Title: Teachers adoption of knowledge management technologies and its impact on their k-sharing practices within a professional development context in Malaysia: An action research study
Muhammad Khairiltitov Zainuddin(G0528917)
Supervisor: Assoc Prof Dr Fauzan Noordin
PhD Research Proposal
Tuesday, 30 June, 2009
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My background
B.Sc (Physic) Indiana University (1984). M.of Mngt (IIUM, 2000)
A teacher & administrator by profession. Started teaching in 1986. Hold administrative post in state education depart. (1995-1999) as AD, Science & Maths, MOE (2000 -2005) as Head Multimedia Technical Unit, Textbook Div.
Started the PhD programme in December 2005 (2nd Sem 2005/2006), MOE doctoral scholarship.
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Presentation Agenda The Research FrameworkLiterature ReviewResearch MethodologyThe Action & Research Agenda
• Research philosophy• Background & research problem• Research purpose • Theoretical framework: Multiple
theoretical perspective (3 theories) • Research objectives & 5 Research
questions
• Interpretive framework of KMS• KM technologies in TPD• Teacher Networks initiatives & research• AR in IS research• Justification of AR• The research design• Validity, credibility & transferability
• The research agenda• The action agenda• Management & research time-line
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Preliminary introduction - some definitions
Title: Teachers adoption of KM technologies and its impact on their k-sharing practices within a professional development context in Malaysia: An action research study
Title main ideas:
• Adoption - technology adoption
• KM Technologies
• K-sharing practices (k-sharing & practices)
• Professional development (teacher)
• Action research
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The Research Framework:
The Research Philosophy: Interpretive
Reality is dependent on the observer. Truth is subjective (ontological perspective).
(Epistemological perspective) Knowledge is socially created.
Interpretive Research (Klein & Myers, 1999): Knowledge of reality is gained only through social
construction. No predefine dependent & independent variables, Focus on the complexity of human sense making as
situation emerges.
Interpretive methods of research in IS are “aimed at producing an understanding of the context of the IS, and the process whereby IS influences and is influenced by the context.” (Walsham 1993)
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The Research Framework:
The Research Problem Teacher as k-worker must learn to collaboratively
and share their knowledge with their colleague. Need for teacher to be life long learners. Most school in Malaysia enjoy good ICT
infrastructure but not directly benefits the teachers.
KM ideas have potential to address future problems of the schools (Sallis & Jones, 2002).
Internet provide the opportunity for teacher to interact and share ideas & teaching experiences.
But, implementation of teachers networks is not without problem (adoption issues).
In some cases, introduction of IT to teachers don’t change teachers practices.
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The Research Framework:
An exploratory study taking the action research approach
Research Purpose: To understand the problems & complexities of the
process of introducing the KMT to teacher within the context of their professional development and how it changes the teachers k-sharing practices.
2 issues here: 1) Teacher adoption process of KMT 2) Change in teacher practices - teacher knowledge
sharing practices
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The Research Framework:
Theoretical Framework: Multiple theoretical Perspective.
1) Perceptual Control Theory (PCT) (Zhao & Cziko)
2) Diffusion of Innovation Process Model - Process theory (DOI) (Rogers, 20030
3) Representation & Action (R & A) (Vaast & Walsham, 2005)
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The Research Framework:
Research Objective1. To understand the teachers KMT adoption processes within
the context of teachers professional development.2. To understand how how KMT changes teacher k-sharing
practices.
Research Questions1. What is the current state of k-sharing practices
among the Malaysian teachers?2. What are the teachers’ perspectives toward KMt with
respect to their professional development?3. How do their perspectives toward the KMT, change over
time, as the teacher use the technologies? Why (or Why not) they change?
4. How do the KMT affect the teachers’ knowledge sharing practices?
5. What are the factors contribute to the adoptions (or otherwise) of KMT in the context of TPD in Malaysia?
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The Research Framework:
Research Objective 1
Perceptual Control Theory (PCT)(Zhao & Cziko, 2001)
RQ2-Teachers initial beliefs, attitude, goalsRQ3-How they change over time?RQ5-Internal factor(s).
Innovation-Decision Process Model - Diffusion of Innovation (Rogers, 2003)
RQ1-Identify social condition & norms (prior conditions)RQ5-The external factor (motivating & barriers)
Research Objective 2
Representation & Action (Vaast & Walsham 2005)
RQ1-Toestablished initial beliefsRQ2-Why their action change?RQ4-How KMT change teacher practice (k-sharing)
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Literature Review
Chapter 2 (Page 8 - 17) Briefly the chapter LR describe the theoretical foundation of the KMT from the interpretive perspective, proposed interpretive framework of the KM systems, KM in Education, teacher networking initiative and the proposed teacher development framework.
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Interpretive KM ModelInformation
DomainKnowledge Domain
Individual
Society
Community
Group
IS
KMS
PERSONEL KNOWLEDGE(K-HOW, K-WHAT … )
EXPERIENCES(TACIT KNOWLEDGE)
PDAPC/LAPTOPSEARCH ENGINES
COP
GROUPEXPERIENCE
SHARED KNOWLEDGE
K-BASES
GROUPWARECHATWIKIFORUMBBDATABASES
ORGANIZATIONALMEMORY
Sharing
Codification
Codification
Combination
Group Learning
Personal learning
Static Dyanamic
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Research Method & Design
The research method: Action Research
AR in IS researchJustification for ARThe research designValidity, credibility & transferability
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Research Method & Design
AR in IS researchValid & well established research methods for IS
researchinclude : Baskerville & Wood-Harper (1996): “Critical perspective
on AR as a method for IS”, JIT 11(3). Avison, Lau, Myers & Nielson (1999): “Action Research”,
Com of ACM, 42(1). Baskerville (1999): “Investigation IS research with
AR”, CAIS, 2(3). Lau (1999): “Toward a framework for AR in IS studies”,
IT & People, 12(2). Davidson, Martinson, Kock (2004): “Principal of
canonical AR”, IS Journal 14 Checkland & Holwell (1998): “AR its nature & validity”,
System Practice & AR, 11(1).
