Transcript Most Significant Change

THE ‘MIRROR’
ICT USE IN EDUCATIONAL SETTINGS
Teacher Professional Development for Tomorrow,
Today, 2009
Mary Hooker, Research Manager, GeSCI, Dublin
CHANGES DUE TO ICT USE
New technologies have been created as a
consequence of scientific advance.
 They cannot become autonomous or be
understood in isolation from the broader and
more powerful social, economic, and political
contexts and dynamics (Apple, 1998; Bromley,
1998).
 In view of that, as their educational use becomes
assimilated, it also mirrors and to a certain
degree influences contemporary socio-economic
problems and prevailing educational conditions.

Drenoyianni, 2006
THREE BASIC PRINCIPLES
For understanding the process of ICT integration
in Teacher Professional Development systems:
 Teacher professional learning and development
are social processes growing out of joint
activity.
 People are active agents but they work in sites
that are not necessarily of their choosing with
tools that constrain and afford their actions.
 Teaching and learning systems are constantly
subject to change and these changes are driven
by contradictions and tensions which can
lead to expansive learning (Cole and Russel 2002 cited in
Hardman, 2008).
MIRROR 1 – STORY TELLING
Story telling in a conversational
setting with its associations for risktaking 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)
THE ‘MOST SIGNIFICANT CHANGE’ (MSC) TECHNIQUE
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 KERNEL
‘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 ‘MOST SIGNIFICANT CHANGE’ (MSC) TECHNIQUE
THE KERNEL
‘From among
all these
significant
change
stories, what
do you think
was the most
significant
change of all?’
MIRROR 2 – THE CHANGE ENVIRONMENT
CHANGE ENVIRONMENT...
New solutions, new
model for practice
Future
Conceptual tools
Present
’Mirror’
of everyday
practice
(Historical and
ongoing)
Past
Activity system
framework
Facilitators
Stakeholders
Engestrom, 2003
Facilitating Expansive School Transformation Using ICT in the
SADC Region: A Botswana Pilot Project
The activity system
ICT IMPLEMENTS
ICT SKILLS
CHANGE LAB
CHANGE OF MINDSET
Instruments:
tools and signs
Object
TEACHER/
STUDENT
MANAGEMENT
sense,
Subject
meaning
Rules
A.
TIME TABLING (COMPUTER
LABS)
Community
PTA
C. OTHER COMPUTER
REGULATIONS
POLICY MAKERS
Outcome
CITIZENS W ITH
HIGH LEVELS
OF ICT
LITERACY
Division of labor
PROVIDERS OUTSIDE THE SCHOOL
B. TEACHING LOADS
D. POLICIES
ICT INTERGRATION
ACROSS THE
CURRICILUM
MINISTRIAL AND
SCHOOL LEVEL
COORDINATION
(CDNE, DEPT SEC,
SMT).
MOE DEPARTMENTS e.g. TT&D AND
DNFE
Nleya, 2009
What is measured and
assessed
1. Participants’
Reactions
Initial satisfaction with
the experience
2. Participants’
Learning
New Knowledge and
skills of participants
3. Organization
Support & Change
The organization’s
advocacy, support,
accommodation,
facilitation and
recognition
4. Participants’ Use
of New Knowledge
and Skills
Degree and quality of
implementation
5. Student Learning
Outcomes
Student learning
outcomes: Cognitive,
Affective and
Psychomotor
Guskey, 2002
FIVE LEVELS OF PROFESSIONAL
DEVELOPMENT EVALUATION
Evaluation Level
Does Teacher
Professional
Development
in ICT make
a difference?
GROUP TASK: 4 STORIES OF ICT
IMPLEMENTATION IN PRACTICE
Mirror 1
Which story
represents the
‘most significant’
change?
Teacher A?
Teacher B?
Teacher C?
Student D?
Mirror 2
What ‘tensions’ do
the stories reveal in
educational practice?
Groups
Teacher A
Teacher B
Teacher C
1
Pupil A
√
2
√
√
3
√
√
Total
2
0
0
3
MOST SIGNIFICANT CHANGE STORIES
STORIES SELECTED
What
about
Teachers
B and C?
Teacher B – in the ‘mainstream’ of ICT
integration programmes in education
systems
Teacher B, Object, Tools, Role, Rules, Community
Tools
Teacher B
Rules
Object
Community
Roles
TEACHER B
Role
What is your role in the ICT programme?
My role in this programme I think is to... to help students and
teachers to be in contact with Partner Programme – they have to
learn something.
Tools - ICT
Teacher B
Role
Liaise between school and partner
TEACHER B
Goal
What is the purpose of the programme?
I think that it is all about ICT, about computer and programmes,
different programmes…
Tools ICT
Teacher B
Object
ICT Literacy
Role
Liaise between school and partner
TEACHER
B
Rules
Do 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
Rules
School time-table
Curriculum
National Examinations
Object
ICT Literacy
Role
Liaise between school and partner
TEACHER B
Community
Do 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
Rules
School time-table
Curriculum
National Examinations
Object
ICT Literacy
Community
Role
Teachers
Liaise between school and partner
Management
REFERENCES
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Davies, R and Dart, J. 2007. The ‘Most Significant Change’ Technique [Online].
Available from: http://www.mande.co.uk/docs/MSCGuide.pdf
Drenoyianni, H. (2006). Reconsidering change and ICT: Perspectives of a human and
democratic education. Education and Information Technologies [Online]. 11(3), 401413. Available from: Springlink http://www.library.dcu.ie/Eresources/databasesaz.htm [Accessed 14 April 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]
Guskey, T.R. 2002. Does it Make a Diference? Evaluating Professional Development
Educational Leadership [Online]. Available from: Academic Search Premier
http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 21 December 2008]
Haig, N. 2005. Everyday Conversation as a Context for Professional Learning and
Development. International Journal for Academic Development [Online]. 10 (1), pp316. Available from: Academic Search Premier
http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 21 December 2008]
Nleya, P. 2009. Facilitating Expansive School Transformation Using ICT in the
SADC Region: A Botswana Pilot Project IN: Workshop on Perspectives for
North/South Research for ICT in Education 21 April, 2009 [Online]. Available from
GeSCI at: www.gesci.org [Accessed 27 April 2009]