Mentoring: Effective ICT professional learning for secondary
school teachers
James Taylor
Master of School LeadershipMonash University
October 15, 2012
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Contents
Introduction: 3 – 5
Literature Review: 6 – 10
Methodology: 11 – 14
Findings: 15 – 25
Conclusions & Recommendations: 26
References: 27, 28
Introduction
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Due to increased levels of Information Communication Technology (ICT) within many
Australian schools, there is greater pressure on teachers to change their pedagogy.
Since 2008, schools have improved their student-to-computer ratio due to the Federal
Government’s Digital Education Revolution. The focus is now on the sustained
implementation of 1:1 computing, whereby every student has access to a portable,
wirelessly-enabled computer (e.g. netbook). There is a growing evidence-base to
support claims that purposefully integrated ICT can amplify student learning, and shift
pedagogy from teacher-directed instruction to student-directed learning (e.g. Black,
2009; Larkin, 2010; Karsenti & Collins, 2011). Underpinning this argument is the
assumption that student-directed learning is beneficial. According to Hattie (2009,
p.22), “When students become their own teachers they exhibit the self-regulatory
attributes that seem most desirable for learners.”
Teacher reluctance is a significant issue hindering ICT-integration. According to Bebell
and O’Dwyer (2010, p.9), it is “impossible to overstate the power of individual teachers
in the success or failure of 1:1 computing.” There is a difference between teacher
resistance and teacher reluctance. Teacher resistance can be understood as behaviour
stemming from a deeply-entrenched belief that ICT has no place in education due to
being potentially harmful (or, at best, a novelty that adds little to student learning).
Reluctant teachers, on the other hand, tend to recognise the educational benefits of ICT,
but for a range of reasons are hesitant to increase classroom ICT-use. Complicit in this
reluctance is a lack of effective ICT professional learning (PL) (e.g. Goos & Bennison,
2008).
The University High School (UHS) has experienced a considerable increase in access to
ICT. There have also been ample ICT PL opportunities. However, the issue here is
perhaps less to do with the quantity of opportunities and more to do with the quality.
ICT-related structural changes are encouraging some teachers to change their pedagogy,
albeit slowly. In 2010, UHS students were surveyed and interviewed regarding the
Student Netbook Program (Wallace, 2010). In 2011, a student survey based on
Wallace’s approach was conducted. In the 2010 survey, 26% of students selected
“hardly ever” with regard to how often they brought their netbooks to class (p.27). 12%
of students selected this option in 2011. Despite some improvement in students
bringing netbooks to class, both surveys indicated that many students were not
regularly using netbooks. In 2010, 55.8% of students selected “hardly ever” with regard
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to how often they used their netbook for learning purposes in class (p.27). This
decreased to 46% in 2011. Many students stated that teachers were not providing
opportunities for the use of netbooks (p.35). It is evident that greater access to
technology alone does not significantly transform pedagogy. The reluctance of teachers
at UHS to integrate ICT is an issue that needs to be explored and addressed.
Research regarding ICT in schools is largely focused on its impact on student learning,
and on identifying factors that hinder or encourage its use. Teacher beliefs and ICT PL
are routinely cited as key factors influencing student ICT-use (e.g. Lloyd & Albion, 2009;
Underwood & Dillon, 2011). However, a ‘research gap’ seems to be the implementation
and evaluation of effective ICT PL for secondary school teachers. In particular, there
needs to be further investigation into the impact of mentoring; an approach that has
been identified as effective in primary schools (e.g. Jones & Vincent, 2010). Accordingly,
this action research project (ARP) sought answers to the following question: what
impact will mentoring have on the confidence and capability of secondary school
teachers to purposefully integrate ICT in their pedagogy? The concept of mentoring was
aligned with contemporary definitions. For instance, as Jamissen and Phelps (2006,
p.11) explain, “mentoring . . . places more focus on providing support, building self-
confidence and competencies, and improving working relationships.” Teacher
confidence was defined as the extent to which the teacher was willing to take risks,
persist despite obstacles, and possess an openness to learning. Teacher capability was
understood as the teacher’s ability to use various ICT tools and to purposefully integrate
ICT in their pedagogy.
This researcher/mentor met one-on-one with each mentee on four occasions during a
10-week school term. The three teachers selected regarded themselves as reluctant
ICT-integrators. To measure the impact of the mentoring, a mixed-method methodology
was employed. Quantitative data was derived from pre and post-project questionnaires.
Qualitative data was gathered from a researcher/mentor journal, audio-recorded
mentoring sessions, and post-project interviews. Findings suggest that participation in
regular, one-on-one mentoring – that is focused on the pedagological use of ICT, and
addresses the mentee’s specific PL needs – can lead to improvements in both the ICT
confidence and capability of reluctant teachers.
This article consists of four main sections. Literature Review aims to provide an
evidence-based rationale for this ARP. Methodology provides an outline of the research
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approaches employed. Findings describes the impact mentoring had on each mentee.
Conclusions & Recommendations summarises the significant findings, and provides
suggestions for effective mentoring and future research.
Literature Review
The educational benefits of 1:1 computing
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Bebell and O’Dwyer state that, “participation [in 1:1 computing] . . . was associated with
increased student engagement . . . and modest increases in student achievement” (p.1).
