ORCID
Beth R. Sockman: 0000-0003-0228-2075
DOI
https://doi.org/10.14305/jn.19440413.2023.15.1.03
Abstract
Many classrooms have access to ubiquitous information communications technology (ICT), and teachers have been trained on the way to use it. However, few teachers use technology in what many consider the most powerful ways to learn. This study investigates four teachers who have developed from traditional teaching into facilitative–innovative teaching with ubiquitous ICT. As an instrumental case study, we used self-determination theory’s interaction of autonomy, competence, and relatedness to analyze their stories to understand better why and how they developed. Participants taught in middle and high schools representing a range of school sizes and sociocultural populations. Findings reveal that all teachers described salient episodic learning experiences and students’ input as key to transforming their autonomy and competence with ICT pedagogy, contrasting with other studies. Supportive internal relationships were instrumental for teachers because they distinguished themselves from most traditional teachers. The study concludes that educational leaders consider helping teachers access their beliefs with episodic learning to develop innovative self-reflective teachers on their pedagogical beliefs that influence ICT classroom learning.
Recommended Citation
Sockman, B. R., & Lwanga, D. (2023). Teachers’ stories of autonomy, competence, and relatedness in becoming an innovative teacher facilitator with ubiquitous computing: The need for understanding innovative facilitator development. Excelsior: Leadership in Teaching and Learning, 15(1), 31-56. https://doi.org/10.14305/jn.19440413.2023.15.1.03 CCBY.
Included in
Educational Technology Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons
