scholarly journals Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation

2021 ◽  
Author(s):  
◽  
Wagheeh Shukry Hassan
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Complexity Analysis ◽  
Continuous Process ◽  
Ecological Framework ◽  
Communications Technology ◽  
Information Communications Technology ◽  
Ict Adoption ◽  
Ecological Complexity ◽  
Individual School

<p>This study explored the factors that influenced teachers' Information Communications Technology (ICT) adoption in teaching and learning, and the adoption of an ICTPD innovation by 44 teachers in four schools in Malaysia. The research focused on understanding teachers' uptake of ICT in teaching and learning in the context of an Information Communications Technology Professional Development (ICTPD) programme, which was implemented in these four schools. This in-school and cluster based ICTPD programme, which was introduced from New Zealand, was the first of such projects carried out in Malaysia. To address the study's research questions, a collective case study approach was applied. It employed a qualitative approach through the use of mind maps, factor sheets, and semi-structured interviews as the major methods of data collection. The qualitative data was gathered from teachers who participated in the ICTPD programme. Other stakeholders were also included to ensure different perspectives were acquired in understanding teachers' uptake of ICT in the context of the ICTPD programme. An ecological framework, which incorporated complexity thinking, was employed to inform many aspects of this study, from the selection of methods to the analysis of the data. This framework assumes that factors influencing adoption are complex, interdependent, and independent; it assumes linear factors and linear stages in adoption do not explain the complexities of adoption. The research revealed that teachers' ICT adoption in teaching and learning was low and superficial. Teachers used ICT as a tool and their practices remained teacher-centred. Teachers perceived that their practices changed when they used ICT in their classroom but very few actually did. The ecological framework identified three levels of linear factors (individual, school, and external). The consequent application of the ecological-complexity perspective on these linear factors revealed complex factors and dynamic interactions between teachers within schools. The study also discovered that the uptake of the ICTPD programme was similarly superficial. Teachers and schools were reluctant to embrace the in-school facilitation process and the cluster model of the ICTPD programme due to the current priorities of delivering examination results. The findings initially showed the influence of three levels of factors (individual, school, and the innovation) on teachers' adoption of the ICTPD programme. An analysis of the factors according to the ecological-complexity perspective shed light on the extent of adoption and its processes, suggesting that teachers and schools dynamically negotiate with the innovation. Two ecological-complexity models were developed to explain and understand complex factors and interactions in the two types of adoption. The ecological-complexity perspective showed that the current discourses on linear factors and processes do not fully explain the complexities of teachers' ICT adoption and the uptake of an innovation. The discussions on practical applications for this perspective in education are examined. The ecological-complexity perspective highlights the importance of re-thinking our frames of understanding teachers' ICT adoption and the adoption of an ICTPD programme; instead of thinking about adoption as an end product, it is a dynamic and continuous process, which is negotiated between teachers and schools and the innovation.</p>

scholarly journals Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation

2021 ◽  
Author(s):  
◽  
Wagheeh Shukry Hassan
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Complexity Analysis ◽  
Continuous Process ◽  
Ecological Framework ◽  
Communications Technology ◽  
Information Communications Technology ◽  
Ict Adoption ◽  
Ecological Complexity ◽  
Individual School

