Mary Hooker EdTech 2009 Post-graduate Track: Dublin City University

An investigation into the use of Activity Theory to ‘Mirror’ ICT

Practices in the Teacher Professional Development

Landscape of a Development Country Context

Mary Hooker EdTech 2009

Post-graduate Track: Dublin City University

Action Research

Action researchers start with an idea and follow it where it leads them...

Mc Niff and Whitehead (2006: 31)

Research Question

“How can I improve my practice as a facilitator to engage teacher educator institutions in a reflexive discourse on the use of ICT in Teacher Professional Development?”

My Context

• I am an Education Specialist• I work for an INGO called Global eSchools

and Communities Initiatives (GeSCI)• GeSCI provides strategic advice to

Ministries of Education in developing countries on the effective use of Information and Communication Technologies (ICTs) for education and communities of learning.

My Values

• I reject power imbalances evident in north-south relationships in development

• Knowledge has to represent something far greater than a transfer of packaged models or frameworks from one system to another

• I value other peoples’ capacity to come to know in their own way, to create their own knowledge, to draw on insights from the knowledge of others

My Concerns

• An equitable relationship with partners developed upon processes of mutual learning and change

• Approaching issues on a basis of co-construction of knowledge, through processes of critical reflection and experience

Why am I concerned?• North-south transfer of capacity which is often

assumed, rather than a process of mutual learning (Taylor and Clarke, 2008)

• Problematic nature of collaboration if participants have not been properly involved in defining the need and purpose of the developmental process and their views and interests are not addressed

(Kontiainen 2007, cited in Hakkarainen, 2007)

• The gap between ‘classroots’ and policy level (O’ Sullivan, 2004)

• The absence of the teacher’s voice in policy discourse and formulation

What am I going to do about it?

I need to develop appropriate tools to support knowledge building and understanding of the issues and challenges in Teacher Professional Development policy and practice

LiteratureGlobal Agenda: Education For All

• Education for All (EFA) agenda as a Global Social Justice (GSJ) Project;

• Concept of quality is fundamental to its achievement;

• A quality education is dependent on the development of high quality teachers;

• Momentous challenge in a global context of ever more complex demands on systems for educational provision;

• Acute shortages in the supply of suitably qualified and experienced teachers north and south;

• Disparities in quality provision accelerate as richer countries lure qualified teachers from less favoured regions.

Davis, 2000; Leach 2008

INCLUSIVE ACCESS?

QUALITY ?

RELEVANCE ?

MANAGEMENT ?

LiteratureGlobal Agenda: Knowledge Society for All

• Systemic economic growth is the key to poverty reduction and increased prosperity;

• “New Growth” economic models emphasize the importance of new knowledge, innovation, and the development of human capacity as the sources of sustainable economic growth;

• ICTs are engines for new growth and tools for empowering societies to change into knowledge economies or information societies;Source: AKRI Ltd.

LiteratureGlobal Agenda: Knowledge Society for All

• Education is a major pillar of a knowledge economy and a human right;

• Citizens will need to be prepared in new technology literacy competencies inclusive of higher order thinking and sound reasoning skills - the ability to learn how to learn (i.e. to be a life-long learner), the ability to reflect, to analyse synthesize, to find solutions and to adapt

• Through access to an inclusive high-quality education by all –benefits to individual, business, private and public enterprise are multiplied and will lead to economic growth that is more equitably distributed and enjoyed by all.

GeSCI, 2008; UNESCO 2008

LiteratureUse of ICT in Teacher Professional Development in Africa

• Complex landscape• Myriad of national and international

initiatives• Proliferation of one-off, topic-led, short-

term training programmes that aim to develop specific skills of teachers

• Paradigm shift towards longer term, systemic TPD initiatives

• Features of ICT integration in and across curricula, on-line learning, virtual communities of practice, web portals of resources, certification of progress

Farrell and Isaacs, 2007Source: UNESCO

LiteratureBenchmarking ICT in Teacher Professional Development

Three Approaches for ICT Integration in Teacher Professional Development

Policy & Vision Technology Literacy

Knowledge Deepening

Knowledge Creation

Curriculum & Assessment

Basic Knowledge Knowledge Application

21st Century Skills

Pedagogy Integrate Technology

Complex Problem Solving

Self Management

ICT Basic Tools Complex Tools Pervasive Technology

Organization & Administration

Standard Classroom

Collaborative Groups

Learning Organizations

Teacher Professional Development

Digital Literacy Manage & Guide Teacher as Model Learner

Source: UNESCO 2008

Literature

Past

Present

Future

Cultural Historical Activity Theory (CHAT)...

’Mirror’of everyday

practice(Historical and

ongoing)

Activity systemframework

StakeholdersFacilitators

New solutions, new model for practice

Conceptual tools

Engestrom, 2003

CHAT: Cycles for Expansive Learning

Literature

Methodology

Qualitative approach: Action Research Living Theory

(Whitehead and Mc Niff, 2006)

Studying my practice and generating practical knowledge that is rooted in my practice in relation to the ideas of others

Past

CHAT... Cycle 1: Past



ongoing)



Conceptual tools

Engestrom, 2003

CYCLE 1 – TEACHERS STORIES

Story telling in a conversational setting with its associations for risk-taking and permissiveness, ‘may be more likely to reveal uncomfortable experiences, ideas, issues and concerns… conditions (that) can increase the odds for productive learning’.

McDrury and Alterio 2002, cited in Haigh, 2005:12

Process involves

•The collection of significant change (SC) stories from the practice level

•The systematic selection of the most significant of these stories by panels or working groups of stakeholders or staff

THE ‘MOST SIGNIFICANT CHANGE’ (MSC) TECHNIQUE

THE K

ERN

EL

‘Looking back over the last month, what do you think was the most significant change in your practice since using computers in your classroom?’


THE K

ERN

EL

‘From among all these significant change stories, what do you think was the most significant change of all?’


Story Selection Criteria

Shift in teacher role • teacher is no longer the gatekeeper of

knowledge • teacher is emerging as co-learner - learning

with and from students about the technology Shift in pedagogy• student-centred approach• discovering learning through exploring

ICT as catalyst for change: • ICTs can change pedagogy• student can become ‘addicted’ and

distracted from learning• ‘war’ inside teacher leading to anxiety

Shift in learner role• from passive to active engagement• student more confident in using technology

than teacher

Shift in pedagogy• Learning becomes real - changes world

view• Student can learn from research, team

work, communication (self-learning)

ICT as catalyst for change• ICT breaking down geographic barriers -

world accessible through the internet• 3d multi-media dynamic learning instead of

2d static learning• Interactivity for student• Education For All Relationship

Past

Present

CHAT... Cycle 2: Present



ongoing)



Conceptual tools

Engestrom, 2003

CYCLE 2 – TEACHERS’ WORK ENVIRONMENTS

Activity Theory Lens

‘What ‘tensions’ do the stories reveal in educational practice?’

The activity system

Subject

Object

Outcomesense,meaning

Rules Community Division of labor

Instruments:tools and signs

ICT IMPLEMENTSICT SKILLSCHANGE LABCHANGE OF MINDSET

ICT INTERGRATION ACROSS THE CURRICILUM

TEACHER/ STUDENT MANAGEMENT

A. TIME TABLING (COMPUTER LABS)

B. TEACHING LOADS

C. OTHER COMPUTER REGULATIONS

D. POLICIES

MINISTRIAL AND SCHOOL LEVEL COORDINATION (CDNE, DEPT SEC, SMT).

PROVIDERS OUTSIDE THE SCHOOL

PTA

POLICY MAKERS

MOE DEPARTMENTS e.g. TT&D AND DNFE

CITIZENS WITH HIGH LEVELS OF ICT LITERACY

Facilitating Expansive School Transformation Using ICT in the SADC Region: A Botswana Pilot Project

Nleya, 2009

School Time-tableTeacher-RulesDo you collaborate with other teachers about how ICT can be used in teaching and

learning?For now no, the teacher has a lot of, many periods, 27, 28, we are not permitted to

get time to discuss about it... The high priority for teachers is to prepare notes for what they have to teach their students in their subjects... And marking, that is what I think...

Tools ICT

Teacher B Object ICT Literacy

Rules Role School time-table Liaise between school and partner Curriculum National Examinations

Community of PracticeTeacher-CommunityDo teachers ever communicate with teachers in other schools?Not so much actually, not so much... But if we can discuss with the

teachers, during our time, our free time, we can say, we can help each other

Tools - ICT

Teacher B Object ICT Literacy

Rules Community Role School time-table Teachers Liaise between school and partner Curriculum Management National Examinations

Tensions in School Environment• Teacher–tools: The insufficiency of ICT training and inadequacy

of lab resources hampers the teacher’s efforts to implement ICT in the teaching-learning process.

• Teacher–rules: Tight time-tables and bureaucratic planning inhibit opportunities for the teacher to research, to direct self-learning to communicate with other teachers on ICT use. Teachers tend to be excluded from school policy and planning on ICT use in the school environment.

• Teacher-objective: The teachers are not involved in defining objectives for their training needs for ICT integration. There are many constraints and no incentives for teachers to apply ICT in their daily practice.

• Tools-community: The insufficiency of ICT resources available to teachers inhibits inter-disciplinary collaboration internally between teachers and ICT liaison/ coordinators, and between teachers and other teachers from other schools.

Past

Present

Future

CHAT... Cycle 3: Future



ongoing)



New solutions, new model for practice

Conceptual tools

Engestrom, 2003

CYCLE 3 – WORKSHOP: TEACHER PROFESSIONAL DEVELOPMENT FOR TOMORROW,

TODAY

Change Story Lens

Mirror 1 - PastWhich story represents the ‘most significant’ change?

Teacher A?Teacher B?Teacher C?Student D?

Activity System LensMirror 2 - PresentWhat ‘tensions’ do the stories reveal about current educational practice?

Future Scenario LensMirror 3 - FutureWhat ‘scenarios’ will teachers populate in future practice?Figure 1: Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced zone of proximal development (ZPD).

Institutions and schools in collaboration with the community (local, national, regional)

ICT a core technology

Given

‘Transition’‘Knowledge deepening’ Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment

3

‘Transformation’‘Knowledge creation’Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice4

Experimentation in context

Programmes 1‘Traditional’‘Technology add-on’Teacher training focus the use of ICT as an add-on to the traditional curricula and standardized test systems

2‘Transmission’‘Technology literacy’Teacher training focus on the development of digital literacy and the use of ICT for professional improvement

with varying solutions

ICT a complementary technologyInstitutions and schools

as relatively isolated from the communityAdapted: Kennedy, 2005; UNESCO, 2008

Expansive LearningCreating a new modelWhat will be the ‘Development Path’ for the next ten years?

Tailoring TPD programmes to a particular country, its policies and its current educational conditions...

UNESCO, 2008

Living Contradiction

“We take as the starting point of our research the idea that we experience ourselves as living

contradictions when our values are denied in our practice”

Whitehead 1989 cited in Whitehead and McNiff 2006: 25

Workshop evaluation

• Workshop was successful due to strong communication, facilitation and organizational skills of facilitators but it had some shortcomings.

• To organize a workshop which yields no significant outcomes, is a wastage of money, time and resources which otherwise can be utilized in another productive mission.

Participant Feedback - Workshop: Teacher Professional Development for Tomorrow, Today

Workshop on North/South Research Partnerships for ICT in Education

April 21st Irish Aid Centre, Dublin

• New joint research projects

• New models for integrating research to education development and policy making

• New capacities in South and North

Research

Policy making Education Development

GeSCI

References• Davies, R and Dart, J. 2007. The ‘Most Significant Change’ Technique [Online]. Available from:

http://www.mande.co.uk/docs/MSCGuide.pdf • Davis, N. 2000. International Contrast of Information Technology in Teacher Education: multiple perspectives of

change. Editorial. Journal of Technology for Teacher Education [Online]. 9 (2) pp 139-147 Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 26 March 2009]

• Engestrom, R. 2003. Change lab – a new perspective to teachers’ professional development [Online]. Available from WITFOR at: www.witfor.org.bw/doc/dr_ritva_education.ppt [Accessed 19 April 2009]

• Farrell, G. and Isaacs, S. 2007. Survey of ICT and Education in Africa [Online]. Available from infoDEV at: www.infodev.org/en/Document.353.pdf [Accessed 9 April 2009]

• GeSCI 2008. Strategic Plan 2009 – 2011 [Online]. Available from GeSCI at: www.gesci.org [Accessed 15 December 2008]

• Hakkarainen, K. et al. 2008. A Research Plan for the Academy of Finland. Helensinki: University of Helsinki (internal document)

• Kennedy, A. 2005. Models for Continuing Professional Development: A framework for Analysis. Journal of In-Service Education [Online]. 31 (2), pp235-250. Available from Professional Development Collection at: http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 15 December 2008]

• Leach, J. 2008. Do new information and communications technologies have a role to play in the achievement of education for all? British Educational Research Journal [Online]. 34 (6), pp783 – 805. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 26 March 2009]

• O’Sullivan, M. 2004. The reconceptualisation of learner-centred approaches: a Namibian case study. International Journal of Educational Development [Online]. 24 pp 585-602. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 15 December 2008]

• Taylor, P. and Clarke, P. 2008. Capacity for Change. Sussex: CUIDS, University of Sussex• UNESCO 2008. ICT Competency Standards for Teachers: Policy Framework [Online]. Available from UNESCO at:

http://cst.unesco-ci.org/sites/projects/cst/The%20Standards/ICT-CST-Policy%20Framework.pdf [Accessed 11 April 2009]• Whitehead, J. and Mc Niff, J. 2006. Action Research Living Theory.London: Sage Publications

Documents

Mary Hooker EdTech 2009 Post-graduate Track: Dublin City University