Tuesday, 30 July 2013
Description: The authors of this paper suggest that there are two fundamental limitations to traditional adoption models. First, it discusses the idea that the education system is not a single social system. They suggest that it is an organisation that is decentralised with embedded systems with teachers within all areas from the classroom through to the districts. Secondly they believe traditional models ignore the external factors that impact on a school such as the evolution of the Internet and acknowledging and working with change facilitators within the networked community. The authors introduce the Learning Adoption Trajectory View (LAT). This model was designed because the researchers did not believe other models went far enough. This model like the CBAM model puts the teacher at the centre of the system. By teachers progressing through a series of four stages; (a) teacher as learner, (b) teacher as adopter, (c) teacher as co-learner and (d) teacher as reaffirmer or rejecter they believe supports the teachers to learn and use instructional technology. A fifth stage was added which became known as the teacher leader stage.
Evaluation: This model has been designed to go further than previous models and I believe it is a lot simpler and less cumbersome from those I have researched. By putting the learner (teacher) in the foreground I see it as an important step for my introduction to wikis in the classroom. By using the stages of learning table I can feel more confident and have a better understanding of what I need to do initially to be successful in adopting this new technology. It puts theory into practice by using case studies to show the value of this model. Although the model is centred on the teacher it also identifies and explains how certain external factors can have an impact throughout the ecologies in the arena.
Richardson, J. W. (2011). Challenges of adopting the use of technology in less developed countries: The case of Cambodia. Comparative Education Review, 55 (1), 088-029. doi:10.1086/656430
Description: Using Rogers' diffusion of innovation theory this article identifies the barriers, challenges and success of adopting technology in Cambodia. Although focused on the adoption by teacher trainers, this is transferable for any educator looking to adopt technology especially in a less developed country. Findings from data revealed that there were many challenges for these trainers to adopt new technologies from; hardware incompatibility, complexity, language barriers, lack of electricity and internet access, computers, minimal to no practice opportunities and little understanding of the advantages of the new technologies.
By referring findings and examples to the five attributes of Rogers' theory the author identifies the struggles that developing countries face when adopting new technologies, struggles that developed countries such as New Zealand can not identify with. Six categories were used to place participants in regards to their adoption of new technology, these being; early adopters, late adopters, reinventors, discontinuers, rejecters, undetermined. It was found that "different adoption groups were uniquely influenced by the five innovation characteristics" (p.27). Using Rogers' (2003) model captured the voice of the end user which as the author notes, has had less voice in past research.
Evaluation: This article highlights challenges that come with adopting new technologies in less developed countries. Qualitative data provided a voice for people on the ground not just figures, but a personal voice into their struggle. Detailed findings are supported throughout with examples from data to support a more holistic approach. These findings were analysed against the Diffusion of Innovation theory which the author identified as being an effective theory for framing success and barriers in the adoption of new technology. Cambodia's struggle, is a struggle that is shared in many ways to that of Brunei and their people. Brunei has many barriers to overcome and by using Rogers' model similar to this study I will be able to frame my own success and barriers to the adoption of the wiki in my own research.
Description: This research article identifies factors that affected the ways in which
Friday, 26 July 2013
Readings have been both challenging and inspiring. Niki's article on the arena of change showed that what I do at the ground level has implications throughout the stand. An example is my introduction of utilising the wiki for the use of collaboration to create a piece of writing. This is a standardised paper test for our cluster so by introducing this technology and a different format has involved changes in the ecosystem. Already it is noticeable that certain areas within the stands are not cheering me on. I believe more information and support for their changing of opinion is needed. Reading the "Theories of Change" models showed how complex one change can be and how it has an ongoing affect around us. The CBAM model I thought was great as it looked at the cognitive concerns of the teachers and used developers as a supporting role. But the LAT Model was more direct in asking the questions, and I think a better model with the stages that it proposed. I like the idea of systemic change needing three processes before sustained adoption can take place; convergence, mutuality, and extensiveness. These three factors show the importance of communication and sharing for adoption of technology to take place.
