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CONTEXT

One-to-one laptops in English classrooms: Teachers’ concern profiles and the implications to professional development strategies. Wan Fareed Centre for Research in Pedagogy and Practice (CRPP) National Institute of Education, Singapore. CONTEXT. Interim study – explorative in nature

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CONTEXT

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  1. One-to-one laptops in English classrooms: Teachers’ concern profiles and the implications to professional development strategies. Wan Fareed Centre for Research in Pedagogy and Practice (CRPP) National Institute of Education, Singapore

  2. CONTEXT Interim study – explorative in nature Immediate application - to help teachers adopt the 1:1 laptop programme Long-range goal -> Suggest professional development strategy (use of laptops) that teachers would be able to utilise even after the project ends

  3. WHY THE STUDY? Teachers: Were not using laptops even when the affordances were evident Have many concerns about the 1:1 laptop programme The need for teachers to address these issues

  4. INTERIM STUDY

  5. BACKGROUND • Participants • Technology infrastructure

  6. PHASES Two phases: • Pre-intervention • Intervention

  7. PRE - INTERVENTION • Chat with teachers (field notes) • Administer Stages of Concern Questionnaire • Individual face-to-face interview

  8. PRE - INTERVENTION • Stages of Concern Questionnaire – Concern Based Adoption Model • Based on research done in the 70s (Uni of Texas) • Innovation and change • Examines concerns and describes how people develop as they learn about an innovation and the stages of that process

  9. PRE - INTERVENTION

  10. PRE - INTERVENTION

  11. PRE - INTERVENTION • Results from interview responses • Professional Development: • Focus was on ICT skilling • Not able to make connections to classroom uses • No immediate need • Preferred: • Just in time • Context of ELL classroom

  12. PRE - INTERVENTION • Implications • One-fit-all approach will not work • Teaching experience = smooth adoption • IT savvy = smooth adoption • Different concerns require different approaches (Some may be non-instructional) • P.D. to be in context of teachers’ needs

  13. INTERVENTION

  14. INTERVENTION PHASES School’s Professional Development Departmental ICT sharing Training by ICT trainer Visits to other schools PART 1 PART 2 SoCQ (Pre) • Co-plan • Co-teach • Co-evaluate elicits Data will be a component in Teachers’ concerns SoCQ (Post) get details via outcome Individual interview Framework

  15. INTERVENTION • Co-plan • Addressing of concerns [more] • Co-teach [more] • Co-evaluate • Administer the SoC survey for the second time

  16. INTERVENTION • Discussions – Unit of Work: • Topic –> Situational writing package • Activities / group dynamics • Articulate use of laptops/technology • Assessment -> Co-construct rubrics • Logistic and admin issues • Room, technical help, training, etc

  17. INTERVENTION Co-Teach [the classroom] • 4 lessons (7 periods): • L1 – Admin, logistic familiarization and start brainstorming ideas [Images] • L2 – Worked on draft, teacher facilitated [Images] • L3 – Shared access to other group and fine-tuned draft [Images] • L4 – Gallery walk [Images]

  18. INTERVENTION

  19. INTERVENTION

  20. INTERVENTION

  21. INTERVENTION

  22. INTERVENTION

  23. INTERVENTION

  24. INTERVENTION

  25. Thank you

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