Teachers’ understanding of the concept of ‘embedding’ digital technology in education

ABSTRACT

The task of effectively embedding digital technology use in classrooms is among the challenges currently faced by educators in Ireland and internationally. This paper builds on analyses conducted as part of a longitudinal evaluation of Ireland's Digital Learning Framework. Findings suggest that many teachers – especially at the post-primary level – have a somewhat restricted view of what ‘embedding’ means in this context. Such responses indicate a focus on using digital devices for activities that would be happening in the classroom already, rather than embracing more flexible and constructivist pedagogical approaches to take advantage of the range of options provided by digital technology for teaching, learning and assessment. This implies that even if all of the infrastructure and connectivity needs of schools in Ireland are met over the coming years – itself a substantial task – there is a risk that teachers may not use these devices as effectively as could be. We argue that digital technology in the classroom can open up new possibilities for how education (teaching, learning, assessment) is carried out. We explore how teachers’ understanding of the concept of ‘embedding’ can be strengthened and the envisaged impact on children’s education of doing so.

KEYWORDS:

• Digital technology
• ICT
• Digital Learning Framework
• teacher professional development

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Although much of the literature uses the term ‘information communications technology’ or ‘ICT’, ‘digital technology’ is preferred here in line with the terminology used in the current Digital Learning Framework.

2 The Department of Education and Skills was renamed the Department of Education in October 2020.

3 Refer to Chapter 1 in Feerick, Cosgrove, and Moran 2021 for a detailed description of sample design, response rates, survey weights and survey content.

4 See Feerick, Cosgrove, and Moran (2021), Chapter 1, Section 1.6.2.

Additional information

Notes on contributors

Emmet Feerick

Emmet Feerick is a Research Assistant at the Educational Research Centre in Drumcondra, Dublin. His work has focused on Digital technologies in education, and he also has experience working on large-scale international educational assessments including the Trends in International Mathematics and Science Study (TIMSS).

Aidan Clerkin

Aidan Clerkin is a Research Fellow at the Educational Research Centre. His work has included large-scale national and international assessments of student achievement, online standardised testing, and study of social and personal development in Transition Year.

Jude Cosgrove

Jude Cosgrove is the Chief Executive Officer of the Educational Research Centre (ERC, Dublin, Ireland) since 2018. She has 25 years of experience in development, oversight, and reporting on large-scale national and international assessments and has led on or contributed to various national evaluations, having taken multiple roles including PISA National Project Manager and PISA Governing Board representative. She is currently the Irish representative on the PIAAC Board of Participating Countries and sits on the IEA’s General Assembly. She has a keen interest in digital technologies in education and making better use of educational research data and studies to inform policy.