Professional Documents
Culture Documents
TAMAR LEVIN
Tel Aviv University
RIVKA WADMANY
Teachers College of Technology
ABSTRACT
This study explores the views on learning, technology and classroom prac-
tices of both students and teachers in a technology-enriched classroom
environment. It examined the characteristics and uniqueness of 4th-6th
grade students views and the changes in their teachers views as result of
longitudinal experiences of an innovative approach to learning and teaching
that focused on learning through information rich tasks in a technology
rich environment. The main findings show that in almost all participating
classrooms, students views were aligned with constructivist ideologies and
mainly emphasized the characteristics of authentic and social-dialogical
learning and its contribution to their cognitive development. The findings
also express three key views regarding learning in an information-rich
environment: learning from ICT, about ICT, and with ICT. The findings
demonstrate the multi-dimensional nature of teachers beliefs, and reflect
the complex nature of the relationship between students views and teachers
educational beliefs and practices.
INTRODUCTION
Acknowledging the importance of students and the validity and reliability of
their perceptions as the ultimate insiders and experts on their own experiences
(dApollonia & Abrami, 1996; Doyle, 1986; Shuell, 1996), and recognizing the
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2006, Baywood Publishing Co., Inc.
282 / LEVIN AND WADMANY
Moreover, the research has mainly studied college students, which clearly con-
tributes nothing to our understanding of the cognitive, affective, and motivational
perceptions of younger students, whose learning and development are those
largely affected by technology-based classrooms.
The present study, on the other hand, explores the views of elementary school
students regarding their learning through information-rich tasks, and separately
examines their attitudes toward learning in a technology-enriched classroom.
Viewing the integration of information technology from an ecological per-
spective (Zhao & Frank, 2004) implies that in order to understand the use of
information technologies in the classroom and the consequences of this use, we
must also examine the complex interactions between teachers, students, and
technology in the classroom (Honey, Culp, & Carrigg, 2000). This idea is also
supported by Fullan (2001), who noted that when introducing innovation into
organizations, it is not enough simply to encourage the development of individuals
in the organization, it is important also to consider the relationship between social
organization members that affects the creation and sharing of knowledge between
them. Similarly, albeit from a different perspective, Salomon (1990) concludes
that the introduction of information technologies into the classroom requires
changes in almost every sphere: from new learning activities, teachers behavior,
and social interactions to learning goals and means of evaluationmelding them
all into a newly orchestrated, interwoven whole.
However, as the literature review has shown although many studies have
examined the teachers view on ICT and its role in using information technology
in the classroom, few have also explored student perceptions of learning in
a technology-based classroom (Deaney, Ruthven, & Hennessy, 2003), or the
students role in the success or failure of ICT. Fewer studies still (Parr, 1999)
have examined the relationship between teacher and student views on classroom
learning in the context of computer-supported learning. Responding to this lacuna,
the present study focuses on the relationship between student and teacher views
on learning using information technologies and classroom practices and their
mutual experiences in a technology-rich classroom environment.
The study has two aims, which are based on two assumptions. The first
assumption is that change is not generated by the technology, but by the restruc-
tured, collective vision of the students and teacher, after experiencing new
modes of learning in a rich, technology-based environment (Adamy, 2000). The
second assumption is that students and teachers, who in effect are partners in the
classroom, need to be aware of each others views on the teaching and learning
processes they share (Baker & Moroz, 1996). The studys twofold aims are
(1) to explore students views on learning via information-rich tasks in a
technology-based environment, and (2) to examine the relationships between
students perceptions and attitudes toward learning and engaging in information-
rich tasks in a technology-based environment, and their teachers educational
beliefs and classroom practices.
286 / LEVIN AND WADMANY
THEORETIC BACKGROUND
helped, the more likely they were to think that another tool would help. Moreover,
students in class settings who had not been exposed to educational technology
felt that they were not receiving as good an education as students in classrooms
with technology.