<p>This study explored the factors that influenced teachers' Information Communications Technology (ICT) adoption in teaching and learning, and the adoption of an ICTPD innovation by 44 teachers in four schools in Malaysia. The research focused on understanding teachers' uptake of ICT in teaching and learning in the context of an Information Communications Technology Professional Development (ICTPD) programme, which was implemented in these four schools. This in-school and cluster based ICTPD programme, which was introduced from New Zealand, was the first of such projects carried out in Malaysia. To address the study's research questions, a collective case study approach was applied. It employed a qualitative approach through the use of mind maps, factor sheets, and semi-structured interviews as the major methods of data collection. The qualitative data was gathered from teachers who participated in the ICTPD programme. Other stakeholders were also included to ensure different perspectives were acquired in understanding teachers' uptake of ICT in the context of the ICTPD programme. An ecological framework, which incorporated complexity thinking, was employed to inform many aspects of this study, from the selection of methods to the analysis of the data. This framework assumes that factors influencing adoption are complex, interdependent, and independent; it assumes linear factors and linear stages in adoption do not explain the complexities of adoption. The research revealed that teachers' ICT adoption in teaching and learning was low and superficial. Teachers used ICT as a tool and their practices remained teacher-centred. Teachers perceived that their practices changed when they used ICT in their classroom but very few actually did. The ecological framework identified three levels of linear factors (individual, school, and external). The consequent application of the ecological-complexity perspective on these linear factors revealed complex factors and dynamic interactions between teachers within schools. The study also discovered that the uptake of the ICTPD programme was similarly superficial. Teachers and schools were reluctant to embrace the in-school facilitation process and the cluster model of the ICTPD programme due to the current priorities of delivering examination results. The findings initially showed the influence of three levels of factors (individual, school, and the innovation) on teachers' adoption of the ICTPD programme. An analysis of the factors according to the ecological-complexity perspective shed light on the extent of adoption and its processes, suggesting that teachers and schools dynamically negotiate with the innovation. Two ecological-complexity models were developed to explain and understand complex factors and interactions in the two types of adoption. The ecological-complexity perspective showed that the current discourses on linear factors and processes do not fully explain the complexities of teachers' ICT adoption and the uptake of an innovation. The discussions on practical applications for this perspective in education are examined. The ecological-complexity perspective highlights the importance of re-thinking our frames of understanding teachers' ICT adoption and the adoption of an ICTPD programme; instead of thinking about adoption as an end product, it is a dynamic and continuous process, which is negotiated between teachers and schools and the innovation.</p>

A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development

2016 ◽  
Vol 7 (3) ◽  
pp. 591 ◽  
Author(s):  
Leila Saberi ◽  
Farzaneh Amiri
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Teaching And Learning ◽  
Continuous Process ◽  
Current Status ◽  
University Teachers ◽  
Effective Implementation ◽  
The Past ◽  
Present Context ◽  
Teachers Professional Development

Within the past few years, teachers have no longer been conceived as mere transmitters of knowledge. The image of the teacher as the exclusive holder of all the information related to teaching and learning has changed dramatically. It the new context, teachers are supposed to act as transformative agents who pay attention to new aspects of their profession in the process of developing professionally as individuals. In other words, the concept of teachers’ professional development (PD) has been recently viewed as a continuous process focusing on planned and systematic activities designed to trigger and enhance their growth. The current status of professional development in Iran, however, is not satisfactory. Summarizing the findings of the interview with the small group of English university teachers, this study attempted to find out the attitudes of participants to PD and discuss the constraints they faced on their way towards PD. Results indicated that a number of impeding factors have influenced the effective implementation of PD policies which need a reoriented and revitalized perspective to make them more compatible with new requirements of the present context.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Librarians participation in professional development workshops using Zoom in Nigeria

2021 ◽  
pp. 026666692110267
Author(s):  
Ifeanyi Adindu Anene ◽  
Victor Okeoghene Idiedo
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Survey Method ◽  
Online Questionnaire ◽  
Power Outage ◽  
Network Failures ◽  
Zoom In

The purpose of this study is to investigate the extent to which librarians in Nigeria engaged in professional development workshops during the COVID-19 era. The study adopted a survey method using an online questionnaire. Factors such as saving money, the free nature of workshops, eliminating travel risk, in the comfort of the home, and providing an opportunity for all were mentioned as the benefits of participating in online workshops using Zoom. Buying data bundle, lack of computer/Android phone/smartphone, ignorance or lack of awareness of up-coming workshops, lack of time, power outage, nonchalant attitude towards technology, and network failures were identified as challenges of participation. The Zoom platform can be adopted for organizing workshops and meetings, and for teaching and learning in the post COVID-19 era.

Inquiry-Oriented Instruction in Science: Who Teaches That Way?

2007 ◽  
Vol 29 (3) ◽  
pp. 169-199 ◽  
Author(s):  
Thomas M. Smith ◽  
Laura M. Desimone ◽  
Timothy L. Zeidner ◽  
Alfred C. Dunn ◽  
Monica Bhatt ◽  
...  
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Teaching And Learning ◽  
Formal Schooling ◽  
Science Students ◽  
Science Standards ◽  
Left Behind ◽  
Key Policy ◽  
Improving Instruction ◽  
Nationally Representative

The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states’ attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities.

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