Learning Adoption Trajectory View- Bibliography

Sherry, L., &  Gibson, D. (2002).The path to teacher leadership in educational technology. Comptemporary Issues in Technology and Teacher Education, 2(2), 178-203.

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.

Challenges In Less Developed Countries- Bibliography

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.

 

 

 

 

English Language Learning Using A Wiki- Bibliography

Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning. Australasian Journal Of Educational Technology, 25(5), 645-665.

Description: This research article identifies factors that affected the ways in which ESL (English as a Second Language) students collaborated in a wiki. Qualitative findings showed that the wiki provided a collaborative learning environment. Although there were positive behaviours identified it was not as successful in peer to peer communication and co constructing knowledge. The researcher identified factors such as the ease of organising regular face to face meetings, technical glitches, preference for publishing only final copies and the preference to use tools that they students were already competent with such as email and mobile phones inhibited collaboration in the wiki.

The study provides valuable personal student insights in how they interpreted their interactions and the reasons that inhibited and promoted collaboration in the wiki. It highlighted students’ attitudes, motivations and  problems that are associated with language barriers in the wiki environment.

Evaluation: This article identifies key factors that may affect my students learning in a wiki environment. The case study was descriptive in the findings and identifies areas that I, as the change facilitator need to be aware of when introducing it to my class. A strength of the research was identifying ways in which the wiki could be used in the classroom with the scaffolding needed to increase collaboration in the wiki.

Research was well supported throughout the background areas of the article but tended not to support as strongly data or ideas in the implementation, findings and suggestion sections. This study is important for ESL teachers as implementing new technologies into ESL classrooms adds another layer of challenges that need to be unpacked before it can be accepted and adopted.

Week Three Reflection

I wanted to create a reflection that works for me as a learner and as an educator. I think it is important to be open and honest for these reflections to assist myself to grow personally and professionally. If I look at the course to date so far, I must admit it is not rocking my boat. I feel at times stranded with little feedback to help guide my thought process. I always reflect back to myself as the teacher and how what I deliver in the classroom can affect the outcomes of student learning. The workload is high but I find it manageable to date. Initially I struggled with the format as I thought it was too busy and very unfriendly to navigate through. Shroff, Deneen & Eugenia (2011) theory, of perceived ease of use (PEOU), perceived usage (PU) and attitude towards usage (ATU) can affect the behavioural intention to use technology may initially have had an impact on me. I didn't find it easy to use and struggled with the change where I found it to be of little use from what I had been using previously. This certainly affected my attitude towards using it, but now I am through that dimension and hopefully on the other side. It is easy to see how, and I'm not saying that this was the case with this course, but if the student does not have the support and is not guided to the idea that this new technology (tool) is easy to use, is of use and I think needs to be better than what was there previously then as the theory suggests it strongly influences the attitude towards use. I would also think, the motivation to use the technology for the full intended purpose as well.

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;

 



When I look back I can see how much ground we have covered in this course and how my ability to look at change and the effectiveness of it relies on more than just me. This is pivotal for my own thinking as at times I think of myself as a lone wolf, trying to stimulate, innovate and motivate my students to achieve with the help of technology. The readings have certainly helped my positioning on influencing the adoption of change which will hopefully have an effect in the future.

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

1. To analyse readings (at least eight more) and report on them identifying the key findings and how they specifically relate to my context
2. Play with wikis. Ensure I have begun to address my concerns so that I can give every chance of my topic been a success
3. 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!

Technology Acceptance Model

After reading articles that focused on the teacher and other organisations within the stands of the arena in relation to adopting technology I was glad to read the article;

Shroff, R. H., Deneen, C. D. & Ng, E. M. W. (2011). Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system. Australasian Journal of Education Technology, 27(4), 600-618.http://www.ascilite.org.au/ajet/ajet27/shroff.html

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.

 

This sits well with me in my context as I believe the ease in the way students in Brunei give up is embarrassing for them and their community. They do not strive to be challenged nor do they want to be. By modelling the usefulness of new technology (wiki) to students hopefully will ease some of the uncertainty around the wiki and they will identify as I will that wikis are the new way to collaborate in a safer environment. By allowing student to "play" will ensure students have confidence in accessing the tool and using it for its intended purpose. By allowing students to play they will come up with questions and problems that we can solve together (with myself having prior knowledge of the tool) and put the platform down that it is an easy tool to use.
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.
 

SP4Ed

Just checking to see if this links!

Why?