Research has also shown that student perceptions of learning using learning
technologies can also influence technology integration, the nature of technology
use, and teachers expectations of learning (Parr, 1999). Students can embrace or
resist the teachers efforts toward instructional change since they have their
own unique knowledge and views on learning and instruction. Studies have shown
that the meaning students assign to classroom processes is a crucial factor for
determining student satisfaction and learning (Cothran & Ennis, 1998). Cotterall
(1995), for example, has demonstrated that students beliefs affect their use of
educational technology: students who regard technology positively because they
trust the technological tools fully exploit these tools to support their autonomous
learning, while students with negative views of technology-supported learning
may be reluctant to use these tools for fear of failure. Cope and Ward (2002)
also show that student perceptions are influenced by teachers perceptions and
teachers use of learning technologies.
Based on studies of student beliefs in areas such as epistemological beliefs
(Hofer & Pintrich, 1997; Tolhurst, 2004); beliefs on the nature of teaching and
learning (Gravoso, Pasa, & Mori, 2002), studies examining the nature of the
learning environment (Levy, den Brok, Wubbels, & Brekelmans, 2003), teachers
behaviors (den Brok, Bergen, Stahl, & Brekelmans, 2004), and learning via
information technologies (Deaney, Ruthven, & Hennessy, 2003; Parr, 1999), it
is assumed that students views of learning in the technology-based classroom
are not consciously learned or taught, but are mainly the outcome of the learning
environments they participate in and the type of tasks that students are required to
engage in. Moreover, since most students have not accumulated much learning
experience with information technology in a rich technology-based environ-
ment, their beliefs concerning ICT are most likely based on direct and relatively
immediate sources and recent encounters with ICT in school.
via ICT and teachers beliefs and classroom behaviors when using ICT, with
elementary school teachers and students in a rich-technology classroom.
Method
This study was conducted in one school in a city in central Israel and initiated
by university researchers in collaboration with the local municipality education
department, and the Ministry of Education. The article documents a longitudinal
study, which lasted for 3 years (1997-2000). It is reported as a case study,
mainly utilizing the principles of qualitative methodology (Lincoln & Guba,
2000). Since its purpose was to study teachers and students beliefs and the
relationship of these beliefs to classroom practices, when teachers and students are
exposed to a technology-based learning environment, we chose to combine an
exploratory case study with a collective case study (Yin, 1992). Thus, we treated
each teacher as an individual case study and at the same time related to all the
teachers, holistically, as a group. Six teachers and 164 of their students in grades
4 to 6 participated in the study.
Various research tools were used to gain a rich and comprehensive description
of the processes experienced by each teacher. These tools were developed specif-
ically for the study and most were open-ended. The tools comprised personal,
partially structured interviews with teachers, open questionnaires for teachers
and students, and classroom observation. The questionnaires and interviews were
mainly used to study explicit educational beliefs and knowledge. Classroom
observation and weekly meetings with teaching staff were used to study teachers
practices in teaching and learning situations and to provide indirect or
implicit measures of teachers beliefs. Note that the terms beliefs, views,
conceptions and perspectives are used interchangeably throughout the article
(Pajares, 1992), whereas the terms satisfaction and attitudes are conceived and
measured differently.
The student questionnaire contained 13 open-ended questions concerning
student perceptions and attitudes toward their learning experiences in a
technology-based environment, their experiences in their regular learning
environment, and changes following their experiences. Two 5-point Likert scale
questions were included to examine student attitudes and satisfaction with the
new learning environment (the higher the score the more positive the attitude
or degree of satisfaction). The students questionnaire were administered at the
end of the third year of the project (Wadmany, 2004).
The questionnaires exploring teachers beliefs were open-ended and con-
tained eight questions relating to the meaning of six concepts: teaching, learning,
student role, teacher role, curriculum, and technology. Teacher questionnaires
were administered in each year of the project.
The study used the phenomenographic (Marton, 1986) approach to data
analysis, in which subjects expressions were grouped according to similarities,
LEARNING WITH INFORMATION TECHNOLOGIES / 291
Procedure
RESULTS
Learning as an
Learning as a exploratory-thinking Learning as a
social process process life-related process
Knowledge Appreciation
of of class Development
Teacher's name classmates diversity Collaboration of friendship
For example, the statements of most of the students in Zipis class reflect a view of
learning as a social process in terms of getting to know their classmates, whereas in
Gilas, Pninas or Hadasas class, the distribution of views was wider. In the latter
classes, students views were spread across the four sub-dimensions.
