Motivate Teachers to Use ICT: Reasons and Factors

1. Motivate Teachers to Use ICT:Reasons and Factors • Educational • Research • Center • - • 3rd Annual Conference Fawzieh Makkawi Training Manager NTC - EDUWARE

2. Why motivating teachers to use ICT?

3. Introduction • ICT offered education several solutions and innovations. • Nevertheless, the introductory of ICT in education was not a welcomed component, • ICT brought in an intensive force of change. • This made teachers resistant or at least reluctant in using ICT.

4. Why we need to motivate teachersto use ICT? • Teachers are "the most important group of professionals for our nation's future. Therefore, it is disturbing to find that many of today's teachers are dissatisfied with their jobs" (Bishay, 1996). • “It is recognized worldwide that there is a slow uptake by teachers of Information Communication Technologies in school classrooms” (Leung et al., 2005).

5. ICT Use Difficulties

6. ICT Use Difficulties • ICT is a difficult demanding imposing educational tool. • In their research about the motivational factors affecting teachers’ use of ICT, Cox et al. (1999) find out that: “the most significant negative factor was difficulties experienced in using IT”(Cox et al., 1999).

7. No Way Out • However, in the information age and with the digital native speakers (Prensky, 2001), ICT use in Education becamea must and not a choice; • It is a destiny with no way out.

8. ICT use benefit The various educational solutions, services and innovations of ICT, and its fruitful outcomes, make it worth all the hassle, difficulties, and the change pressure that teachers specifically, and all the school stakeholders in general, may go through.

9. ICT use benefit • ICT makes old educational hopes, and new educational strategies that cares for every child, like: personalized learning, or differentiated learning, a more realistic achievable targets.

10. ICT in Education • The introductory of ICT in education is totally different than any other educational changes. "As ICT enters the socio-cultural setting of the school, it “weaves itself into learning in many more ways than its original promoters could possibly have anticipated” (Papert, 1993, 53). • It generates changes in every aspect of the school system, from curriculum, pedagogy, and interpersonal communications, which will have a reciprocal effect on ICT itself (Salomon, 1993, Lim, 2002).

11. ICT affecting teachers’ role • ICT is not like the old calculators, simple and easy to use. They are sophisticated, ever developing. • To follow up with the new educational technology, teachers need to spend time, work hard and keep this up and running all their life.

12. Scaffolding Teachers • ICT has really changed the role and the job of teachers. Teachers are not anymore the source of information, they are becoming more as facilitators, or “scaffolding” teachers. • With such a pressing mandatory change, teachers definitely need serious help.

13. Student/teacher Centered • ICT contributed enormously in enhancing the student-centered model of teaching and learning. • However, most teachers tend to keep the old teacher-centered model. (Gibson, 2001)

14. Teaching Strategies • Likewise, Demetriadis et al. (2003), in a Greek study showed that teachers may be interested in using ICT to enhance their learning skills or to get a “better professional profile”, and when teaching, they tend to use ICT in the traditional teacher-centered mode. • Thus, to actually obtain the full benefit of ICT in Education, teachers need to change their way of teaching first (Scrimshaw, 2004).

15. Change

16. Change “Change can provide both challenges and threats. At a personal and professional level, it can call into question values, beliefs and practices that were previously assumed and accepted by teachers.” (Stevenson and Hassell, 1994, p.210).

17. Self-esteem changes during transition (Adams et al.) • 7- Internalization • 2-Minimization + Self-esteem changes during transition Source: Adams el al. 1976 (Garrett, 1997, p.74) • 6- Search for meaning • 3-Depression Self-esteem • 1-Immobilization • 5- Testing out - • 4-Acceptance / Letting go TIME (Usually longer than is thought)

18. Diffusion of Innovation (Rogers, 1962)

19. Change Elements Thousand and Villa's (1995) Change Confusion Anxiety Resistance Frustration Treadmill • Vision • Vision • Vision • Vision • Vision • Skills • Skills • Skills • Skills • Skills • Incentive • Incentive • Incentive • Incentive • Incentive • Resources • Resources • Resources • Resources • Resources • Action Plan • Action Plan • Action Plan • Action Plan • Action Plan

20. ICT Anxiety • Finally, ICT in education has its own anxiety because of the following different aspects: • its unavoidable presence; • the mass of change it produces; • difficulty in learning new skills • and difficulty in implementing it in classrooms;

21. ICT Anxiety – Cont. • expensive tools and trainings; • time consuming; • embarrassment in use • in front digital native students • and more qualified teachers. • endless fast growing field…

23. Motivation

24. Motivation

25. Definition • “Motivation is usually defined as an internal state that arouses, directs, and maintains behavior.” (Hoy, A. and Hoy, W., 2003, p.112). • The three aspects of action that motivation can affect are: • Direction (choice), • Intensity (effort), • and Duration (persistence).

26. Five Different Aspects of Motivation In a more detailed explanation or definition for Motivation, researchers focused on five different aspects: • Choosing a behavior, • deciding the time when to begin this behavior, • the level of involvement, • the time for how long the behavior will last, • and finally, the person’s feeling during this behavior (Graham and Weiner, 1996; Pintrich, Marx, and Boyle, 1993).