These ‘modest increases’ in traditional notions of student achievement are often cited by
teachers as justification for not moving toward a 1:1 environment. In response, Black
(2009, p.16) explains that, “the most beneficial attributes of using ICT in learning are
difficult to measure, particularly when using traditional methods of assessment.” Such
attributes may include collaboration, creativity, and digital literacy.
Larkin (2010) investigated how netbooks affected student productivity and individual
learning in a Queensland primary school. According to Larkin, “The use of netbooks had
[a] significant impact on student productivity . . . but no impact on individualised
learning” (p.2). Larkin’s latter observation may be symptomatic of methodological
constraints, because students were only permitted to use netbooks as directed by the
teacher. By observing 1:1 laptop programs in Canadian primary and secondary schools,
Karsenti and Collins (2011) came to similar conclusions as Larkin. They found that 1:1
computing provides a range of educational benefits, including: increased access to
current, high quality information; and greater student motivation and attentiveness
(p.18). Unlike Larkin’s findings, the researchers note that 1:1 computing seemed to
encourage student autonomy when learning (p.18). With data gathered from an
external range and broad sample, these results are perhaps more valid than Larkin’s,
despite any variables related to cultural differences between Australia and Canada.
Evidence also suggests that 1:1 computing is shifting pedagogy. According to Larkin,
when students were used netbooks in learning activities, there was a considerable
decrease in “teacher talk” (p.147). Black argues that 1:1 computing encourages and
enhances student-directed learning (p.16). When the teacher is no longer the expert,
they may be encouraged or forced to become the facilitator of learning.
Key factors hindering the integration of ICT
According to Forgasz, teachers perceived “access to computers” as the most significant
factor hindering ICT-integration (2006, p.11). Despite gathering data from an external
range, conclusions are drawn from quantitative data only and should be regarded as a
lead-in to further research rather than as a detailed explanation of a phenomenon.
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Wallace identified access to reliable computers as a significant issue. In a survey of 174
students, 55.8% selected “hardly ever” with regard to how often they used their
netbooks in class (p.27). Students identified two major factors contributing to the low
levels of netbook use: software restrictions; and teachers not providing opportunities
for students to use the netbooks (p.35). A major factor identified by teachers was the
unreliability of netbooks and the school’s Internet (pp.35).
In their investigation into ICT integration initiatives in Queensland, Jamieson-Proctor et
al. (2006) surveyed 929 teachers from 38 schools. Their aim was to measure student
ICT-use, with a focus on the teacher-level factors that shape this use. The researchers
found that, “teacher gender is significantly related to confidence in using ICT with
students”, with female teachers more likely to report limited ICT confidence (p.11).
Besides the limitations inherent with analysing only quantitative data, another variable
may have been the level of honesty used by respondents. To negate the possible
influence of this variable, subjects in this ARP were surveyed and interviewed.
Jamieson-Proctor et al. observed that there was a significant difference between
teachers identified as confident and lacking confidence with regard to how frequently
their students used ICT (p.13). The research also indicated that, “years of experience did
impact significantly on the teachers’ preferred student frequency of use” with early
career teachers preferring more student ICT-use than experienced teachers (p.13).
However, the researchers explain that years of teaching experience had “no significant
impact on the current frequency of student use of ICT” (p.14). This incompatibility
between beliefs and behaviour perhaps illustrates “espoused theory” and “theory-in-
use” (Allix, 2011; referencing Argyris and Schon, 1984). Allix explains that espoused
theories are “explicitly declared reasons for explaining and understanding actions”, with
theory-in-use the “theory that actually governs actions.”
To fundamentally change teacher behaviour, Sergiovanni (2005, p.25) argues that
school leaders need to identify, discuss and challenge existing “mindscapes” (or
theories-in-use). To examine teacher mindscapes, Lloyd and Albion (2009, p.1)
analysed the case studies of three “technophobic ” primary teachers. By identifying and
describing the teachers’ beliefs (via surveys, interviews and observations), the
researchers question the “somewhat simplistic placement of blame” on teachers for the
slow uptake of ICT (p.2). This approach supports the mixed-method methodology
employed in this ARP, since quantitative data alone may not adequately describe such
complex phenomena as teacher beliefs. The technophobic teachers held the following
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beliefs: ICT is not a necessary component of education; constructivism and discovery
learning are questionable pedagological approaches; and a lack of PL hinders ICT-
integration (pp.10, 11).
Underwood and Dillon (2011, p.2) also question the “simplistic stereotyping of Luddite
teachers.” They argue that the slow uptake of ICT has less to do with teacher resistance,
and more to do with a lack of understanding of the time and effort required for change
initiatives to have measurable and desired impacts. With reference to a four-year
intervention called the ICT Test Bed Project, the authors highlight the concept of the
“technology dip” (p.6). According to the authors, “school performance on national tests
dipped in the years following the introduction of [ICT] resources” (p.6). However, in the
fourth year there was a “swift and strong” recovery (p.6). There was also evidence in
the fourth year of more innovative pedagogy, such as student-directed learning (p.6).
