Enhancing teacher agency with technology: Creating an ecological model through a place-based study of teaching and learning

本研究调查了教师在使用技术进行教与学方面的中介作用。教师代理是指教师的能力和所采取的行动。教育技术(EdTech)包括计算机、智能板、应用程序、虚拟现实和机器人等资源。研究认为，教师机构和技术是教育变革和改进的因素，但没有将它们联系在一起，也没有阐述它们的组合潜力。我们对教师代理和技术的变革性观点认为，教师是具有代理的专家，在专业发展和教育技术设计的官方框架中经常被忽视。我们推进理解，告知用户主导的EdTech设计和教师中介的新模式。除了使用现成的硬件、平台和应用程序外，教师还能为EdTech的设计和使用带来什么，这些贡献如何与他们更广泛的专业知识联系起来？我们通过用技术扩展对教师机构的理解来增加研究知识。最近的两项调查总结了有关教师中介机构的研究，但没有提到与EdTech的联系。鉴于技术在实践中的作用，我们希望了解这种联系。我们使用既定的概念来描述代理，并调整他们的关注点，以解决教师如何看待他们与EdTech的代理，他们如何利用它，以及他们对使用EdTech的渴望。我们考察了不同的技术在多大程度上吸引了教师代理，以及EdTech在发展其职业生涯中的教师代理方面可以发挥的作用。研究这些方面有助于我们对教师代理及其结果为教师、学生、学校和教育系统建立强有力的理解。我们不仅调查教师的态度和信念，提供一个可操作的模式来支持机构在教师专业发展中有效地适应教育技术，并建议进行培训干预。我们想了解教师的选择和行动如何与他们的工作环境相关，建立一个灵活的教师机构模式，利用技术为国家使用。我们对东部中小学的地点研究是由UEA教育、教师教育和计算科学研究人员、英国电信、诺福克县议会儿童服务以及图书馆和信息服务联合开展的。我们在研究设计中嵌入了与英国其他地区的对话。我们解决了围绕学校阶段、学科、地区性以及教师和学生在学校和家庭中的教育技术体验之间的关系的研究差距。我们使用定性和重点小组方法，应对农村和沿海社区地理孤立、社会不利的区域挑战，以及质量和稳定性参差不齐的技术基础设施。我们通过七个EdTech主题的合作项目来调查机构。这些都形成了一个全面的教师代理与技术的模式，并与教师形成一个工作组时间表，以匹配学校的日历，从我们的大学伙伴关系，整个诺福克学校招聘。我们的7个教育技术主题是1。教师使用和设计EdTech：Benchmark 2。机构的背景：在线安全和福祉3.足智多谋：为未来创造教育技术4.人人享有机构：数字全球公民的教育学5.导航无限的知识：学习的在线信息素养6。联系教学中的评估技术和教师机构7。教师机构的教育技术：教师教育和发展三个框架将以下三个框架联系起来，以支持报告的影响：教师机构的可持续技术基础设施；教师机构和技术的生态--治理、财务和组织；以及教师教育和发展。我们将建立在线教师机构和技术中心。产出将传达我们所了解的教师机构与技术背景下的变革性好处，并在地方和国家各级政府和教师的政策简报中分享。

Our research investigates teacher agency in the use of technology for teaching and learning. Teacher agency means the capacity of teachers and the actions they take. Educational technology (EdTech) encompasses resources such as computers, smart boards, apps,virtual reality and robots. Research identifies teacher agency and technology as factors in education transformation and improvement, but does not link them or elaborate their combined potential. Our transformational view of teacher agency with technology views teachers as experts with agency often overlooked in official frameworks for professional development and EdTech design. We advance understanding to inform user-led EdTech design and new models of teacher agency. Beyond use of readymade hardware, platforms and apps, what can teachers bring to the design and use of EdTech, and how do these contributions link to their wider expertise? We add to research knowledge by extending understanding of teacher agency with technology. Two recent surveys summarise research on teacher agency but do not address links with EdTech. We want to understand this link given technology's role in practice. We use established concepts for describing agency and adapt their focus to address how teachers think about their agency with EdTech, what they do with it, and their aspirations for using EdTech. We examine how far different technologies invite teachers' agency, and the role EdTech can play in developing teachers' agency across their careers. Investigating these aspects helps us develop robust understanding of teacher agency and its outcomes for teachers, students, schools and the education system. We look beyond surveying teachers' attitudes and beliefs about using technology to offer an actionable model to support agency for effective EdTech adaptation in teachers' professional development, and suggest training interventions.We want to understand how teachers' choices and actions relate to their contexts of work, to build a flexible model of teacher agency with technology for national use.Our place-based study of primary and secondary schools in the East is a partnership of UEA Education,Teacher Education and Computing Sciences researchers, British Telecom, Norfolk County Council Children's Services, and Library and Information Service. We embed dialogue with other UK regions in research design. We address research gaps around relationships between school phases, subjects, regionality, and teacher and student experiences of EdTech in schools and homes. We use qualitative and focus group methods, responding to regional challenges of geographic isolation for rural and coastal communities, of social disadvantage, and a technology infrastructure of varying quality and stability. We investigate agency through collaborative projects in seven EdTech themes. These inform a comprehensive model of teacher agency with technology and form a working group schedule with teachers to match school calendars, recruiting from our university partnership with schools across Norfolk.Our 7 EdTech themes are1. Teachers' use and design of EdTech: benchmark2. A context for agency: online safety and wellbeing 3. Resourcefulness:making EdTech for the future 4. Agency for all: pedagogies for digital global citizenship5. Navigating boundless knowledge: online information literacy for learning6. Assessment tech and teacher agency in linked pedagogies7. EdTech for teacher agency:teacher education and developmentThree frames link these to support reporting impact:Sustainable technology infrastructures for teacher agency;Ecologies of teacher agency and technology- governance, finance and organisation;and Teacher education and development. We will establish an online Teacher Agency and Technology hub. Outputs will convey what we learn about the transformational benefits of teacher agency with technology in context, shared in policy briefs for local and national levels of government,and teachers.