An Exploratory Study of Teachers’ Perceptions of

International Collaboration for Knowledge Building

Presented at the CITERS 2011 “Building Communities for Technology Enhanced Learning” The University of Hong Kong, Hong Kong, 30 June 2011

Sally W.Y. Wan, Pui Kiu College (Hong Kong)

Patrick H.C. Lam, The Hong Kong Academy for Gifted Education

Yah-Hui Tan, Kellock CHIJ School, Singapore

Rosa E. Ortiz, Preparatoria de la Universidad Iberoamericana Puebla, Mexico

Date: 30th June 2011Time: 15:40-16:00Venue: Rm 204, Runme Shaw Building, HKU

Overview

• Aim of Research:

Preliminary study of teachers’ perceptions of international collaboration knowledge building project

• Research Question:

How do participating teachers perceive the International Collaboration Knowledge Building project?

• Role of Researchers:

Project facilitators

Background of study

• Knowledge building– What? Why?

• knowledge creation through higher levels of interaction, idea exchange and sharing

• Knowledge building project– How?

• Knowledge Forum (KF) as computer-supported collaborative learning (CSCL) platform

• Deepening understanding through build-ons and scaffolds• Collaborative knowledge advancement at anytime, anywhere

– Exploration of ideas– Sharing of new information– Creation of new knowledge

Background of study

• Global education: 21st century trend– Connectedness: Learning community

• Student level: interactions, exchanges of support and ideas and joint work

• Teacher level: teacher learning through participation in the community of practice (i.e. lesson preparation, discussion and reflection, and so on.)

International collaboration projects

• Exploring Alternative Energy

– http://www.bestbudsteam.wikispaces.com

• World Healer 2

– http://www.worldhealer2.wikispaces.com

Methodology • Research method: Qualitative, multi-methods approachAn online open-ended surveyOnline chatsEmail messages Semi-structured interview

• Data Collection:– Time duration: From January to December 2010– Number of participating teachers:

• Purposive sampling

• 2 teachers from Singapore, 2 teachers from Mexico and 2 teachers from Spain, who are engaged in two internationally collaborative knowledge projects (i.e. Exploring Alternative Energy, World Healer 2)

• Data Analysis: – Emerging themes by colour-coding method

Findings

• Teachers’ motivation

• Factors affecting teachers’ participation

• Teachers’ learning

• Teachers’ needs

Teachers’ motivation in the international collaboration knowledge building project

• Exchanging ideas and sharing / learning community network/ interactions

The idea of giving pupils to exposure to interact with overseas pupils, getting pupils from different culture to exchange ideas with each bringing their experiences to share, is highly enticing for us to join in the international collaboration project. (T1)

The fact of being part of a network of ecologicalawareness of the phenomenon we are experiencingworldwide and be part of a scientific community forhealing and General Terms of improving life on earth. (T4)

Teachers’ motivation in the international collaboration knowledge building project

• Pedagogical design

• Learning object/topic: common phenomenon / specific topic / global issues

I’d rather say that more than a specific subject I felt quite attracted by the methodology used in the project. It was very interesting to have an opportunity to work on a specific topic through the eyes of students from all over the world. (T2)

Knowledge Building is a central part of the pedagogical model at the schools I work in and KBIPs are great ways to get the students engaged in knowledge building experiences and to improve their use of KF. (T5)

I study all the educational processes and international projects are processes too. I don't mind about the theme but what I like the most is observing how students manage to communicate each other and building knowledge from the internet, books, teachers, etc. Students re-do new knowledge and they try to be scientists. (T3)

Forests and sustainability, because it is better related to literature and we are more interested in this subject. (T6)

Factors affecting teachers’ participation

Students’ needs

Language

Age

Area of interest

The ease of communication (i.e. language), age of pupils to be matched to their peers, area of interest. (Online Survey, T1, Apr 2010)

It is interesting using English to talk about subjects that we work at school. It is also important to know about other cultures and countries opinions and also its routines. (Online Survey, T2, Apr 2010)

In international projects English is necessary and my students use language to communicate ideas and that's not a meta linguistic fact. (Online Survey, T4, Apr 2010)

