A Change Laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT

Authors

DOI:

https://doi.org/10.7146/ocps.v18i1.104698

Keywords:

professional development, barriers, information and communication technologies, higher education, change laboratory, activity theory, transformative agency

Abstract

Change is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learning. Teachers’ professional development for ICT integration in education (TPD-ICT)  has evolved from the development of technical skills to pedagogical skills and content-related knowledge. The gold standard and design-based approaches have dominated TDP-ICT. This study presents the Change Laboratory (CL) method as a formative intervention to motivate teachers to identify and overcome the barriers to ICT integration. The results showed that a professional development intervention based on CL stimulates transformative agency in the participants. Six forms of transformative agency, namely resisting, criticizing, explicating, envisioning, committing to actions, and taking actions, were found during the CL. The transformative agency was essential to motivate teachers to identify and propose a model solution to overcome both first-order and second-order contextual barriers.

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Published

2018-12-11

How to Cite

Castro, W. (2018). A Change Laboratory professional development intervention to motivate university teachers to identify and overcome barriers to the integration of ICT. Outlines. Critical Practice Studies, 18(1). https://doi.org/10.7146/ocps.v18i1.104698

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Vol. 18 No. 1 (2017)

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