2020 Transformative Learning Conference

Demonstrating Transformative Learning During the Conference Session

Teachers are expected to incorporate technologies to engage students and teach digital literacy. While technological tools have the power to aid in student transformation, they are not inherently useful in this way, especially if not used intentionally. Many educators have mixed opinions on the usage of technology in the classroom. According to the literature, factors such as motivation, attitudes, and personal experiences can affect a teacher’s ability to integrate classroom technologies (Nordlöf, C., Hallström, J., Höst, G.E., 2019). If teachers themselves have not had transformative experiences with technology, they may resist using these tools in their classrooms.
The researchers conducted interviews with the goal of understanding teachers' attitudes toward classroom technology. Google Classroom and Chromebooks displayed the highest preference rankings, whereas some technologies were unheard of or largely disliked in the classroom (i.e., smartphones). To understand these rankings, teachers need to be able to reflect on their technology usage and assess the relative strengths and weaknesses.
Pre-service and practicing teachers, as well as future and present administrators, will find this research useful for planning effective leadership development within their schools and districts. While the use of technology is a factor that is evaluated when teachers are observed, and technology has the potential to be transformative for students, understanding technology in the classroom, including teachers’ attitudes, is imperative if these tools are to be integrated effectively. Reflecting on attitudes towards technology usage allows teachers to incorporate various technologies into the classroom in creative and transformative ways.