If my students collaborate in projects, they have to use computers, the internet, KF and other kind of collaborative tools. (Online Survey, T5, Apr 2010)

Speaking and writing in English, cooperating with other schoolsfrom overseas, cooperative learning between students andteachers. Improving critical thought. Being more autonomouslearners, and consequently reaching self-learning. The pupilshave learnt to organize their work, and respect and wait for theirturn to talk , respect and tolerate their different ideas. (OnlineSurvey, T6, Apr 2010)

Facilities

Learning from experts

Effective communication

Having good communication with my international partners is key to continuing on the project. I also had the experience of a far more complicated communication process with another of my partners and neither of us seems willing to continue the project. In the two projects I had with Hong Kong communication was great and I am eager to start new projects together. In another instance communication was good, not great but still I’m willing to give it another try.(Email, Teacher A, Sept 2010)

Analysis from our facilities and to reflect particulars (Veracruz) … through environmental documentary and field research (Online Survey, T3, Apr 2010)

The people I need to learn from about KB are all around me… I feel like im fixing a puzzle… it’s strange how I know nuts about KB, but surrounded by experts… (Google Chat, T1, Jan 2010)

Factors affecting teachers’ participation

Teachers’ learning • Teaching English in context• Dynamic learning and

teaching: using new methods• Collaborative learning:

understanding and build-on• Diversity of people (i.e.

culture; concepts)

We have learnt how to deal with new technologies and how to apply them in our work and tasks. We should work with projects tasks because it involves all kinds of knowledge and it is also more attractive and interesting for our pupils. (Online Survey, T6, Apr 2010)

It is a new way of learning and teachingin a more dynamic way, morecooperative and you can build yourknowledge with the help of otherpeople. (Online Survey, T3, Apr 2010)

I have learnt that it's much more effectiveto teach English using a topic-basedmethod than a more traditional languageclass. Their vocabulary is contextualizedand it increases dramatically. (OnlineSurvey, T2, Apr 2010)

Of course, I always learn when Icollaborate: putting yourself in otherminds is a good way of learning.(Online Survey, T5, Apr 2010)

Who are part of the same plant withdifferent characteristics of culture,intelligence and concepts, but we have acoincidence that makes us brothers, we liveon earth. (Online Survey, T4, Apr 2010)

Teachers’ needs

• Support from school

• Technical support

• Research support

• Community resources

More support on new technologies and more computing network. (Online Survey, T2, Apr 2010)

We need more support from the principaland the headmaster, also from thepedagogical coordinator and the computingcoordinator. The teachers working in thesame also need a common timetable forworking together and aiming our goals andobjectives. We have been demanding this inour school for three years, and they haven'ttaken it into consideration. The principaland its team have sabotaging andboycotting the project, we don't know ifthere are pedagogical reasons for it, but wedoubt it. (Online Survey, T6, Apr 2010)

Technology support, research, institutionalsupport, broaden the cultural horizon withrespect to you and to approach science fromsocial perspectives, technical andenvironmental. (Online Survey, T5, Apr 2010)

The most impressive experience teachers had during the international collaboration project

• Multicultural interaction and idea exchange

• Video conference

• Students’ excitement

• Nature of project: across cultures and countries

The video conferencing was an eye-openerbecause that's the first time we are doing it.Pupils were really excited meeting theircounterparts online. (Online Survey, T1, Apr2010)

The real-time multicultural JOININGthe confrontation of ideas on thenature and the common problemswe can address this. (Online Survey,T4, Apr 2010)

After the first videoconference of the alternativeenergies project, my students said they wereamazed (and a little ashamed) at the fact the youngHong Kong students had the same information theyhad and had used the same source (Wikipedia). Ithelped them finally understand why they areconstantly told, since they were a step away fromuniversity, they should use more specialized sources.(Online Survey, T6, Apr 2010)

Discussion and conclusion

STUDENTS

• Learning without boundaries– Interactions with partners

• Cultural exchange– Understanding others’

ideas and cultures

• Global awareness– Living on the same planet

TEACHERS

• Pedagogical design– ‘Matched’ teaching

methodology with partners

• Facilitation of learning and teaching– Professional dialogue and

discussion: sharing & exchange

• Support and resources– Technical/institutional /

organizational support