Emerging teacher strategies for mediating ‘Technology-integrated Instructional Conversations’: a socio-cultural perspective

Abstract

This article draws on socio-cultural learning theory as a conceptual framework for analysing how teachers structure classroom activities and interactions during ‘Technology-integrated Instructional Conversations’ (TICs). It reports on a collaborative programme of small-scale projects undertaken by 15 teacher-researchers using various forms of computer-based ICT to support subject teaching and learning. The participants developed, trialled and refined new pedagogic approaches and activities in six curriculum areas (English, classics, design technology, geography, history, science) at secondary level. A cross-case analysis was conducted using lesson observations, follow-up teacher interviews and teachers' research reports.

A typology of proactive and responsive pedagogic strategies for mediating pupil interactions with ICT was identified. These included exploiting the technology in new ways and circumventing its associated constraints. The strategies emerging illustrated how teachers structured activities judiciously; supported, guided and challenged; encouraged pupil collaboration, experimentation, reflection and analysis; avoided floundering and maintained a focus on subject learning; integrated the use of other resources; and developed information handling skills. These strategies and the gradual withdrawal of teacher support served to increase pupil participation and responsibility for their own learning. Pupils themselves played a role in structuring TICs through opportunistically soliciting teacher assistance and feedback.

Keywords:

• information and communication technology
• pedagogy
• socio-cultural theory
• subject teaching and learning
• secondary education
• England

Acknowledgements

Thanks to Louise Goodwin, Alison Craig, Theresa Daly and, above all, to the teacher participants for their various contributions to carrying out this research. We are also grateful for the insightful comments of the subject specialists who reviewed our data (Sue Brindley, Christine Counsell, Bill Nicholl, John Raffan and Liz Taylor). The Wallenberg Research Centre for Educational Improvement supported the research partnership and this particular project.

Notes

1. Our use of the term ‘pedagogy’ incorporates the complex relations between teacher, learning context, subject knowledge, purposes, teacher's view of enhancing learning, selection of learning and assessment activities, learning about learning, and learner characteristics such as age and knowledge, although this is not necessarily the same as the model that teachers tend to hold, which simplifies the relationship between pedagogy and learning (Watkins & Mortimore, 1999).

2. ImpaCT2 is a DfES/BECTa large-scale longitudinal study of ICT and student attainment (Harrison et al., 2002): www.becta.org.uk/impact2.

3. This study formed the main phase of a wider research project concerned with analysing, developing, refining and documenting effective pedagogy for using ICT. A prior formative phase involved focus group interviews with core subject departments and pupils, eliciting teacher thinking about the ways in which ICT use can support, extend or transform subject teaching and learning, and the key contextual influences (Ruthven et al., 2004; Hennessy et al., 2005) along with pupil views and experiences (Deaney et al., 2003). A follow-up project investigated factors affecting sustainability over time of the practices described here (Hennessy & Deaney, 2004).

4. Standard indicators taken as follows: for social disadvantage, the proportion of students entitled to free school meals; for academic success, the proportion of students gaining the benchmark of five or more higher grade GCSE passes (grades A–C) at age 16.

5. Most participants were in receipt of Best Practice Research Scholarships [BPRS] awarded by the national Department for Education and Skills (DfES); a small number were supported by equivalent grants from the Wallenberg Research Centre for Educational Improvement in the university Faculty of Education.

6. All quotations are attributed using anonymized teacher initials, except those with the suffix‘/Rep’, indicating the source as the project report. Pairs of teachers working together are represented by, for example, VM/OT.

7. Further examples are provided in our detailed technical report of this study (Hennessy et al., 2003), which also includes the contextual influences which interact with pedagogy: in particular the impact of the physical environment of technology use and the relationship between technical difficulties and lesson pacing.

8. Even where teachers proclaimed the importance of task structuring, the need for even tighter structuring and clearer criteria and focus was detected in some cases by the subject specialists who independently assessed our lesson observations and interview data.

9. The ESRC-funded ‘SET-IT’ project (2002–4) co-ordinated by Ruthven and Hennessy (R000239823) aims to document and disseminate ‘Situated Expertise in Technology-Integrated Teaching’ in mathematics and science.