Transcript Supporting English Language Teachers’ Continuing

Supporting English Language Teachers’
Continuing Professional Development
through ICT: Proposing a Model for
Change
Assoc. Prof. Dr. Thang Siew Ming
School of Language Studies and Linguistics
The National University of Malaysia
[email protected]
Integration of ICT in the classroom


Will provide students skills required to engage
in a progressive society and become life-long
learners.
Will enrich the learning of content materials.
Can teacher do this? Debatable.
THUS, There is a need to provide teachers
necessary support.
Extrinsic factors



Ertmer (1999) describes extrinsic factors as
first-order barrier to ICT integration.
obstacles such as the lack of access to required
hardware and software,
insufficient time for teachers to plan
instruction and to familiarize themselves to
ICT
inadequate technical training and
administrative support.
Intrinsic factors



Second-order barriers are obstacles that impede
fundamental change towards ICT integration (Ertmer,
1999).
is rooted in teachers’ underlying beliefs about
teaching and learning.
includes teachers’ unwillingness to embrace ICT as a
mean towards improving teaching and learning.
May be more difficulties to overcome than the firstorder barriers as they are more personal and more
deeply ingrained (Dede, 1998).
The Malaysian experience



In 1999, the government initiated the Smart schools
project.
The first step was the introduction of computers,
related applications, software and courseware into
schools, classrooms and the teaching and learning
processes.
Four subjects (English, Bahasa Malaysia, Science and
Mathematics) were selected to be taught the smartway. (Ministry of Education, 1997).
Approach
(1) Teaching-Learning Materials included 1,494
items of courseware and printed matter.
(2) Smart School Management System (SSMS)
-- software for managing and administering
student enrolment, educational resources,
school finances, human resources, external
resources, facilities, technology, and hostel
facilities.
Approach (cont)
(3) Technology Infrastructure -- provided to schools
included hardware, software and other equipment.
(4) Systems Integration -- implemented to ensure
integration between the various components and
processes of the SSIS.
(5) Support Services include Help Desk services,
maintenance and support.
The SSIS was implemented in the 87 pilot schools at a
cost of about RM300 million (USD78 million).
The Malaysian approach differed
from those of other countries

In Australia, Britain, Canada, Ireland, Japan, New
Zealand, Singapore and the USA, initiatives for
incorporating ICT into education have tended to be
initiated by schools rather than by the national
governments.
The SSIS is different in that it is primarily a
government-led effort hence it is supported by
relevant government policies and the government sets
the vision and provides the budget with the private
sector only providing the necessary expertise
(Bismillah Khatoon , 2007)
Extrinsic Challenges
(1) Enormous disparity in the level of ICT availability
and use in schools between rural and urban schools.
(2) Lack of Internet connectivity.
Actions undertaken:
 Special training programmes,
 Provision of notebook computers and CD-ROMs
containing teaching materials
 Special schemes for the schools and communities in
remote islands and mountainous districts.
Intrinsic challenges
(1) Common misconception among teachers was that
using the courseware simply means assigning a topic
for students to learn or search.
(2) Some teachers claimed that teaching with the
provided courseware required more preparation time
and more work and hence the software remained in
the box for these teachers.
Action taken:
A training programme was launched in 2004 consisting
a 10-day, face-to-face training course.
Face-to-face training
Advantages: No distraction from by day-to-day
teaching activities, immediate tutorial support
from the trainer, opportunities for collaborative
work with fellow teachers, and a quick
evaluation of progress.
Disadvantages: Did not allow time for teachers
to absorb the lessons, teachers had to
implement what they had learnt without
continuing support from the trainer and a need
to replace teachers away for the course.
Studies on English Language
teaching in smart schools
Lee (2007) found that the Smart School CPD
succeeded in raising awareness about the
innovations but appeared less effective in
equipping them with a clear understanding
of the practices needed in the classroom
level.
Lee’s study (2007) findings
This was perceived to be due to lack of :
(a) time and opportunities to learn about the new
curriculum, try it out in classrooms and reflect with
colleagues on their own experiences and those of
their students,
(b) relevant training opportunities and continuity of
teacher development, including an absence of inservice coaching in the school, and
(c) ongoing commitment and support from departmental
members and school administrators.
E-CPDelt
A model proposed to address the problems
highlighted by Lee (2007).
Based on the Improvement Quality Education for
All (IQEA) action research framework
extensively used in the UK as a vehicle for
school improvement (Hopkins et al., 1996).
IQEA


School improvement project that involves
schools working with a group from the
Institute of Education at Cambridge and school
local representatives.
The overall aim to strengthen the school’s
ability to provide quality education by
building existing good practices.
Propositions for school improvement
(1) Teachers individually and collectively develop.
(2) Stakeholders are involved.
(3) There is a clear vision and leadership is a function
that many staff contribute.
(4) There is communication among teachers.
(5) Enquiry and reflection are recognised as important
processes.
(6) Educational aspirations are linked to classroom
practices. (adapted from Hopkin and West, 1994)
The three levels of school improvement
Senior team/Management group
Individual
teachers
cadre
Department/Working groups
E-CPDelt hub & spoke model


A critical relationship between a number of schoolbased cadres of change–agents (spokes) and a Higher
Education Institutions (HEI)-based research team
(hub).
Spokes -- 5 schools with four teachers (of English,
Maths & Science) from each school.
Hub – Researchers from three universities: The
National University of Malaysia, University
Nottingham, UK & University of Sabah, Malaysia
The spokes and hub model
Cadre 1
Cadre 4
Cadre 2
HEI
Cadre 4
Cadre 3
Online Communties of practice
approach
English
Teachers at
School A
English
Teachers at
School B
English
Teachers at
School C
English
Teachers at
School E
English
Teachers at
School D
Online sharing




Sharing of a good lessons through blogs.
Sharing of a video clips of good lessons
through the VIP (Virtual Interactive Platform)
specially designed for this project.
Forum discussions of lessons.
Online discussions with moderators through
forum and emails.
Sharing at school level
English teachers
Involved in the project
Using Effective
Practices in the
Classroom
Sharing Effective
Practices with other
English Teachers
Sharing Effective
Practices with
Department &
Senior Team
Conclusion
It is believed this project will enable teachers to:
 develop a better understanding of their own
teaching
 be able to utilise ICT effectively in their own
preparation of materials and also in supporting
their students ICT development.
 propel changes in their schools.