You are here:

Supporting A Creatively Focused Technology Fluent Mindset Among Educators: Survey Results from a Five-Year Inquiry Into Teachers’ Confidence in Using Technology

, Arizona State University, United States ; , California State University, Fresno, United States ; , University of Tennessee, Knoxville, United States

Journal of Technology and Teacher Education Volume 27, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Full Text

Abstract

Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to teaching—a creatively focused technology fluent (CFTF) mindset. Following our work with five cohorts of educational technology master’s degree students in hybrid classes designed to support this mindset (n = 74), we report evidence on such an approach. Teachers reported growth in their confidence in using not only technologies they directly experienced but also significant increases in confidence with technologies overall (even with tools they did not use/learn). We discuss implications of these findings with an emphasis upon how teacher educators can support creative teaching with technology regardless of the available technologies.

Citation

Henriksen, D., Mehta, R. & Rosenberg, J. (2019). Supporting A Creatively Focused Technology Fluent Mindset Among Educators: Survey Results from a Five-Year Inquiry Into Teachers’ Confidence in Using Technology. Journal of Technology and Teacher Education, 27(1), 63-95. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 6, 2023 from .

© 2019 Society for Information Technology & Teacher Education

References

View References & Citations Map
  1. Amabile, T.M. (1983). The social psychology of creativity: A componential conceptualization. Journal of personality and social psychology, 45(2), 357.
  2. Amabile, T.M. (1996). Creativity in context: Update to the social psychology of creativity. Hachette UK.
  3. Anderson, S.E., Groulx, J.G., & Maninger, R.M. (2011). Relationships among preservice teachers’ technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338.
  4. Avidov-Ungar, O., & Forkosh-Baruch, A. (2018). Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 73, 183-191.
  5. Baer, M., & Oldham, G.R. (2006). The curvilinear relation between experienced Supporting a Creatively Focused Technology Fluent Mindset Among Educators 89
  6. Bruner, J.S. (1996). The culture of education. Harvard University Press.
  7. Carlgren, I. (1999). Professionalism and teachers as designers. Journal of curriculum studies, 31(1), 43-56.
  8. Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology& Society, 13(4), 63-73.
  9. Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. New York, NY: Teachers College Press.
  10. Cropley, A.J. (2001). Creativity in education& Learning: A guide for teachers and educators. Psychology Press.
  11. Cuban, L. (2009). Oversold and underused. Boston, MA: Harvard University Press.
  12. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational technology research and development, 53(4), 25-39.
  13. Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284.
  14. Florida, R. (2014). The rise of the creative class—revisited: Revised and expanded. Basic Books (AZ), xiv.
  15. Henig, R.M. (2008) ‘Taking play seriously’, New York Times Magazine, 17 January, pp.38–45, 60, 75.
  16. Henriksen, D. & Cain, W. (2018). Into the new: A creatively focused and technology-fluent (CFTF) mindset for emerging doctoral contexts. In S. Allen; L. Hyatt (Eds.). Technologically-mediated doctoral leadership education. Cheltenham, UK: Edward Elgar.
  17. Henriksen, D., Cain, W., & Mishra, P. (2018). Everyone designs: Learner autonomy through creative, reflective, and iterative practice mindsets. Journal of Formative Designs for Learning, 2(2), 69-81.
  18. Henriksen, D., & Mishra, P. (2015). We teach who we are: Creativity in the lives and practices of accomplished teachers. Teachers College Record, 117(7), 1-46.
  19. Jones, M., & Dexter, S. (2018). Teacher perspectives on technology integration professional development: Formal, informal, and independent learning activities. Journal of Educational Multimedia and Hypermedia, 27(1), 83-102.
  20. Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Factors affecting teachers’ continuation of technology use in teaching. Education and Information Technologies, 21(6), 1535-1554.