Examples of students statements about their classmates: I learned that
my friends know certain things like how to conduct a survey or use a computer;
I learned that my classmates are very special and smart; I got to know the
children in my group much better, and I now know who cares and likes to help
and who is reachable; I discovered hidden talents in my friends that I had
not realized in other classes; I found out what my friends know, and what
they are like.
Examples of student statements on discovering variability in their classroom:
I realized everyone in my class sees the same subject differently; I learned that
everybody knows different things and some are on a high level and others are on
a low level; Everyone in the group has different ideas which is interesting;
Some children understand what they learn, some children are active, and some
children need help; Each person in the group knows something else and that
helps the whole group.
Examples of student statements showing appreciation of collaboration:
Working with my friends is really helpful; Group learning is important. It
helps me understand things better when I talk with my friends about different
aspects of the subject; When learning with IRT we listen to each other and
work together; It is interesting to learn with a group; My partners and
friends contributed to the discussions and arguments with data and ideas;
It is helpful to learn in groups.
LEARNING WITH INFORMATION TECHNOLOGIES / 297
were very inventive: Learning with IRT is like building; There is no one
answer to a question.
Examples of statements relating to learning as requiring multiple viewpoints:
Not every problem has a single solution. Everything depends on the nature of
the problem; Everyone solves problems his or her own way and finds different
solutions to other people; We all solve problems in many different ways because
we are different and have different ideas.
Examples of statements relating to learning as obtaining information from
different resources: To solve a problem you might need to refer to sources
such as an Encyclopedia, or computer database; Learning occurs when involv-
ing in different modes of tasks such as exercises, games, questions, computer
courseware, etc.; When you learn, you need to look for data and proof and
you mainly do that with the computer.
Examples of statements relating to the presentation of knowledge aspect
of learning include: You can present you solution to a problem in a variety
of ways: graphically or verbally; We are very involved in the learning
when we use tables, computations and graphs; Sometimes you find
different ways of solving a problem and different ways of presenting a par-
ticular solution.
Views of learning as an enjoyable process are demonstrated in the following
examples: Learning through information rich tasks involves many interesting
things and it is fun; Learning via IRT is different from learning other subjects
because it raises interesting issues; The variety of problems and viewpoints
makes learning fun.
Finally, the analysis of students interpretations of learning as a real-life
process revealed three sub-dimensions:
LEARNING WITH INFORMATION TECHNOLOGIES / 299
about 73% of the students statements, and ranged from 63% to 80% across
the various classrooms.
Examples of students statements: I learned things about myself I could
never have imagined; I learned what things I like and what I dont like; I
realized that I can take responsibility for my own learning; I learned about
myself that I can invent new ideas; I learned that even if I am not so creative I
can learn via IRT; I learned that in order to learn and get to know things you
have to ask questions and talk to people.
The focus of the second personal change is the acquisition of specific skill and
tools, which the students developed and enhanced, e.g., the skill of conducting
surveys or the disposition to present data visually.
Examples of such views are: I learned how to use the computer to represent
knowledge with diagrams; I learned that I am quite good at using calculation
tools; I learned that I can solve complex and difficult problems; I learned
how to conduct a survey and analyze its data.
Students referred to these skills in 27% of the statements, ranging from 20%
to 37% across classrooms. Moreover, there appear to be some differences in
the distribution of student views regarding the personal changes they identified
as a result of learning in a technology-rich environment, for example, between
students views in Ziporas class and those in Hadasas class. However, for all
classrooms, students indicated more changes in their reflective abilities than in
their technology-related skills.
Interestingly, in three of the classrooms (Gila, Anat, and Hadasa) 100%
of students described personal change, whereas in Zipi, Zipora, and Pninas
classes fewer students mentioned personal change (76.5%, 77.8%, and 85.7%,
respectively).
3. The assessment of students satisfaction from classroom learning in general
and learning via information rich tasks in a technology-based environment
in particular (see Table 8) revealed that in Zipis class, students preferred tradi-
tional learning to IRT learning in a technology based environment, in Ziporas
and Anats classes, students enjoyed traditional learning and IRT learning in
a technology-based environment equally, and in Gilas, Pninas and Hadasas
classes, students enjoyed learning via IRT in a technology-based environment
more than traditional learning.
