The use of emerging technologies in education is rising; however, the use of these new technologies among Queensland vocational education and training (VET) teachers is largely unknown. While there have been some international and national studies on the use of information communication technologies (ICTs) and their implementation within universities and schools, there has been comparatively little research focusing on the digital competency levels of VET teachers in Australia, or how current professional development (PD) programs are addressing this capability. This study focuses on the... [+] Show more
The use of emerging technologies in education is rising; however, the use of these new technologies among Queensland vocational education and training (VET) teachers is largely unknown. While there have been some international and national studies on the use of information communication technologies (ICTs) and their implementation within universities and schools, there has been comparatively little research focusing on the digital competency levels of VET teachers in Australia, or how current professional development (PD) programs are addressing this capability.
This study focuses on the Australian VET sector and makes comparisons with schools and higher education in the understanding, management and use of educational technology. Survey responses from 206 participants from largely public and private registered training organisation (RTO) VET teachers were collected. The perceptions and confidence levels of current teachers, and their interactions with technology and digital pedagogies, are analysed to determine which group would benefit most from a PD intervention. Data from surveys and interviews is analysed to characterise the current digital competency of VET teachers.
Using four elements of TPCK: Technological (TK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPCK) and Technological Content Knowledge (TCK) the digital competency of Queensland VET teachers and trainers can be characterised as not very strong. It was clear that teachers felt the most confident in TCK and felt that TPCK was their weakest capability. As the most complex skill in TPCK, this indicates that PD should target TPCK in particular. These results demonstrate that current PD opportunities available do not adequately address teachers' digital competency needs, and there is significant room for improvement.
Significant findings from this study include the fact that the most in-need teacher group is those involved in community-based disciplines - rather than those teaching in trades and business - and the lack of monitoring and tracking of teacher digital capabilities. Younger respondents were more capable of completing intermediate tasks compared to their older counterparts; this was evident across all devices. Again, this is another consideration when recruiting staff, as the results here clearly demonstrate that younger VET employees are more confident and capable with ICT. The future of PD in VET must ensure that technology is a key factor, which ensures that RTOs are competitive, institutionally viable, and an attractive option for learners. It is intended that findings from this research will inform future policy reform around how PD resources are allocated in the budget conscious Queensland VET sector. Such as the use of implementing PD intensives for VET educators where they are taken out of their teaching environment to develop their ICT skills and knowledge of digital pedagogies.
Published abstract.
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