Rogers' "Diffusion of Innovation" I found was very relevant to my technology tool (wiki). His theory of the five attributes needed to reduce uncertainty is certainly transferable to my context. Also relevant to my topic as it is now is the Technology Acceptance Model. When I read this I was over joyed as finally something was based on the students' perception. I could see this being relevant for my classroom as Brunei students with their limited exposure to IT and their lack of motivation can influence the adoption of technology in the classroom.
Through my own research into wikis I have learnt a lot. For me I am not a advocate of wikis. Not because I don't believe they are an incredible educational tool but from my previous experience in working with them. My knowledge so far through experience and research of wikis;
I made a comment in the forums that I was more influenced by my employer (an outside agency) and the MOE. I thought this was correct, but when I began setting up things in place for the adoption of this new technology I was pleasantly surprised to see I was actually working closely with the management within my school. I saw them further out in my arena but see they are closer than I thought. If I didn't notice this, maybe this would have had an effect on the adoption of the wiki. Something maybe as an outside contractor I take for granted.
I have three goals for the next three weeks
- To analyse readings (at least eight more) and report on them identifying the key findings and how they specifically relate to my context
- Play with wikis. Ensure I have begun to address my concerns so that I can give every chance of my topic been a success
- Stay on top of the course. Develop my understanding and share within this community and my professional community
Finally, my last thoughts. I want this paper to make a change. I want to make a change professionally to give the adoption of new technology every chance of success. I want to sleep at night without thinking about this course. I want to receive more feedback to see if I am on the right track or not. I want to reflect through this course and help others with their journey. I want to create knowledge and understanding throughout my arena.
I know there is a lot of wants but, if you don't want something and go for it you may never get there and if you do, you may not appreciate it.
Off to Cambodia next week so need to stay focused and work towards my wants and goals!
Thursday, 25 July 2013
This paper explored the adoption of a new technology using the Technology Acceptance Model (TAM) with students examining if their perceived ease of use, perceived usefulness and their attitude towards useage was influential in the students intention to use the new technology. The diagram shows links between perceived usefulness and the perceived ease of use influenced strongly the attitude towards useage.
Shroff et.al identifies that if the system is not easy to use then it is more likely that it will not be perceived as useful. A great point for my students especially with their limited exposure to technology.
On reflection of the blogging I have previously introduced, both independent and reading group blogs this may have been more successful if I had shown the students the ease of use and the value that using it would have. Although this was touched on it was taken for granted that they would love it and be motivated to use it. Although students are more confident and use this more regularly now it was a hard struggle to get to where they are. I think by using the TAM theory this may have made it a more comfortable satisfying ride for both myself and the students.
Wednesday, 24 July 2013
Wednesday, 17 July 2013
My students (well 70%) have and like blogging now. But as I sit here listening to the wind flowing through my banana trees from the typhoons in Taiwan and the Philippines (which is not overly strong) I ask myself, "will change benefit my students?" I like to think yes, but it is such a struggle to get anything in Brunei Education. Is the little change that could come from my research going to benefit them or turn them off what I am trying to deliver? I am writing this as I am meant to be participating online with an adobe connect session for my other course but due to the poor internet at the moment it wont load. These are just one of the many issues in regards to the internet that needs to be changed in my arena for technology and education to work hand in hand.
- teacher/ student/ school pedagogy
- support within the school
- links to each change, how it affects the arena
Robinson, L. (2009) A summary of diffusion of innovations. Enabling Change.
Sunday, 14 July 2013
Writing With Wikis, Changing the Collaborative Learning Environment
Andes, L., & Claggett, E. (2011). Wiki writers: Students and teachers making connections across communities. Reading Teacher, 64(5), 345-350. doi:10.1598/RT.64.5.5
Morgan, B., & Smith, R. D. (2008). A wiki for classroom writing. Reading Teacher, 62(1), 80-82.