Many studies in this review found that a lack of effective PL was a significant factor
hindering ICT-integration. By surveying 485 secondary teachers, Goos and Bennison
(2008, p.118) found that, “the most striking aspect of the responses was the large
number of teachers . . . who wanted professional development on how to effectively
integrate technology.” Due to the voluntary nature of the surveys, the results may have
been biased, as teachers interested in ICT were perhaps more likely to respond than
reluctant ICT-users. Wallace also found that teachers perceived a lack of effective PL as
a significant issue hindering ICT-integration (p.36)
Mentoring and ICT professional learning
According to Leithwood and Reihl (2004, p.13), an important element of successful
school reform is “ongoing, optimistic, caring, nurturing professional development.” Due
to the rapid, large-scale changes that characterise attempts to sustain 1:1 computing,
and the importance of teacher capacity in the success of such initiatives, effective
teacher PL is important. Unfortunately, as Lieberman and Miller (1999, p.63) state, “a
large proportion of what passes for professional development has little connection to
the real dilemmas of practice they [teachers] face”, and there rarely exists “systematic
follow-up and support.” They explain that teachers must understand the rationale
behind any change, see demonstrations of the instructional practice in classrooms, have
time to practise, and have opportunities for coaching and feedback (p.63). Showers and
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Joyce (2002, p.77) believe that a full range of PL practices should be implemented, in
particular peer coaching. They define peer coaching as teachers learning from each
other whilst “in the process of planning instruction, developing the materials to support
it, watching each other work with students”, and “thinking about the effect of their
behaviour on student learning” (p.94). Showers and Joyce explain that peer coaching
enables the effective transfer of knowledge into classroom practice in 95% of cases
(p.94).
A search for peer reviewed articles within the Eric and A+ databases found no research
relating to peer coaching as ICT PL for teachers. As a result, the concept of peer
coaching has been replaced with mentoring; a practice that is similar to peer coaching as
understood by the definition above. A refined search regarding mentoring as ICT PL for
teachers found a limited number of articles. Jones and Vincent (2010, p.3) explain that,
“Because classroom use of ICT is a relatively recent phenomenon, the body of research . .
. is not vast.”
By observing the mentoring between teachers from two Victorian primary schools, De
Wacht (2005, p.159) claims, “Participants uniformly reported . . . improved teacher skills
and knowledge with ICT, irrespective of the entry age and ICT ability.” De Wacht also
found there was some change in pedagogy, with teachers “allowing students to direct
some of the learning” (p.135). Gronn (2009) attempted to identify the benefits of
students mentoring primary teachers. Gronn identified an improvement in teacher ICT
skills and confidence, an impact on teachers’ classroom practices, and noted that
teachers were very positive about the program (p.1). Gronn observed that there was
“additional use of ICT in their teaching and the use of mentors in extending the use of
ICT in their classrooms” (p.49). One teacher commented that, “she felt it was okay to ask
a student for assistance” (p.54). This echoes De Wacht’s findings of pedagological shifts
from teacher-as-expert to teacher-as-co-learner. It is worth noting that the teacher
participants in Gronn’s study opted-in to the program, which may have biased the data
since they were perhaps more willing to learn and change than reluctant teachers.
The researchers cited in this review make a range of recommendations for effective ICT
mentoring. In their case study of ICT PL in Australian and Norwegian schools, Jamissen
and Phelps identify some effective mentoring practices. The researchers believe that
mentors need not be “ICT experts”, but should be “people already holding the trust and
respect of their colleagues” with “the ability to support collaboration and reflection”
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(p.13). They explain that, “teachers need to be encouraged, but not pressured,
supported but not over-assisted” and be “stimulated by ideas” (p.13). They also state
that an “over-focus on specific technology is unlikely to prompt long-term, whole-school
change” (p.13). This highlights a possible limitation in Gronn’s study, because the
mentoring was focused solely on the use of digital cameras. Jones and Vincent also
recommend “non-expert mentoring” (p.13). They believe that mentoring reduces
teacher fear and stress related to ICT (pp.13, 14). The authors suggest that mentoring
be sensitive, involve active listening, and that mentors are researchers who “are able to
understand and analyse interactions between . . . technologies and the teachers and
students” (p.14). De Wacht attributes the improvement in pedagogy to the sustained
nature of the mentoring, and the “immediate application of new learning in the
classroom” (p.159). Gronn recommends mentors “be permitted to focus on the
pedagological side of professional development” and that participants have
opportunities for hands-on skills development (p.98).
Implications for this action research project
Mentoring appears to be an effective PL approach in developing teachers’ ICT skills,
confidence, and pedagogy. There is general agreement that mentors need not be ICT
experts. However, mentors should be researchers who are literate in effective pedagogy
related to ICT-integration. Research also suggests that mentoring should be: sustained
over long periods of time; focused on the development of ICT skill, confidence, and
pedagogy; and be directly related to the mentee’s classroom context. Other key
elements include: not limiting the focus to one ICT tool; active listening; mentors
offering ideas and support without over-assisting; and the usefulness of the ICT tools
made clear.
The majority of the research regarding ICT in schools is focused on its impact on student
learning, and on identifying factors that hinder or encourage its use. However, a
‘research gap’ seems to be the implementation and evaluation of effective ICT PL for
secondary school teachers. In particular, further investigation into the impact of
mentoring is required. Accordingly, this ARP sought answers to the following question:
what impact will mentoring have on the confidence and capability of secondary school
teachers to purposefully integrate ICT in their pedagogy?
Methodology
Objectives
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This ARP was focussed on the implementation and evaluation of an ICT mentoring
program. This researcher sought answers to the following question: what impact will
mentoring have on the confidence and capability of secondary school teachers to
purposefully integrate ICT in their pedagogy?
School context
UHS is a co-educational metropolitan 7 – 12 public secondary school, with 1250
students and 104 teachers. With regard to the staffing profile: female (58%); Expert
Teachers (49%); Accomplished Teachers (23%); Leading Teachers (17%); Graduate
Teachers (11%). The school is regarded as an ‘academic school’ with strengths in
science and music. The school recently celebrated its Centenary, with the principal
stating that UHS will continue to celebrate tradition whilst embracing progress and
innovation. Despite this leadership stance, there is arguably a dominant, traditional
teacher-directed pedagogy.
Recently, there have been many improvements made to the ICT infrastructure. For
instance: a vast increase in the amount of classroom data-projectors; and major
improvements in the network, Internet and server infrastructure. In 2012, the Student
Netbook Program was expanded to include all students in Years 7 – 12. There have also
been ample ICT PL opportunities. In 2010, the school invited Bruce Dixon (an
educational ICT consultant) to challenge and inspire teachers. The 1:1 Curriculum
Sharing Expo’s during 2011 and 2012 have had some success in encouraging teachers to
purposefully integrate ICT.
Development of the action research plan
According to Shani and Pasmore (1985, p.439), action research (AR) can be defined as
“an emergent inquiry process in which applied behavioural science knowledge is
integrated with existing organizational knowledge and applied to solve real
organizational problems.” They argue that the purpose of AR is to bring about change in
an organisation through “developing self-help competencies in organizational members”
as well as contributing to “scientific knowledge” (p.439). As both the ICT Coordinator at
UHS and the researcher, this approach seems appropriate.
Coghlan and Brannick (2010, p.4) explain that “collaborative democratic partnerships”
are essential in AR. Accordingly, preliminary needs assessment data (i.e. Wallace’s 2010
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evaluation of the Student Netbook Program, and quantitative data from the 2011
student survey) was analysed by this researcher in collaboration with the school’s ICT
Committee. Members on this committee include: the principal, five teachers, and a
computer technician. Data analysis and discussion occurred during several ICT
Committee meetings during Term 4 in 2010, and throughout 2011. From this
collaboration, a lack of effective ICT PL was identified as a root cause hindering ICT-
integration. The ICT Committee also assisted this researcher in identifying mentoring as
an appropriate intervention strategy. A professional network consisting of school
leaders involved in similar ARPs, provided advice on the development of a measurable
AR question and appropriate research methodology.
Before commencing this ARP, ‘low risk ethics approval’ was received from the Ethics
Committee of Monash University. An issue that needed to be addressed in the AR plan
was the potential for direct or indirect coercion due to the power relationship between
this researcher/mentor and the mentees. To negate this issue, it was made clear to the
mentees that: participation was entirely voluntary, with participants able to cease
involvement at any stage for any reason; the anonymity of participants would be
maintained in the publication of this research; and that the views shared by participants
would have no impact on their continued access to ICT PL provided by the school.
Mentees could also choose to have ‘participant advocates’ (i.e. peer teachers) in
attendance during the mentoring sessions and the post-project interview.
Research participants and the mentoring process
As an ICT Coordinator with experience in providing PL for teachers, this researcher has
developed proficient skill in a range of ICT tools, and a clear understanding of the
pedagological use of ICT. As identified in the Literature Review, it is recommended that
ICT mentors possess such abilities. This researcher is also provided some ‘time
allowance’ to support teachers with ICT PL. As such, this researcher assumed the role of
mentor.
The mentees (Teacher A, B, C) were selected from a small group of teachers who
regarded themselves as reluctant ICT-integrators and expressed interest in volunteering
in the study. Selection was based on the requirement that participants represented
different subject areas in order to broaden the usefulness of this ARP. Demographic
information (i.e. gender, age, years of teaching experience) was not used in the selection
of mentees. Besides a lack of conclusive evidence linking demographic information to
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levels of ICT capability (e.g. Jamieson-Proctor et al.), preserving the anonymity of the
mentees was regarded as important. The use of the personal pronouns she and her in
this article serve only to improve the ‘flow’ of sentences, and does not relate to the
mentees’ gender. Due to the focus on ICT-integration in the mentees’ pedagogy,
specifying what they teach seemed appropriate: Teacher A, Science; Teacher B,
Humanities; and Teacher C, English.
This researcher/mentor met one-on-one with each mentee on four occasions during a
10-week school term. Each mentoring session lasted between 30 – 40 minutes and took
place during regular school hours within the school. To ensure that the mentoring was
responsive to their specific PL needs, the agenda for each session was directed by the
mentees.
Measuring the impact of the mentoring
To measure the impact of the mentoring, a mixed-method methodology was employed.
This approach can enable researchers to identify and describe aspects of complex
phenomena, such as teacher beliefs. The triangulation of quantitative and qualitative
data, derived from a range of sources, can also assist researchers in negating the
influence of extraneous variables. Pertinent to this ARP were variables such as: direct or
indirect coercion; researcher-bias due to the researcher being involved in the mentoring
and having a vested interest in ICT PL as the school’s ICT Coordinator.
