1 / 12

Wagheeh Shukry Hassan (PhD) English Language Teaching Centre Ministry of Education Malaysia

An Ecological Complexity Perspective On The Challenges In Lifelong Learning Of Teachers In Malaysia: A Case Study of an online learning environment within an ICT professional development programme. Wagheeh Shukry Hassan (PhD) English Language Teaching Centre Ministry of Education Malaysia.

eshana
Download Presentation

Wagheeh Shukry Hassan (PhD) English Language Teaching Centre Ministry of Education Malaysia

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. An Ecological Complexity Perspective On The Challenges In Lifelong Learning Of Teachers In Malaysia: A Case Study of an online learning environment within an ICT professional development programme. • WagheehShukry Hassan (PhD) • English Language Teaching Centre • Ministry of Education Malaysia

  2. Background • Unique – 1st cluster PD in Malaysia, in-school facilitation – adapted from NZ ICTPD Cluster programme • Malaysian ICTPD (MICTPD) implementation • the promotion of ICT integration; • the fostering of reflective practice; and • supported by an online community of practice (COP)

  3. Research • explored the adoption of ICT in teaching & learning and the adoption of the key features of the ICTPD • identified the factors that supported and hindered adoption • constructed a theoretical framework, i.e., the ecological-complexity perspective as an alternative view • described the interaction of factors, individuals and organisations in adoption and the emergence of adoption

  4. Ecological Complexity Perspective • Interdisciplinary perspective • Complexity theories/thinking (pre and post 2000) • Ecological theories (biological sciences) • Adoption theories (ICT)

  5. Why? • Linear vs. complexity • Dualities • Extend research from mechanistic/Newtonian perspective to organic/Darwinian perspective • Find new ways of understanding how individuals, organisations and policy interact to influence adoption

  6. Ecological concepts

  7. Data • Used a collective case study approach (Stake, 2003 & 2005) – rural, urban, primary & secondary. • 44 teachers (main unit of analysis), 4 school heads and one state education officer. Four schools participated in ICTPD Cluster. • Qualitative - used different methods, i.e., semi-structured interviews, mind maps, factor sheets, observations and journals • Transcribed, used Nvivo to process and analyse data

  8. Implications • In Malaysia, cultural and contextual factors influence adoption (e.g., examination & curriculum) – assumptions dealt with – ‘foreign’ innovations • the online system did not change teachers' attitudes in sharing and collaboration, and • did not facilitate the development of communities of practice

  9. Challenges • Development of ecological-complexity perspective (ECP) models – journey from linear to complexity – many iterations • Applying the ECP into practice – policy (e.g., bottom-up and top-down policy), leadership and ICTPD design – requirement of MOE • Cultural factors – recognising, highlighting and incorporating factors Slide 12

  10. Conclusions • Ecological-complexity perspective extends understanding of ICTPD adoption - non-linear, interactions & factors (in this context) • Understanding of dualities in complexity - not an either or explanation • Emergence as a way to find insights

  11. Thank you e: wshukry@eltc.edu.my

More Related