1. The findings indicate that during the three-year period of teaching and
learning in a technology-based environment, changes occurred in the teachers
educational beliefs and practices. The changes in the teachers educational beliefs
are evident from the changes in their views regarding basic educational concepts
(Wadmany & Levin, 2004). These changes may be divided into three main groups,
302 / LEVIN AND WADMANY
classroom walls. Both teacher and students use the computer in a variety of ways
as a communicative, research and learning partner.
The results in Table 1 show that conceptual changes in teaching practices are
more difficult to achieve than actual changes. It also shows that teachers differ
in their patterns of change.
3. Although teachers beliefs differed regarding learning in general, teaching,
and technology use (Table 1), they all in fact changed their views of the students
role in the classroom and most either used the help offered by the assistant
student or heavily relied on the assistants support for helping other students
with the information technology environment. Their eventual view of their
students indicates a change from perceiving students as passive learners to seeing
them as self-regulated learners capable of making decisions concerning their
learning process, planning their own activities, and monitoring and reflecting on
their own learning. This reflects a shift from an authoritative perception of the
teacher-student relationship to a more humanistic and interactive view.
The results also show (Table 2) that Zipis and Pninas change indices are the
smallest, while those for Hadasa, Anat, and Gila are larger, indicating greater
change in educational views. Further analysis of the teachers statements regard-
ing technology use demonstrates that Zipi and Anat view technology mainly as a
technical tool (it enriches instruction; Computers can be used to solve technical
difficulties); Gila and Pnina conceive of technology mainly as a learning aid
(Computers help to develop our thinking, they introduce a new conceptual
world into a subject domain; Using computers changes our thinking); and
Hadasa and Zipora view technology mainly as a learning and teaching partner
(An important partner for learning and teaching; The computer is an intel-
lectual partner, which helps to extend human capabilities; The computer
make you think.)
4. When comparing the views of teachers and students overall, the results
show that the students and teachers in Zipi and Hadasas classes hold differing
views reflecting two distinct conceptual profiles. As for the relationship between
students and teachers views in the other classes, the results are more complex
and less clear-cut. We also found discrepancies between student and teacher views
for some educational concepts, particularly regarding the use of information
technology. One such example is Zipora who conceived technology as an intel-
lectual partner capable of enhancing student capabilities. In contrast, 70% of
her students perceived technology as a technical instrument and only 25% saw it
as an instrument that supported learning. The opposite was found in Gilas class,
where Gila, unlike her students, saw technology as a learning aid, but not as
learning and teaching partner. About 37% of Gilas students saw technology
as a technical instrument, about 42% saw it as a learning partner, and only about
21% saw it as a learning aid.
Interestingly and maybe not at all surprising is the fact that students views on
learning in a technology-rich classroom were more diversified than their teachers.
304 / LEVIN AND WADMANY
Also interesting is the fact that the multiplicity of students conceptions was
found mainly in classrooms of teachers like Hadasa and Gila whose beliefs and
practices showed significant change. Students views were less diversified in
classes of teachers such as Zipi and occasionally, for certain concepts, Zipora
or Pnina, who underwent less significant change following their experience of
technology-based teaching.
responsibility for their own learning. Constructivists firmly believe that making
meaning arises through problem-solving in an attempt to bridge the dissonance
between the known and the unknown. Indeed, a large percentage of students in the
present study expressed the importance of the opportunities they had to discuss
their learning with others, and to refine their knowledge.
The study also sheds light on students views regarding the role of information
technology. Particularly, it shows that students not only see educational tech-
nology as a learning tool, i.e., something to help them learn, or as a finite,
authoritative informational base, which helps with a given task, but also as a
medium through which they must negotiate meaning through interaction, interpre-
tation, and collaboration. The results support the conceptions and theories,
which consider technology a medium for learning, and distinguish between the
learning effects of computers vs. the learning effects with computers (Salomon,
Perkins, & Globerson, 1991). The former refers to the effects of computers on
the student, as if the student had no input into the process, in contrast to learning
with computers, which describes students entering into intellectual partnership
with the computer.