  21. Karakelle, S. (2009). Enhancing fluent and flexible thinking through the creative drama process. Thinking Skills and Creativity, 4(2), 124-129.
  22. Kim, C., Kim, M.K., Lee, C., Spector, J.M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
  23. Kirschner, P.A. (2015). Do we need teachers as designers of technology enhanced learning?. Instructional Science, 43(2), 309-322.
  24. Koehler, M.J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152.
  25. Koehler, M.J., Mishra, P., Bouck, E.C., DeSchryver, M., Kereluik, K., Shin, T.S., & Wolf, L.G. (2011). Deep-play: Developing TPACK for 21st-century teachers. International Journal of Learning Technology, 6(2), 146-163.
  26. Liu, H., Lin, C.H., & Zhang, D. (2017). Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as aforeign language in China. Computer Assisted Language Learning, 30(8), 745-765.
  27. Ma, Y., Lai, G., Williams, D., Prejean, L., & Ford, M.J. (2008). Exploring the effectiveness of a field experience program in a pedagogical laboratory: The experience of teacher candidates. Journal of Technology and Teacher Education, 16(4), 411-433.
  28. Mama, M., & Hennessy, S. (2013). Developing a typology of teacher beliefs and practices concerning classroom use of ICT. Computers& Education, 68, 380-387.
  29. Mei, B., Brown, G.T., & Teo, T. (2018). Toward an understanding of preservice English as aForeign Language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74-104.
  30. Mishra, P., Henriksen, D., & The Deep-Play Research Group (2012). On being (in)disciplined. TechTrends 56(6), 18-21.
  31. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017.
  32. Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers college record, 111(5), 1195-1241.
  33. Norton, P., & Hathaway, D. (2015). In search of a teacher education curriculum: appropriating a design lens to solve problems of practice. Educational Technology, 3-14.
  34. Palak, D., & Walls, R.T. (2009). Teachers’ beliefs and technology practices: A mixed-methods approach. Journal of Research on technology in Education, Supporting a Creatively Focused Technology Fluent Mindset Among Educators 91
  35. Park, S.H., & Ertmer, P.A. (2008). Examining barriers in technology‐enhanced problem-based learning: Using a performance support systems approach. British Journal of Educational Technology, 39(4), 631-643.
  36. Pellegrini, A.D. (Ed.) (1995) The Future of Play Theory: A Multidisciplinary Inquiry into the Contributions of Brian Sutton-Smith, State University of New York Press, Albany, NY
  37. Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53-66.
  38. Prensky, M.R. (2010). Teaching digital natives: Partnering for real learning. Corwin Press.
  39. Runco, M.A. (2014). Creativity: Theories and themes: Research, development, and practice. Elsevier.
  40. Salomon, G. (2016). It’s not just the tool but the educational rationale that counts. In Educational technology and polycontextual bridging (pp. 149161). SensePublishers, Rotterdam.
  41. Sawyer, K. (2015). A Call to Action: The Challenges of Creative Teaching and Learning. Teachers College Record, 117(10), n10.
  42. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
  43. Spinka, M., Newberry, R.C. And Bekoff, M. (2001) ‘Mammalian play: training for the unexpected’, Quarterly Review of Biology, Vol. 76, No. 2, pp.141−168.
  44. Smith, A. (2014, April 3). Older Adults and Technology Use. Retrieved July 20, 2018, from http://www.pewinternet.org/2014/04/03/older-adults-and-technology-use/
  45. Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101-110.
  46. Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy?. Technology, pedagogy and education, 26(1), 69-83.
  47. Vygotsky, L.S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
  48. Wang, S.K., Hsu, H.Y., Campbell, T., Coster, D.C., & Longhurst, M. (2014). An investigation of middle school science teachers and students use of technology inside and outside of classrooms: considering whether digital natives are more technology savvy than their teachers. Educational Technology Research and Development, 62(6), 637-662.
  49. Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin Press.
  50. Zhao, Y., Pugh, K., Sheldon, S., & Byers, J.L. (2002). Conditions for classroom Henriksen, Mehta, and Rosenberg 92

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections