Kenneally, Maureen
(2022)
Supporting Teachers’ capacity in the pedagogic use of ICT
An Action Research Case Study.
PhD thesis, National University of Ireland Maynooth.
Abstract
I undertook this Collaborative Action Research study, following the identification of a
problem raised by students in a school survey regarding the lack of ICT use by teachers in
their teaching. It was a focused, practitioner led study, rooted in the world of teacher
practice. There were two main phases to this research. In the first phase two groups of
teachers collaborated in creating OneNote classroom based assessments (CBA) templates
through an adopted approach to teacher ICT professional development, the “collaborative
apprenticeship model”. Findings included positive claims regarding productivity due to the
type of collaboration teachers engaged in becoming a community, with the possibility of
becoming a Community of Practice. Positivity too regarding the innovative ability OneNote
offered teachers to carry out student assessments. The second phase occurred when, in March
2019, COVID-19 forced schools to close with little time to prepare for the transfer of
teaching online. There was an urgency to prepare teachers for online teaching. This resulted
in an altering of my research question replacing “teaching” with “online teaching” and the
delivery of a training intervention to address staff needs to teach online. Findings indicated
that teachers felt more prepared and less anxious for the transfer online. Post closure a need
was identified to conduct a staff survey to gather data on their online teaching. One key
finding from this was the issue of lack of engagement by many students online. This led to
conducting a student survey. Findings showed that students struggled with engagement as a
result of poor Wi-Fi, lack of access to technology, responsibilities at home and the overload
of homework which overwhelmed them.
| Item Type: |
Thesis
(PhD)
|
| Keywords: |
Supporting Teachers’ capacity; pedagogic use; ICT;
Action Research; Case Study; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
16541 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
20 Sep 2022 13:12 |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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