Agostinho, Shirley; Lockyer, Lori; Buckley-Walker, Kellie; Choy, Sarojni; Bennett, Sue; Littlejohn, Allison; Rogerson, Claire; (2024) How professionals work and learn in digitalised work contexts: Insights from an Australian survey of Education Professionals.

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Abstract

The use of digital technologies is shaping how teachers work and how they continually learn as they work. But not much is known about this. This Australian Research Council Discovery project titled: “Investigating professional learning lives in the digital evolution of work” investigated how Education and Health professionals in Australia learn as they work in increasingly digitalised work contexts through a survey conducted in 2022. This report presents the findings of Education professionals’ responses to this survey (299 responses). The survey comprised 13 questions. There were 10 closed items (using a 5-point Likert scale of 1-Never, 2-Once or Twice, 3-Sometimes, 4-Very often, and 5-Always, plus the option of ‘Not applicable’) and three open-ended items. Respondents were asked demographic questions, how their work is changing due to digitalisation, what they do to learn as they work, and what professional learning opportunities are provided in their workplace. Members of 11 Australian Education professional associations were invited to complete the online survey from August to November 2022. The data was reviewed for completeness and analysed both quantitatively and qualitatively. Findings are presented with rounded percentages. 1. Number of responses = 299. Most respondents were from NSW (49%), QLD (30%)and VIC (13%). There were no responses from ACT. 2. Work roles: Respondents included Middle leaders, Principals, Teachers, Library staff and those engaged in other roles such as education consultants. The majority (73%) worked in school leadership roles (e.g., Middle Leaders and Principals). Just over half of respondents worked in secondary schools. The majority (87%) held permanent positions. 3. Demographics: The majority (77%) of respondents were female and most (82%) were 40+ years of age. Over half had 20+ years’ experience, while just under half reported being in their current role between 1 to 5 years. Two thirds had completed a university postgraduate qualification since entering the education profession; mainly at Masters level. The majority (77%) stated they were required to complete Continuing Professional Development (CPD). 4. Perceptions about their work*: The majority of respondents perceived their work as being creative (81%) and having variation in the types of tasks done (70%). Two thirds reported they have autonomy over how they plan their work day, and just over half stated they do new tasks previously not done. *Results are based on aggregated Likert scale indications of ‘Very Often’ and ‘Always’ ii 5. Top five ways how digitalisation has changed work for education professionals: Content creation, curation and sharing: Creating digital teaching and learning materials, curating online resources, and sharing content resources with colleagues and students online. Respondents reported that most resources they created or curated were in digital form. Online meetings: Using video-conferencing to conduct online or hybrid (mix of online and face-to-face) meetings with colleagues. Respondents reported that overall, this has increased accessibility and flexibility to attend meetings. Some noted this has also extended availability to attend meetings and some questioned the effectiveness of online meetings over face-to-face meetings. Communication: Communicating with colleagues, students, parents, and school community members online, using email (predominantly) and other digital communication tools, both within and outside school hours. Respondents reported an increase in accessibility and ease of communication, whilst also acknowledging an increase in workload and expectations. Lesson delivery: Designing and delivering lessons in an online and hybrid mode to make learning more accessible for students. Respondents reported an increase in learning activities being delivered in digital form. Professional development: Accessing online professional development such as webinars, online courses, and engaging with online recordings and resources towards formal recognition of professional development. Respondents reported an increase in accessibility and flexibility of these opportunities, whilst also acknowledging expectations to complete professional development, particularly outside of work hours, and some raised questions about effectiveness. 6. How education professionals learn on their own as they work: There were four learning activities that half or more of respondents reported doing individually either very often or always: 1) reflecting on a completed task, 2) following new developments in their field, 3) looking for opportunities to perform new tasks, and 4) finding better ways to do tasks. They were less likely to attend training courses and conferences and work alone to develop new ideas and problem solve. 7. How education professionals learn with others as they work: There were seven learning activities that half or more of respondents reported doing with others either very often or always: 1) learning through questioning, observing, listening and discussing, 2) working with others to develop new ideas and problem solve, 3) asking colleagues for advice, 4) learning by teaching others, 5) seeking feedback from colleagues on tasks completed, 6) reaching out to their professional networks, and 7) engaging with a professional association(s). They were less likely to be mentored by self-selected mentors. Conclusions 1. Education professionals are reflective practitioners who are highly motivated to keep up-to-date with their profession. They seek opportunities to perform new tasks, they interact with their colleagues to learn through observation and discussion, and they engage with their professional networks and professional associations. 2. Digitalisation is changing the way that educational professionals: create and curate educational materials and deliver their lessons, interact and communicate with colleagues, parents and other members of their school community, and engage with professional development opportunities. 3. Education professionals use digital technologies to learn by: searching the internet, sharing information and collaborating online with colleagues, conducting and engaging in online professional development, and examining online data to inform future practice. They also learn with and from colleagues and students about how digital technologies can support student learning. 4. Educational professionals consider that their workplace encourages them to develop themselves, however, there is a perception that the workplace provides limited release time and financial support to enable them to engage in their continual professional learning. *Results are based on aggregated Likert scale indications of ‘Very Often’ and ‘Always’ 8. How education professionals learn with digital technologies as they work: The top three ways education professionals reported using digital technologies to learn were: 1) searching the internet for information, 2) sharing information online with colleagues, and 3) collating online information relevant to their work. Further examples included using digital technologies to: conduct and engage in professional development, collaborate online as a team, learn with and from colleagues and students, and examine online data to inform future practice. 9. Workplace learning opportunities*: The majority (77%) of respondents reported that their workplace encouraged them to develop themselves. Two thirds said they had opportunities to share ideas and knowledge with others and 61% said they were encouraged to network with peers in their field. There was a perception that they had limited release time from work and limited financial support to engage in learning.

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