In this study, however, students views point to an even finer distinction
that represent three aspects of ICTlearning in ICT (concerning technological
knowledge and capability), learning about ICT (covering the relationship
between ICT and society), and learning with ICT (relating to technology as a
learning tool or intellectual partners). The students views reflected the following
conceptions: learning from technology (Maddux, Johnson, & Willis, 1997),
learning about technology (Jonassen, 1995) and learning with technology
(Boethel & Dimock, 1999). These views, together with the personal change
that students experienced, demonstrate that information technology can engage
students as partners in their own education, and that the meaning constructed,
which concerns their learning and development, is also valuable outside the
immediate classroom. Moreover, the distinctions that students made indicate
that information technology can both support new ways of learning and reinforce
old ways.
The students views on computer technology as a cognitive tool represent
a significant departure from the traditional conceptions of technologies. With
cognitive tools, traditional instructional and learning design and development
processes are minimized. Students use technology as a tool for analyzing the
world, accessing information, interpreting and organizing their personal knowl-
edge, and representing what they know to others. As such they feel that cognitive
tools require them to think mindfully and stretch their thinking capacities.
The students in this study perceived learning in a rich technology-based class-
room as a process that not only transformed their knowledge but also developed
their meta-cognitive capabilities. According to Norman (1993), this indicates
their realization of the potential of computer technologies. Norman believes that
when enabling students to restructure their knowledge by adding new
306 / LEVIN AND WADMANY
The present study is significant and relevant for several reasons. First, it offers
an important contribution toward amplifying the students voice in classroom
research in general and in the information technology classroom, in particular. It
backs the findings of Cope and Ward (2002) by showing that teachers beliefs and
actual classroom practices influence their students views regarding the meaning
of learning and the use of technology in the classroom. The results of the study
also support and expand on the findings of Tynjala (1997) and Roschelle, Pea,
Hoadley, Gordin, & Means (2000), and suggests that changes in the learning
environment, as evidenced by the teachers practices and beliefs, actually influ-
ence student views concerning their conceptions of learning as well as their
attitudes toward learning in a technology-based environment.
The study also points to a mixed relationship between changes in teachers
educational views and changes in their students views: in some cases, changes
in both the teachers and the students views were consistent or congruent, e.g.,
when a teacher demonstrated a constructivist approach to learning, the students
tended to express a similar view of learning. In other cases, however, a mismatch
was found between the teachers and the students views. For example, a teacher
might exhibit a constructivist ideology, while her students expressed mixed
constructivist-behaviorist views. Thus, the study shows that when a congruent
relationship between views held by teachers and their students exists, it does not
apply to all dimensions of the teaching and learning process. Thus, while there
may be congruency between students and teachers regarding their views on
learning, there may not be agreement on the use of technology in the classroom.
The results also underscore the need to differentiate between student views
regarding learning and their satisfaction from learning and attitude toward it.
This was evidenced by the data showing that although students in different
classrooms may both view learning as a thought provoking and social learning
process, they may not feel similar satisfaction with these learning processes or
may voice contrasting attitudes, as exemplified in Zipi and Hadasas classes.
The results of the study imply that students who experience learning via
information-rich tasks in rich technology-oriented classrooms are one of the
best sources of information for understanding the processes involved in rich-
technology classrooms, and even for designing meaningful teaching and learning
processes. The results reiterate the fact that students are an under-utilized
resource that educators should refer to in all their research and evaluation of
educational processes whether traditional or novel. This receives added reinforce-
ment when we recall that the student views in this study were highly coherent
and consistent within each classroom, which demonstrates that students as
a group construct holistic perceptions of their classroom and are therefore
trustworthy. This supports Nicholls (1992) conception of students as active
educational theorists, since the present students provide critical insights
into learning in general and into learning in a technology-rich environment
in particular.
308 / LEVIN AND WADMANY
This study demonstrates a unique feature of students views, namely that they
can differ from their teachers views and thus influence educational innovation
in a distinct and unique way, one that is not necessarily implied by their teachers.
This contrasts with Czerniak and Lumpe (1996) who have argued that teachers
adequately represent their students needs and can be considered as reflecting the
views of two major stakeholder groups instead of one. The present study also
shows that teachers are important users of ICT in an interactive culture that
integrates information technologies into the school. For this reason, the study
values the opinions and views of both teachers and students, and, as Baker and
Moroz (1996) also suggest, that both should be heard.