Quantitative data was derived from pre and post-project questionnaires. The
questionnaires were divided into 6 categories: teacher mentee’s beliefs about the
educational use of ICT; teacher mentee’s beliefs about mentoring; teacher mentee’s
classroom use of ICT; teacher mentees’ students’ classroom use of ICT; teacher mentee’s
level of confidence with the purposeful integration of ICT in their pedagogy; and the
teacher mentee’s ability to purposefully integrate ICT in their pedagogy. To measure the
level of ICT pedagological skill, the design of the last two categories was influenced by
Puentedura’s SAMR model (2011). This model posits that there are four levels of ICT-
integration: substitution, augmentation, modification, and redefinition.1 Underpinning
this model is the assumption that there are greater levels of student-directed learning
1 Substitution is where ICT is merely used to replace ‘pen and paper’ curriculum. Augmentation refers to when ICT is used as a tool to achieve some functional improvement. Modification is where the original ‘hardcopy task’ becomes something very different in terms of the learning objectives, processes and finished product. Redefinition refers to when ICT-integration has allowed for new, previously inconceivable learning tasks to emerge.
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involved in the modification and redefinition stages. A 5-point likert-scale was
employed for each statement/question (i.e. strongly agree – strongly disagree; every
session – never regarding the frequency of ICT-use in class on average per day). The
purpose of this design feature was two-fold: providing an adequate range to measure
changes; and negating any anxiety that the participants may experience due to
additional workload. To conduct a descriptive analysis of this quantitative data, pre and
post-project responses were collated into comparative tables.
Qualitative data was gathered from a researcher/mentor journal, audio-recorded
mentoring sessions, and post-project semi-structured individual interviews. Journal
entries were completed each week during the ARP, with reflection focused on the
mentoring and research processes. Each mentoring session was audio-recorded using
the researcher’s laptop and the program Audacity. These recordings were transcribed
and presented to the relevant mentee so that they could attest to their accuracy. To
analyse this qualitative data, reoccurring ‘themes’ were identified within each
mentoring session. To obtain a more detailed understanding of each mentee journey
and to gather suggestions for how to improve on the mentoring program, post-project
interviews were conducted. To stimulate the discussions, mentees had access to their
collated pre and post-project questionnaire data. These interviews were also audio-
recorded, transcribed and presented to each mentee for approval before the data was
analysed.
To analyse data derived from different sources, further collation was required. The 6
questionnaire categories were sorted under three main themes: beliefs (category 1 and
2), ICT confidence (category 5), and ICT capability (category 3, 4, 6). Significant changes
(i.e. changes of 2 or more scale points) and extreme responses (e.g. strongly
agree/disagree and every session/never) were then identified. Qualitative data was
transposed over these significant changes and extreme beliefs to provide some further
explanation.
Findings
Teacher A
Teacher A (TA) entered the program holding very positive views about the educational
benefits of ICT. In both questionnaires, TA selected strongly agree for the statements
ICT engages students with their learning and ICT improves students’ creativity. However,
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in response to the statement The reliability of and access to ICT is not an issue hindering
the integration of ICT, TA selected strongly disagree. In the first mentoring session, TA
raised many technical issues that needed to be resolved, explaining “I would really love
to use more ICT . . . but I guess I don’t know if my computer is going to breakdown, and
the students don’t always have their netbooks.” With regard to mentoring, TA was
initially unsure how effective it would be in improving her ICT confidence and
capability. However, there was a significant shift in this belief post-project, from
undecided to strongly agree. In the post-project interview, TA explained that the
mentoring program “has been totally flexible to my needs, and . . . I’ve learnt a lot.”
Teacher mentee’s beliefs about mentoring
Mentoring is an effective professional learning strategy to improve professional relationships.
Mentoring is an effective professional learning strategy for changing teacher beliefs.
Mentoring is an effective professional learning strategy for changing teacher pedagogy.
Mentoring is an effective professional learning practice because it encourages reflection and collaboration in a supportive environment.
Mentoring is an effective professional learning strategy to improve the confidence and capability of teachers to integrate ICT in their pedagogy.
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
TA reported significant improvements in her perceived level of ICT confidence. Most
significantly, she shifted from disagree to strongly agree in response to the statement If I
don’t know how to purposefully integrate ICT . . . I will often seek assistance from another
teacher. Post-project, TA explained that she was initially reluctant to ask other teachers
for assistance out of respect for their existing workloads. By participating in the
program, TA felt she had “permission to ask” for PL support from the mentor. TA also
moved from disagree to agree in response to the statement If I don’t know how to
purposefully integrate ICT . . . I will often just take a risk and implement and evaluate this
use of ICT. Towards the end of the program, TA presented at the school’s 1:1 Curriculum
Sharing Expo.
Teacher mentee’s level of confidence with the purposeful integration ICT in their pedagogy
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If I don’t know how to use particular ICT tools I will often seek assistance from another teacher.
If I don’t know how to use particular ICT tools I will often seek assistance from a student in my class.
If I don’t know how to use particular ICT tools I will often just have a go and play to discover the possibilities and limitations of the tool.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often seek assistance from another teacher.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often just take a risk and implement and evaluate the use of this ICT.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often observe another teacher’s classroom practice.
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
TA reported improvements in how often she brought and used her laptop. The most
notable shift was the increased frequency of Internet usage in class; shifting from never
to some sessions. TA claimed to regularly use the school’s portal (an online curriculum
sharing platform) and Socrative (a web-based polling/surveying tool) with her students.