27. Extrinsic / Intrinsic Motivation

28. Extrinsic / Intrinsic Motivation • Intrinsic motivation refers to the motivation derived from the activity itself. It is directly related to the personal interest, it does not need any outside motivation. • Whereas the extrinsic motivation, is the motivation that is derived from related factors to the action and not the action itself, like the reward that a person may get after finishing an action.

29. Extrinsic / Intrinsic Motivation – Cont. • Intrinsic and extrinsic motivations are two motivational aspects that could be totally separated or affecting each other. • Mainly, leaders provide extrinsic motivation trying to enhance the intrinsic motivation, but this is not always successful.

30. Extrinsic / Intrinsic Motivation – Cont.

31. Maslow’s Hierarchy

32. Maslow’s Hierarchy • “Maslow (1970) suggested that humans have a hierarchy of needs ranging from lower-level needs for survival and safety to higher-level needs for intellectual achievement and finally self actualization.” (Hoy and Hoy, 2003, p.118). • According to Maslow,the 4 lower levels are the basic needs for a person, and once they are satisfied, motivation will not affect this part anymore, • Whereas the person needs for the higher levels can never be fully satisfied and he will keep on asking for better achievement.

33. Motivation Factors • Motivation factors may differ from one person to another depending on: • their cultural background, • institutional goals, • and personal needs • and interests. • Motivation factors may differ even with the same person with time.

34. Situated Practice • Administrators need always to track their teachers’ interest. They need to use the extrinsic motivation that will enhance the intrinsic motivation in the person. • At this point, administrators may phase out the extrinsic motivation. This is a major interest with administration, since extrinsic motivation is a costing process. • Therefore situated practice is an essential way of studying and researching what motivates teachers in the same way of studying the problems and the success that teachers are encountering when using ICT.

35. Motivation Factors

36. Internal Factors • Mastery Motivation • Achievement Motivation

37. Mastery Motivation • ICT in Education maybe faced by resistance and fear from some teachers, but for others it is an attractive component. It is something interesting to follow and discover, and they do not need any kind of extrinsic motivation to use it. • Teachers may like ICT for personal interests, for enhancing their work or to make things more enjoyable for their students.

38. Mastery Motivation – Cont. • This is what is called mastery theory (white, 1959, cited in Jennings et al., 1984) or mastery goals (Elliot and Harackiewicz, 1996), to enhance the self information and adaptation with the environment. • Although mastery theory concentrated on children adaptation with life, but this interest, curiosity and desire to learn and master will keep up with the person till the end of life. Its power may differ from one person to another and from depending on interest, personal priorities and targeted goals.

39. Achievement Motivation • An important teacher intrinsic motivation in using ICT is the impact of ICT on learners. This is related to intrinsic goal motivation (Elliot and Thrash, 2001). • Many research findings gave evidence on that ICT has its positive effect and motivation on pupils. • ICT affects students’ attitude toward a subject, time spent on studying and their involvement and commitment. It also enhances their enjoyment and their self esteem (Cox et al., 1999; Mumtaz, 2000).

40. External Factors • Effective CPD • Support • Freedom / Risk taking margin • Teachers Network • Merit Pay

41. Effective CPD • To motivate teachers to use ICT effectively in Education, effective continuous professional development is needed. • "Previous studies into teacher attitude and motivation have identified staff development as one of the contributing factors in using ICT effectively in the classroom” (McCarney, 2004).

42. User Acceptance Enablers • Venkatesh et al. (2002) researched what they called user acceptance enablers (UAEs): the pre-training and training environment. • These enablers can positively affect the user acceptance of technology and the continuous use of it. Thus “UAEs will have a positive influence on intrinsic motivation” (Venkatesh et al., 2002).

43. Support • As a consequence to a well organized CPD, providing good resources and support inside the school will facilitate the use of ICT and enhance teacher motivation. • Some governmental projects and funding like laptops for teachers scheme (Preston, 2004) would act as a very extrinsic motivating factor.

44. Freedom margin • Pelletier et al. (2002) argue that when teachers have more pressure, like meeting the curriculum or performance standards, this may lead teachers to be less self-determined. • Sylvia and Hutchinson (1985) found in their study of 167 teachers had successful use of ICT that teachers motivation were based on the freedom that teachers had to test new ICT tools and ways of teachings.

45. Teachers Network • In a research done in Canada by Grander et al. (2002), findings suggest that “supportive and collaborative relationships among teachers” are considered as highly motivating factors. • This is important in the same school, but more fruitful when it is among a bigger teachers community.

46. Merit Pay • Money reward in different forms like better salaries or bonuses could be an important motivator for teachers to use ICT. • Although Deci (1971) and Sylvia and Hutchinson (1985) argued that rewards could affect negatively the intrinsic motivation,

47. Merit Pay – Cont. • Intrinsic and extrinsic goals can interact and money is an important motivation factor “especially to teachers whose pay falls short of personal needs” (Ozcan, 1996)." (Leithwood et al., 2002, p.99). • Money rewards in the ICT use may enhance this intrinsic motivation. ICT does not require time and effort to keep up with, but it needs also a lot of money.

48. Different needs and interests • Teachers differ in their needs and interests and school leaders should use different motivational models to encourage all teachers to participate, implement, and test several ICT use to explore more useful educational solutions.

50. Conclusion • Leaders need to take into consideration: • the big load added to teachers’ job, • how much sophisticated and demanding their job has became, • and the change difficulty in general and with ICT specifically.