Amma Spence Dennis

PhD thesis: Developing Jamaican STEM Teachers' Use of EdTech in Classroom Practice: A Design-Based Approach

My research examines how Jamaican science teachers can be supported to improve their use of educational technologies (EdTech) in classroom practice. This is grounded in literature that highlights the value of EdTech for student-centred learning, and the potential of quality online teacher professional development (O-TPD) courses to be valuable tools for teachers’ skill development. The aim of the study is to determine the components needed to construct an effective O-TPD course as a tool to support Jamaican science teachers’ use of EdTech in classrooms.

Using design-based research, I will design and run a six-week O-TPD course on the topic of EdTech use in science classes. Over the same six-week period, a case-study will be conducted in one school, to examine how contextual factors influence teachers’ EdTech use. Findings will support the development of quality O-TPD and work to shift the onus of EdTech integration from teachers to the wider school.

Who or what inspired you to pursue your research interests?

Teaching biology in Jamaica during the pandemic further highlighted, for me, the inequalities of the Jamaican education system for teachers and learners. This divide was clearly defined by access to technology and knowledge of its use. Access to quality professional development for teachers was often determined by the school at which they taught. This got me thinking about the pandemic’s long-lasting impact; the growing expectation that Jamaican teachers incorporate technology into their daily lessons. As our education system evolves, so should teacher professional development. My experiences have motivated me to examine what this could look like in the Jamaican context.