There was also an improvement in the frequency of students bringing their netbooks to
class (a couple of sessions to most sessions) and in the frequency of netbook use (never to
a couple of sessions). However, TA explained that these responses could vary depending
on what class was being referred to when completing the questionnaire.
TA’s perceived level of skill in the use of basic ICT tools (e.g. portal, data-projectors,
PowerPoint) was regarded as highly proficient, before and after the program. However,
TA’s reported level of skill in the use of some higher-end ICT tools (e.g. image and audio
recording/manipulation programs) remained very low. TA attributed these low levels
as being symptomatic of the teaching of Science, regarding this higher-end ICT as
“media-type tools.” However, TA reported a significant improvement (i.e. disagree to
agree) in her ability to create animations, videos and websites. There were also
improvements in TA’s perceived level of ICT pedagological skill. For instance, an
increase from strongly disagree to agree in response to the following statement: I can
design and implement lessons/learning sequences that allow students to transform class
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content into a wide range of multimedia texts. Post-project, TA stated, “I’m now using a
number of different tools due to the program.”
Teacher mentee’s ability to purposefully integrate ICT in their pedagogy
I can confidently and proficiently use my laptop for basic computing (e.g. emailing, Internet searching, word processing).
I can confidently and proficiently use the basic functions of the school Portal (e.g. uploading and downloading documents, adding weblinks and images).
I can confidently and proficiently use a data-projector.
I can confidently and proficiently use digital presentation software (e.g. PowerPoint).
I can confidently and proficiently use a range of web 2.0 tools.
I can confidently and proficiently use image manipulation software.
I can confidently and proficiently use audio recording and audio manipulation software.
I can confidently and proficiently create a range of multimedia products (e.g. videos, animations, websites).
I can design and implement lessons/learning sequences that allow students to word process and access information on the Internet.
I can design and implement lessons/learning sequences that allow students to create digital presentations (e.g. PowerPoint) to accompany their oral presentations.
I can design and implement lessons/learning sequences that allow students to transform class content into a wide range of multimedia texts (e.g. films, animations, websites, podcasts).
I can design and implement lessons/learning sequences that allow students to collaborate with experts and/or other students beyond our school community.
I can design and implement lessons/learning sequences that allow students to create and use new ICT tools and unique multimedia products (e.g. iPhone apps, video games).
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
Teacher B
Teacher B (TB) shared overwhelmingly positive views about the educational value of
ICT. TB selected strongly agree in response to items claiming that ICT improves literacy
and numeracy, as well as creativity and innovation. However, TB selected disagree in
response to the statement The reliability of and access to ICT is not an issue hindering the
17
integration of ICT. TB associated her ICT-reluctance to technical problems and issues
related to access: “The whole issue of availability, this is the reason why I hate using
technology . . . it’s frustrating wasting a whole session because students aren’t organised
or the netbook is broken or not charged.” With regard to mentoring, TB was
overwhelmingly positive, selecting agree then strongly agree for each statement. Post-
project, TB explained that the program boosted her ICT confidence: “It was just about
having a go . . . that was the changing point, knowing that it’s not that hard . . . until then I
just avoided it [ICT-integration].” TB also acknowledged that there was a shift in her
pedagogy, explaining that, “doing it [using ICT] with the kids . . . and actually learning
from them as well has been valuable.”
Teacher mentee’s beliefs about mentoring
Mentoring is an effective professional learning strategy to improve professional relationships.
Mentoring is an effective professional learning strategy for changing teacher beliefs.
Mentoring is an effective professional learning strategy for changing teacher pedagogy.
Mentoring is an effective professional learning practice because it encourages reflection and collaboration in a supportive environment.
Mentoring is an effective professional learning strategy to improve the confidence and capability of teachers to integrate ICT in their pedagogy.
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
TB reported being a reasonably confident ICT-integrator, with small increases evident in
the post-project questionnaire. During the second session, TB stated that, “In 30 years
of teaching . . . I never took this step to use the technology . . . I feel quite proud of
myself.” Post-project, TB explained that her confidence had grown to a point where she
“could comfortably sit in group [ICT PL] sessions.” TB added that she felt more willing
to show other teachers “how to do things” with ICT. In response to the statement If I
don’t know how to use particular ICT tools I will often seek assistance from a student in my
class, TB selected strongly agree. TB acknowledged that this co-learning approach was
beneficial in developing relationships with her students. The small increases in
confidence related to her willingness to learn via play and risk-taking, explaining that a
key factor in this improvement was “knowing what’s there, then having a go.”
18
Teacher mentee’s level of confidence with the purposeful integration of ICT in their pedagogy
If I don’t know how to use particular ICT tools I will often seek assistance from another teacher.
If I don’t know how to use particular ICT tools I will often seek assistance from a student in my class.
If I don’t know how to use particular ICT tools I will often just have a go and play to discover the possibilities and limitations of the tool.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often seek assistance from another teacher.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often just take a risk and implement and evaluate the use of this ICT.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often observe another teacher’s classroom practice.
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
Despite reporting some high levels of ICT confidence, TB displayed relatively low levels
of ICT capability. TB claimed to bring a laptop to every class, but only used it in some
sessions. In response, TB stated that, “I would rarely give [students] the work and sit at
my desk with my laptop . . . a lot of my teaching is interaction.” TB reported being more
comfortable using “the old chalk and board” rather than digital presentation tools, such
as the portal. She explained that, “it never occurs to me to use it as a teaching tool.” TB’s
own relatively low levels of classroom ICT-use perhaps translated to low levels of
student ICT-use. She indicated that students never use the portal or Photoshop in class.
However, TB later acknowledged, “Photoshop would be a good one for the students to
make cartoons.” There was an increase from never to some sessions with regard to the
students’ use of audio recording and manipulation software, which TB attributed to the
PL focus on Audacity during her mentoring sessions.
TB reported some significant improvements in ICT skill. Most notably, an increase from
strongly disagree to agree in response to the statement I can confidently and proficiently
use audio recording and audio manipulation software. Despite not using the portal in
class, TB reported an increase from disagree to agree in response to the statement I can
19
use . . . the basic functions of the portal. However, TB explained that this response related
to the “professional use” of the portal (e.g. accessing important documents). In terms of
ICT pedagological skill, there was a significant increase (from strongly disagree to
undecided) in response to the statement: I can design and implement lessons/learning
sequences that allow students to transform class content into a wide range of multimedia
texts. This increase may reflect the experience TB had in implementing Audacity and
MovieMaker in her pedagogy. However, TB reported very low levels of skill in the use
ICT tools to create multimedia texts.
Teacher mentee’s ability to purposefully integrate ICT in their pedagogy
20
I can confidently and proficiently use my laptop for basic computing (e.g. emailing, Internet searching, word processing).
I can confidently and proficiently use the basic functions of the school Portal (e.g. uploading and downloading documents, adding weblinks and images).
I can confidently and proficiently use a data-projector.
I can confidently and proficiently use digital presentation software (e.g. PowerPoint).
I can confidently and proficiently use a range of web 2.0 tools.
I can confidently and proficiently use image manipulation software.
I can confidently and proficiently use audio recording and audio manipulation software.
I can confidently and proficiently create a range of multimedia products (e.g. videos, animations, websites).
I can design and implement lessons/learning sequences that allow students to word process and access information on the Internet.
I can design and implement lessons/learning sequences that allow students to create digital presentations (e.g. PowerPoint) to accompany their oral presentations.
I can design and implement lessons/learning sequences that allow students to transform class content into a wide range of multimedia texts (e.g. films, animations, websites, podcasts).
I can design and implement lessons/learning sequences that allow students to collaborate with experts and/or other students beyond our school community.
I can design and implement lessons/learning sequences that allow students to create and use new ICT tools and unique multimedia products (e.g. iPhone apps, video games).
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
Teacher C
21
Teacher C (TC) shared positive views about the educational value of ICT. Post-project,
TC selected agree or strongly agree to all but one of the statements in the first category.
TC selected undecided in response to the statement: ICT improves student numeracy
skills. TC shifted from undecided to agree with regard to the statement: ICT improves
student literacy skills. In relation to a conversation she had with her Literature students,
TC explained, “if you need to interpret a poem . . . technology can help you approach it in
a different way . . . and you’ll be amazed what you discover.” TC’s positive views of
mentoring increased from agree to strongly agree across all statements. Post-project, TC
stated that learning how to use and integrate ICT was now “not that hard” and that she
had become “more comfortable with IT.” TC also reported feeling less fearful about
participating in ICT PL group sessions. TC attributed the effectiveness of the mentoring
to the “open agenda” of the sessions, which “made me think about what I needed.”
Teacher mentee’s beliefs about mentoring
Mentoring is an effective professional learning strategy to improve professional relationships.
Mentoring is an effective professional learning strategy for changing teacher beliefs.
Mentoring is an effective professional learning strategy for changing teacher pedagogy.
Mentoring is an effective professional learning practice because it encourages reflection and collaboration in a supportive environment.
Mentoring is an effective professional learning strategy to improve the confidence and capability of teachers to integrate ICT in their pedagogy.
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
TC reported some ICT confidence in terms of seeking assistance and possessing a
willingness to learn through play. However, TC retained some reluctance to take risks
with the integration of ICT in her pedagogy. TC explained that this ICT-reluctance
perhaps stems from “not being familiar with what things would be good to do” adding
that “it’s not until you do it [use ICT] that you know what to ask.”
Teacher mentee’s level of confidence with the purposeful integration of ICT in their pedagogy
22
If I don’t know how to use particular ICT tools I will often seek assistance from another teacher.
If I don’t know how to use particular ICT tools I will often seek assistance from a student in my class.
If I don’t know how to use particular ICT tools I will often just have a go and play to discover the possibilities and limitations of the tool.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often seek assistance from another teacher.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often just take a risk and implement and evaluate the use of this ICT.
If I don’t know how to purposefully integrate ICT into my pedagogy to improve student learning I will often observe another teacher’s classroom practice.
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
There were some increases in the frequency of TC’s classroom ICT-use. There was an
increase from some sessions to most sessions in the frequency with which she brought
and used her laptop. TC stated that this increase was due to the mentor suggesting that
she “get into the habit of having the laptop in class” adding that “I also got it fixed.” This
latter point perhaps supports the recommendation that ICT Coordinators act as ICT
mentors. There were several increases in the frequency with which TC’s students used
ICT in class. For instance, increases from never to a couple of sessions with regard to the
use of audio and image recording/manipulation software. This increase was likely due
to the predominant focus during the program on the integration of Audacity and
MovieMaker in TC’s pedagogy.
