Research involving 805 pre-service teachers has found strong confidence in the value of technology, alongside differences in how they are prepared to use screens for learning.
Pre-service teachers are positive about the role of digital technology in education, but a NSW study has found differences between their confidence in using technology and the preparation they report receiving during their teacher education.
The findings come from the Best Practice in Screen Use for Education project, led by Professor Matt Bower of Macquarie University and involving researchers from all 11 NSW universities.
The study surveyed 805 pre-service teachers about their experiences and views of screen use in education. The project was funded through the NSW Government’s Screen Use and Addiction Research Fund.
Sixty-seven per cent of pre-service teachers agreed that digital devices would help students learn better, while 85 per cent agreed that digital devices are important for developing students’ digital literacy.
However, only 51 per cent agreed that the benefits of technology use in class outweighed the disadvantages.
Seventy-one per cent said they felt prepared to help students use digital devices effectively for learning.
When asked about where that preparation came from, 62 per cent said their university studies had helped them understand how students can use screens effectively for learning. Sixty-five per cent said their professional experience placements had contributed to that understanding.
The report states that there is an opportunity to strengthen pre-service teachers’ understanding of “when, why and how” screens can be used effectively for learning.
The survey also examined pre-service teachers’ expectations about managing digital technology in classrooms.
Eighty-seven per cent said they expected to explicitly discuss with students when and how digital devices should be used. Sixty-seven per cent expected to limit students’ screen use, while 77 per cent expected to communicate with parents about how devices should be used for learning at home.
Pre-service teachers also identified a range of potential challenges associated with classroom screen use.
Fifty-one per cent expected students to be frequently distracted by unrelated content, while 46 per cent expected students to be distracted by other students’ screen use.
Only 36 per cent thought students would often or always be able to shift their attention away from screens when asked.
The pre-service teachers also identified cybersafety, wellbeing and equity as potential issues associated with digital technology use.
Forty-seven per cent anticipated cybersafety issues, 43 per cent anticipated wellbeing issues and 51 per cent anticipated equity issues.
The study also surveyed practising teachers, allowing the researchers to compare responses between the two groups.
Seventy-one per cent of practising teachers said they often or always talked with students about appropriate device use. Eighteen per cent said they often or always communicated with parents about how devices should be used for learning at home.
The researchers caution that the survey provides descriptive findings and is not statistically representative of all NSW pre-service teachers.
The pre-service teacher survey forms part of a wider research project examining screen use in education. The project also includes focus groups and classroom observations.
The research team says the project will combine the different sources of evidence to develop resources including a Quality Screen Use Toolkit.
The report identifies pre-service teacher preparation as one area in which the findings may be applied, alongside resources for teachers, school leaders, students and parents.