Sahin, I. (2006). Detailed review of Rogers' diffusion of innovation theory and educational technology-related studies based on Rogers' theory. The Turkish Online Journal of Educational Technology. 5(2): 14-23
Evaluation: Ismail Sahin is a well published author in this field. His article has been helpful in identifying how Rogers’ theory will play a role in the introduction of the the innovation itself (the wiki approach). Looking through the change lens and using the attributes that Rogers identifies that are needed for the quicker adoption of an innovation the wiki meets them all within my context. These attributes will be visible for all stakeholders within my arena to see. The innovation- decision process is also an important aspect for my topic. I will be going down this path and it is important for me, that by introducing this change I am analytical in my decision to reject or adopt this technology. My understanding of the innovation could have a bearing on the adoption from others within my arena.
Wheeler, S. (nd). Open content, open learning 2.0: using wikis and blogs in higher education. In Ehlers, U., & Schneckenberg, D. (2010). Changing cultures in higher education: Moving ahead to future learning (pp. 103-114). Heidelberg: Springer Berlin Heidelberg. doi:10.1007/978-3-642-03582-1
Description: This chapter looks at the benefits and limitations of utilising wikis and blogs in higher education. The chapter focus on the pedagogical change where the self directed, open learning style is challenging the traditional roles of both student and teacher. The author identifies factors such as globalization and economic stringency as having an impact on the use of technology in education. Focusing on wikis, it highlights the fact that students are reluctant to edit content by their peers and that student’s fear causing offence if they do this. The author also identifies that students struggle to keep up with the engagement needed for truly working collaboratively and often the enthusiasm wears off. He also calls into question how teachers are not changing to meet these new technologies and there sense of needing to be an expert is holding technology in education back.
Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987-987. doi:10.1111/j.1467-8535.2007.00799.x
Friday, 12 July 2013
1. How is technology changing the way of collaboration in education (focus on wikis)
2. Writing with wikis, changing the collaborative learning environment
Reasoning- I am able to manage this with the resources students have at home if I focus solely on students. Also there is a need for change in the system I am in, in regards to collaboration and building these skills up. It is more co operative skills here. Writing is the number one English skill needed here. Unfortunately it is their weakest skill due to their lack of prior teaching.
Just waiting for feedback so I can get focused on this.
Retrieved from: http://teachersjourneytolife.blogspot.com/2013/05/the-imperative-of-creativity-in.html
Wednesday, 10 July 2013
Hi, my name is Aaron Taylor. I am currently living in Brunei with my wife and children. Previously I taught at Casebrook Intermediate in Christchurch. This is the second time I have used a blog for a particular purpose for my study. Previously in EDEM627 I used blogs as a reflection tool for my action research. I actually found it quite valuable as it allowed me time to process what had just happened in my lesson and allowed for an easy way to jot things down in an easy to use filing system. I know from reflecting after the course, I certainly put more ideas and observations down than I would have if I was writing on paper (no it wasn't assessed). I am really looking forward to developing this skill utilising technology to help meet my needs.
I found this activity really hard for some reason as I thought about it to much instead of just going with it and setting it up. I think it had something to do with the overload of instructional text. I think the best way to set up a blog is to play and create your own knowledge.
I have utilised blogs in my Yr7 class here in Brunei for some it was a great tool to explore and take ownership of not only their page but to take ownership of their new knowledge. It will be interesting completing this course as technology is not big here and resources certainly aren't. But I am looking forward to the course and applying what I learn into the classroom.
The video link I find really inspirational. I came across Will Richardson through a reading from a previous course. Hopefully you may like the video as well.
I teach in a state school here in Brunei. It is a very laid back atmosphere, sometimes too laid back. I teach 3 Year 8 classes and 1 Year 7 class (English). Kids here haven't been exposed to e-learning or ICT in a big way so the things I have tried (blogging for reading groups and AVAILLL) have worked really well considering the structure of learning in Brunei. Racking my brains to come up with my first topic as I have always wanted to look at BYOD but I feel it will be very limiting in this environment and not fully valued, possibly this is a good reason to follow this path.
|Props being made by my 8B class|