Pedagogy before technology: Understanding the confidence of vocational educators for integrating technology enhanced learning

Abstract

This project investigated VET educators' perspectives of the usefulness and ease-of-use of technology in their units, including the difficulties they had implementing technology. VET Teachers were offered a one-day ‘bootcamp’ style workshop where they were introduced to innovative technology for the classroom. A significant amount of time in the workshops was spent mapping VET pedagogy and technology using the ‘pedagogy before technology’ approach. The study was designed as an action research project with a combination of quantitative and qualitative questions delivered via survey at the conclusion of the workshop. For the first loop of the project, 23 educators answered 11 quantitative questions based on the Technology Acceptance Model (TAM) targeting their perception of the usefulness of technology and its ease-of-use in delivering their units, with qualitative evidence gathered in the form of field notes by researchers as participant observers. The results revealed VET educators had a high level of confidence in their understanding of technology and their ability to learn about technology. However, they lacked confidence in implementing technology in their pedagogical practices. Specifically, whilst they had average confidence using technology to teach simple concepts, they lacked confidence in using technology to teach complex concepts and adequately assess their students.