Second, the study demonstrates that educational change involving information
technology is a multidimensional and individual process, that is unique to each
teacher, and which from the students point of view, introduces a distinctive array
of cultural characteristics. It underscores that each teacher responds individually
to given innovative ideas relating to information technology in a rich-technology
classroom, and that in turn, this affects student perceptions of learning. These
results concur with the findings of other studies demonstrating the diversified
experiences of teachers and the difficulty of meaningfully changing beliefs in
teaching, learning processes, and classroom skills, even when teachers firmly
believe that change is necessary and positively seek to change their professional
work (Clandinin & Connelly, 1996).
The present study also demonstrates that the constructivist approach to learning,
which conceptualizes learning as a complex, interactive, changing, active, and
situated process that allows learners to individually construct their knowledge
in a unique and meaningful way while confronting challenges and dilemmas,
fears and excitement, is not only applicable to students but to teachers as well
(Levin, 1999). It also confirms the view of learning as a function of the activity,
context, and culture in which it occurs (Bransford, Brown, & Cocking, 1999;
Clandinin & Connelly, 1996).
Third, the finding, which suggests that change in classroom practice might be
a precursor to change in teachers beliefs, contributes significantly to the theory
of teacher thinking and teacher change and the way that they relate to teacher
practice, since it points to a reciprocal rather than a unidirectional link between
teacher classroom practice and change in teachers educational beliefs. The
present study does not then support the claim that significant changes in teaching
must be preceded by changes in teachers beliefs. Rather, this research demon-
strates that changes in teaching can take place without concomitant change in
expressed teacher beliefs. Teachers knowledge and beliefs indeed influence and
underpin their classroom practices, but at the same time, classroom experience
also influences the way their educational beliefs and knowledge are shaped.
Fourth, although it is limited to exploring six teachers and their students for 3
years, the study shows that the use of information technology can indeed change
how teachers and students function, live and feel in their classrooms. It allows us
LEARNING WITH INFORMATION TECHNOLOGIES / 309
to see that not just computer technology, but a complex web of interrelated factors
and expectations, a didactic and pedagogical, task structure, and an organizational
and educational mindset, are needed to support the successful implementation
and impact of computer technology in the classroom. It is indeed the dynamic
interplay among students views and their actions; teachers beliefs, goals, expec-
tations and practices; the structure of the learning tasks and the kind of infor-
mation technology available that create a particular learning environment and
learning culture in each class. The study shows that Cuban (2001) is only
partially right, and supports Salomons (1992) view that an effective technology-
based learning environment is a new environment in which computer-afforded
activities are fully integrated into other activities, affecting them and affected
by them in turn.
Finally, the study demonstrates that we cannot and should not rely simply on an
examination of teachers explicit statements regarding their beliefs or practices. In
a period of transition, as teachers face new classroom practices and aims, and
educational ideologies, they may nurture simultaneously multiple conceptions
that seem contradictory. The presence of multiple beliefs may suggest that con-
sciously or not, the teachers in this study express beliefs regarding two different
perspectives: the perspective of teachers required to function in a new role and
instructional environment. The second perspective is that of the learner facing
new ideas and strategies in her or his professional learning environment. However,
it is also likely that teachers hold seemingly contradictory multiple beliefs during
their transition from beliefs reflecting traditional or behaviorist-oriented views
to those reflecting constructivist-based views (Gunstone, 1994). This being the
case, there is no reason to expect teachers to relinquish their old ideas and replace
them with new ones. Rather, presenting them with new ideas will broaden their
ideological horizons and help them to refine their organization and coherence
(Caravita & Hallden, 1994).
The implication of all this is that for professional guidance to be effective in
restructuring teachers educational perspectives in a context of school change, it
must explore the thoughts, feelings, and actual practice of both teachers and
students in a variety of ways and using different means at different times during
the change. This data will provide teachers, educators, and researchers with a
snapshot of teacher and student insights and knowledge, help to explain their
actions or expectations, and assist in developing effective interventions.
Furthermore, whereas most professional development programs for integrat-
ing technology into schools are instructionist-transmissionist in character,
this study demonstrates that teachers professional growth can be effectively
achieved if teachers learn in the context of their regular classroom practice.
It also demonstrates that although teachers professional development should
follow the traditional cognitive approach to teachers learning, it is also equally
vital for teachers to gain contextual perspective by focusing on the interplay
between the elements of new educational experiences, namely educational
310 / LEVIN AND WADMANY
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