Title: Community Support and Teachers’ Use of Digital Technology: A Comparative Case Study of Two Primary Teachers From England and Vietnam
Stream: International Education
Presentation Type: Oral Presentation
Authors:
Hien Dinh, Tampere University, Finland
Abstract:
The integration of digital technology has been highlighted in national curriculum agenda worldwide as the key to prepare students for the 21st century. Particularly, since many countries experienced school closures during the pandemic, the utilization of online platforms in teaching and learning has increased dramatically. However, literature has shown that despite the increased use of technology in teaching practices, improvement in student learning has not necessarily followed as a consequence. Barriers to digitalization have been widely attributed to teachers’ beliefs, attitudes, and digital competency; nonetheless, such a view might have overlooked the critical role of community, which also meditates technological integration activity through tools, rules, and division of labor. Employing cultural historical activity theory, this comparative case study aims to explore the influence of community on the use of digital technology of two primary teachers from England and Vietnam. Data collected from semi-structured interviews and document analysis (e.g., policy document, curriculum, websites) demonstrated how the community, through technological resources, cultural norms, professional traditions, and power relations mediated activity systems and consequently led to the difference in these teachers’ adoption of digital technology for teaching purpose. Implications suggest that to support teachers for digitalization requirements, a clear division of labor regarding technological issues, the combination between top-down and bottom-up management approach, explicit rules and a collaborative culture developed among all members in the community including teachers, principals, administrators, parents, students, and outside experts are needed.
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