenomenographic research, Student perceptions, Teacher perceptions

Important because of the topic on lecturers' and students' perception. Downloaded and printed.