This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI

PRELIMINARY NOTE This presentation is intended to be used as part of the Technology Together process. We strongly recommend that you modify the presentation, selecting those slides which convey concepts most appropriately to your staff. You may choose to delete some slides or insert additional material relevant to your local context. This is a hidden slide and it will not show in your presentation.

Perceived Usefulness Resource 21 || Presentation

For many people, ‘perceived usefulness’ is one of the most important factors influencing their approach to technology. The term ‘perceived’ is used here because it is not an objective matter of whether someone actually would benefit from using technology, but whether they perceive that there is a benefit. Perceived usefulness has an enormous influence on teachers’ motivation to engage in technology learning and on how much a teacher will retain from learning contexts. For many people (although not all) if it doesn’t have immediate application, they won’t be interested.

At the time I grasped all that was involved but I could see no use for PowerPoint at that stage and my skills became redundant. Then many months later when I was about to work on a PowerPoint, I needed to be shown again - it was relevant, I had a need to learn and I was more determined to retain my new skills. When I think back to how my computer skills have increased and diversified it has only been successful when I've pursued something for my own interest.

But it isn’t that straight forward! Capable computer users, for example, will often investigate new computer hardware and software before making a judgement about its relevance in their own context. It is only when a school has enough people who are motivated to explore and discover usefulness that new ideas will flow into the school.

Two types of Perceived Usefulness! Personal perceived usefulness – usefulness of computers to the individual in their own professional or recreational life; and Pedagogical perceived usefulness – usefulness of computers in the classroom.

Group activity Write on a “stickit note” 3-4 things that you use technology for in your recreational/personal life? (Try and list things you think others may not do) Pin these on a central display board for others to share

Here are some ideas for embracing technology recreationally. ing family photos to a relative Booking flights for a family holiday online Creating a birthday presentation for a relative using PowerPoint Borrowing a school video camera to film their newborn baby Finding a recipe or investigating recipe database apps/software Chatting with a family member who is overseas Setting up a Facebook or Twitter account. Personal Perceived Usefulness

We will talk about pedagogical perceived usefulness further in other weeks…. In the mean time lets share ideas and experiences on how we currently use ICT in our classrooms Pedagogical Perceived Usefulness

Group/Whole school discussion Share one ICT integration idea that you think has been particularly beneficial to support students’ learning What technologies might students be using for recreation that could be usefully integrated to support teaching and learning?

Weekly challenge Find one new technology-based resource that might relate to an interest or hobby and is either fun or personally useful (e.g. a website, a game). Share these on the wall chart. Metacognition in the classroom Talk to students about whether there are technologies that they use recreationally that they would consider useful to support learning in the classroom.

Three key things from today… What three points can you take from today’s discussion? You might base your thoughts around the metacognitive model…..

This presentation is associated with Technology Together: Whole-School Professional Development for Capability and Confidence, by Renata Phelps and Anne Graham. Copyright 2013, ISTE ® (International Society for Technology in Education), Distribution and copying of this presentation is allowed for educational purposes and use with full attribution to ISTE and the authors. The research informing this publication was conducted as a collaboration between the Centre for Children and Young People at Southern Cross University and the Catholic Education Office, Lismore Diocese, NSW, Australia and was funded by the Australian Research Council. Other resources are available from the Technology Together website: Clipart is drawn from Masterclips 500,000 ® IMSI