There were several increases in TC’s perceived ability to use and purposefully integrate
ICT tools. TC reported a significant increase in her ability to use audio
recording/manipulation software (disagree to agree). TC recorded a significant increase
in her ability to integrate the use of digital presentation software in her pedagogy. TC
attributed this increase to the implementation of a multimedia poetry project with her
Year 12 Literature class. TC selected strongly disagree then undecided with regard to
statements related to the mentee’s ability to purposefully integrate ICT to facilitate
student collaboration beyond the school and to create innovative multimedia products.
With some experience supporting students in creating multimedia poems, TC perhaps
23
developed more belief in her ability to push ICT-integration further and generate
curriculum ideas previous not conceived due to a lack of ICT knowledge.
Teacher mentee’s ability to purposefully integrate ICT in their pedagogy
I can confidently and proficiently use my laptop for basic computing (e.g. emailing, Internet searching, word processing).
I can confidently and proficiently use the basic functions of the school Portal (e.g. uploading and downloading documents, adding weblinks and images).
I can confidently and proficiently use a data-projector.
I can confidently and proficiently use digital presentation software (e.g. PowerPoint).
I can confidently and proficiently use a range of web 2.0 tools.
I can confidently and proficiently use image manipulation software.
I can confidently and proficiently use audio recording and audio manipulation software.
I can confidently and proficiently create a range of multimedia products (e.g. videos, animations, websites).
I can design and implement lessons/learning sequences that allow students to word process and access information on the Internet.
I can design and implement lessons/learning sequences that allow students to create digital presentations (e.g. PowerPoint) to accompany their oral presentations.
I can design and implement lessons/learning sequences that allow students to transform class content into a wide range of multimedia texts (e.g. films, animations, websites, podcasts).
I can design and implement lessons/learning sequences that allow students to collaborate with experts and/or other students beyond our school community.
I can design and implement lessons/learning sequences that allow students to create and use new ICT tools and unique multimedia products (e.g. iPhone apps, video games).
0 1 2 3 4 5
Post-projectPre-project
Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1)
Researcher/Mentor
24
Although the general approach to the mentoring of each mentee was the same, the
nature of each mentoring relationship was subtly different. TA had a very clear
understanding of her PL needs prior to the program. She asked many questions,
demonstrated a willingness to engage in hands-on learning, and often solved problems
herself. There was evidence of the mentee becoming a mentor. There was very little
discussion during the sessions, with a great deal of hands-on learning and several
instances of co-learning. TB had an idea of the curriculum project that she wanted to
integrate ICT within. The sessions involved more ‘mentor-talk’ (e.g. explanations,
demonstrations, suggestions) and more discussion than TA’s sessions. There was less
hands-on learning and fewer instances of co-learning. TC had a very vague idea of what
her PL needs were prior to the program. In the first session, there was plenty of mentor-
talk and discussion. However, in the subsequent sessions, TC began asking more
questions and engaging with hands-on learning. The pace of the instruction and hands-
on learning was slower, with less ‘content’ covered than in TA’s sessions. Unlike TB’s
sessions, there were some instances of co-learning.
Beyond benefits related to ICT confidence and capability, there were other positive ‘side
effects’. For instance: mutually beneficial co-learning; the strengthening of professional
relationships; and the generation of “buzz around the school”, with other teachers
requesting to participate in the program.
Conclusions & Recommendations
25
Despite the ICT-related structural improvements at UHS, the reluctance of teachers to
integrate ICT remains a significant issue. Complicit in this reluctance is the lack of
effective ICT PL. Previous research suggests that mentoring is an effective ICT PL
approach for primary school teachers. The objective of this ARP was to implement and
evaluate an ICT mentoring program for secondary school teachers. This ARP sought
answers to the following question: what impact will mentoring have on the confidence
and capability of secondary school teachers to purposefully integrate ICT in their
pedagogy? A mixed-method methodology was employed, with quantitative data derived
from questionnaires, and qualitative data from a researcher/mentor journal, audio-
recorded mentoring sessions, and interviews. The mentoring program involved regular,
one-on-one sessions focused on the pedagological use of ICT. The agenda for these
sessions was directed by the mentees to ensure that the mentoring directly addressed
their specific PL needs.
The findings suggest that this form of mentoring can lead to significant improvements in
the ICT confidence of reluctant teachers, particularly in terms of a willingness to seek
assistance from teachers and students. Smaller improvements were evident with regard
to the teachers’ willingness to take risks and learn through play. According to each
teacher mentee, a significant factor contributing to their reluctance to integrate ICT was
the frustration experienced due to technical issues (e.g. unreliable netbooks).
Participation in the mentoring program appears to have improved the frequency with
which the reluctant teachers and their students used ICT in class. There were also
improvements in the teachers’ ability to use various ICT tools and purposefully integrate
ICT in their pedagogy.
This researcher recommends that some modifications be made to the mentoring
program implemented and evaluated in this ARP. Mentees should engage in critical
reflection prior to and during the program to identify specific PL needs. The SAMR
model could be employed to help inform this reflection. The program could span a
semester instead of a term, to consolidate the mentee’s learning. By critically evaluating
the methodology employed, recommendations for future research have been identified.
To more accurately measure the impact of mentoring, the following research methods
could be utilised: pre and post-project classroom observations; the analysis of the
mentees’ curriculum samples; and student survey data.
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