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Research Method & Design
Justification for ARNature of the problem - the need of intervention
Unavailability of a suitable case (for case study)
Opportunity
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Research Method & DesignThe research design
Fig 5.1 (p. 40) Extended Checkland (1991) AR framework by Mackay & Marshall (2001)
F = FR + FPS
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Research Method & Design
The research design
P Real World problem situation or the problematic
Teacher professional developmentTeacher k-sharing
FPSFramework of Ideas for problem solving
Interpretive KM perspective
FRFramework of ideas for the research interest
DOI-adopter characteristics, innovation attributes, process theoryPCT & Representation & Actions
A Research Interest 5 Research Questions
MPSProblem solving method (the intervention)
KMT introduced - Action research
MRResearch Method Interpretive qualitative
research
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MyTeacherNet
• Social network platform (Dolphin - open source)
• Integrate various KM tools to collaborate & share information.
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Research Method & Design
The research sample (Participants)
Teachers from 3 primary schools and 2 secondary school in northern part of Perak.
Participated in a pilot project of ICT integration (ICTPD) which took place between March - May 2007, call K-Perak Elearning Cluster, joined project bet K-Perak Inc, State Educ Dept and Innovavation New Zealand Education (iNZed).
Final Report dated 15 June 2007. After the pilot project the 5 schools were left
without any guidance. I have been involved with the initial group of
facilitators since October 2007 (Trip to New Zealand)
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Research Method & Design
Data collection & Analysis
Multiple surce of data: Structured & semi-structured interview Participant observation (field notes) Document reviews Participants dairies (online - blogs) Online computer mediated communications (email,
chat, discussion board & forums) Data analysis
All interviews will be audio-taped & transcribed Use of Nvivo (8) for data analysis as suggested by
Berg (2007) Coding & abstrating using Nvivo 8. Adopt the grouded theory approach (open coding, axial coding, selective coding & development of theory)
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Research Method & Design
Research rigour: Trustwortiness & transferability
Quality of the research depend on its rigour & relevency Quantitative positivist research:
Quality = Validity + Reliability + Generalizability Rigour in Interpretive Research (MacKay & Marshall, 2000)
- Trustwortiness & Authenticity Credibility (adequate presentation of the context,
participant & the research setting) Transferability (applicability of findings to other
situation). Dependability (transparency of research process -
trackable , documentable & open to scrutiny) Confirmability (tracable to it source, data not the
reseacher), plus Authenticity criteria (fairness, ontological,
educative,catalytic, tactical) described by Guba & Lincoln (1989).
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Research Method & Design
Research rigour: Trustwortiness & transferability
Strategies to achieve rigour include:1. Triangulation2. Members check3. Audit Trail4. Adequate (prolonged) engagement in data
collection5. Providing rich & thick description
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Significance of the Study
Theoretical significance A deeper understanding of the KMT adoption
process within communities of teachers, which are not many studies within this user group, and in studies from developing world.
Understanding of the impact of KMT to teachers k-sharing practices.
Practical significance National policy for new teacher professional
development programme. Guidelines for KMT development for teachers
online community in the country and other developing world.
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The Action & Research Agenda
Phase 1: Review of literature, identifying and defining the research problem, and the conceptual framework.
Phase 2: Portal development, MyTeacherNet
Phase 3: Access, Intervention & Observations.
Phase 4: The learning & reflecting - in-depth inteviews & focus group technique
Phase 5: Exit & Writing-up
Figure 5.2: The research design (phases)
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The Action & Research Agenda
Please refer to handout - Research Agenda
Thank you
Theoretical frameworks: Multiple Theoretical
Perspective
2) Perceptual Control Theory (Zhao & Cziko, 2001)
3) Social Representation & Action (Vaast & Walsham, 2005)
Multiple perspectives
1) Diffusion of Innovation (Rogers, 1995; 2003)
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Rogers’s (2003) Model of Innovation-Decision Process
Stages Rogers’s (2003) Fig 5-1, p. 170.
Rogers (1995, 2003) Compared
Rogers’s DOI theory
(1995, 2003)_____________KnowledgeAttitude formation
Decision to adopt
ImplementationConfirmation
Koch & Fusco (2008) 3 phase adoption modes by teachers
____________
Getting started
Modelling & Scafolding
Maturing phase
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Perceptual Control Theory (Zhao & Cziko, 2001)
Goal-orienteda framework for understanding teacher
adoption of technology. attempts to understand teacher adoption of
technology from the insideIt considers teachers' use of technology by
examining the goals of teachers and how the use of technology might help or hinder their goals.
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Perceptual Control Theory (Zhao & Cziko, 2001)
From a PCT perspective three conditions are necessary for teachers to use technology:
1. The teacher must believe that technology can more effectively meet a higher-level goal than what has been used.
2. The teacher must believe that using technology will not cause disturbances to other higher-level goals that the he or she thinks are more important than the one being maintained.
3. The teacher must believe that he or she has or will have sufficient ability and resources to use technology.
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Social Representation & Action (Vaast & Walsham, 2005)
How work practices change with IT use.
Proposition: Changes in work practices as result of interdependent transformations of how agents act (their action) and how they make sense of their action and of their environment (their representations) - p. 66.
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