Wagheeh Shukry Hassan (PhD) English Language Teaching Centre Ministry of Education Malaysia
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Transcript of Wagheeh Shukry Hassan (PhD) English Language Teaching Centre Ministry of Education Malaysia
An Ecological Complexity Perspective On The Challenges In Lifelong
Learning Of Teachers In Malaysia: A Case Study of an online learning
environment within an ICT professional development programme.
Wagheeh Shukry Hassan (PhD)English Language Teaching Centre
Ministry of Education Malaysia
Background• Unique – 1st cluster PD in Malaysia,
in-school facilitation – adapted from NZ ICTPD Cluster programme
• Malaysian ICTPD (MICTPD) implementation
• the promotion of ICT integration;
• the fostering of reflective practice; and
• supported by an online community of practice (COP)
Research• explored the adoption of ICT in teaching &
learning and the adoption of the key features of the ICTPD
• identified the factors that supported and hindered adoption
• constructed a theoretical framework, i.e., the ecological-complexity perspective as an alternative view
• described the interaction of factors, individuals and organisations in adoption and the emergence of adoption
Ecological Complexity Perspective
•Interdisciplinary perspective
•Complexity theories/thinking (pre and post 2000)
•Ecological theories (biological sciences)
•Adoption theories (ICT)
Why?•Linear vs. complexity
•Dualities
•Extend research from mechanistic/Newtonian perspective to organic/Darwinian perspective
•Find new ways of understanding how individuals, organisations and policy interact to influence adoption
Ecological concepts
Data• Used a collective case study approach
(Stake, 2003 & 2005) – rural, urban, primary & secondary.
• 44 teachers (main unit of analysis), 4 school heads and one state education officer. Four schools participated in ICTPD Cluster.
• Qualitative - used different methods, i.e., semi-structured interviews, mind maps, factor sheets, observations and journals
• Transcribed, used Nvivo to process and analyse data
Implications• In Malaysia, cultural and contextual
factors influence adoption (e.g., examination & curriculum) – assumptions dealt with – ‘foreign’ innovations
• the online system did not change teachers' attitudes in sharing and collaboration, and
• did not facilitate the development of communities of practice
Challenges•Development of ecological-complexity perspective (ECP) models – journey from linear to complexity – many iterations
•Applying the ECP into practice – policy (e.g., bottom-up and top-down policy), leadership and ICTPD design – requirement of MOE
•Cultural factors – recognising, highlighting and incorporating factors
Slide 12
Conclusions•Ecological-complexity perspective extends understanding of ICTPD adoption - non-linear, interactions & factors (in this context)
•Understanding of dualities in complexity - not an either or explanation
•Emergence as a way to find insights
Thank you