A frustrating week which looks like it is going to get more challenging. The topic for this course "Change" seems to be the pain in my side. I too, like Lesley, am pondering in the early hours, pondering at night and while Ramadan is on, pondering at school. I think the light is flickering in regards to the focus of this course "what changes occur when we implement a digital change". It may sound simple but I was grappling for the understanding all week. It is an interesting thought that, as educators on the ground floor (which I am) probably never identify the true meaning of what is required when we grab a new idea and run with it. The implications for the "arena" and how one decision has a flow on effect. I'm looking forward to completing my case study as I think it is going to be a huge challenge in my environment. For me personally, changing my pedagogy is great, always looking to be flexible and organised. But for other dimensions in my arena I can see lip service and challenges from all different angles.

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. 

EDEM 630: Arena of Change



The goal for writing my case study will be to identify the changes that were needed to be made and then identified throughout the study of using wikis as a means for collaborative writing. The information I will use will be a foundation of knowledge about the current state within my classroom/ school/ country and why the reinvention of collaboration using wikis is needed. I will identify the difficulties that this country places on technology and educating students for the better and not as a passive means of ticking a box. By introducing the wiki I will identify changes in our ecosystem and how the possibilities of future advancement utilising this tool will affect this “arena”.

 

As a person that does not like the format of wikis through prior experiences this is a real challenge for my personal change. My biggest personal change will possibly be changing my mindset but through in-depth planning and ‘playing’ I am hoping to swing the balance to a positive experience. My pedagogy will need to change to ensure students feel confident and are able to participate fully throughout. I will link to the Roger's (2003) "Diffusion of Innovation Theory" as this plays a key part in the adoption of the wiki and identify theories and models of change that can assist with the adoption of this technology. 

 

The key question I will look to answer at this stage will be, “What changes are needed within my school for the successful reinvention of collaboration using wikis in student writing?” The change in Brunei is more important initially in the local context as Robinson (2009) states “it’s conversations that spread adoption”. Ground floor working my way up. I have introduced AVAILLL into my school and it was kept at a ground floor initial trial/ research study. Through word of mouth the Ministry is very keen to implement it. By going directly to them this would not be possible.

 

Main themes:

1. teacher/ student/ school pedagogy
2. support within the school
3. links to each change, how it affects the arena

 

 

I am hoping it is well received by the immediate community and that data shows an improvement in collaboration. I anticipate the initial support from management but they have little knowledge of technology in education and are comfortable in their traditional system. I hope to conclude that students are more motivated to create knowledge through wikis by collaborating through synchronous and asynchronous communication and that adoption of the wiki was successful by the teacher, student and school to support learning.

 
Robinson, L. (2009) A summary of diffusion of innovations. Enabling Change.

Rogers, E. M. (2003). Diffusion of innovations. New York: Free Press.

 

 

 

Annotated Bibliography

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

Description: This article looks at a school wide writing program designed by special education teachers in America. This year long program was to develop language skills and vocabulary in sixteen special education grade two students. Students were to participate in a writing project utilising wikis to facilitate collaboration among peers, parents, teachers and university students. Each month the students had a new focus utilising the wiki from journal writing to researching animals for publishing on Photo Story. Students communicated daily with their e-pals with teachers observing that students were actively engaged and motivated through this new technology. All students at the beginning of the year were below their reading level, only two were below their expected level by the end of the year. University students  provided feedback on the students' writing and invited them to write back weekly. This made the second graders eager to check for feedback. Parents also began to read the students' work. This change of pedagogy also allowed for collaboration between teachers from different countries.

Evaluation: This article was published by the International Reading Association and has been peer reviewed. Although the academic progress was shown through  reading assessment it is important to note that reading and writing are integrated disciplines. This article will be important for my case study as it highlights the fact that the students valued feedback from the wider audience and that this was a factor in their enthusiasm towards the tasks. This will help to support my idea about using a wiki to support, motivate and create meaning through collaboration. The authors used many references to strengthen their ideas and findings.

Davis, N. (2008) How may teacher learning be promoted for educational renewal with IT? In J. Voogt and G. Knezek (Ed.), International Handbook of Information Technology in Primary and Secondary Education': 507-520. Amsterdam: Elsevier.

 

Description: This book chapter was written by Niki Davis who is the course leader for this paper. The chapter looks at the ecosystem and identifies the importance the role of the teacher as leaders of renewal of education systems with IT. It identifies the various different models of change through each layer of the “arena” and highlights the benefits of these changes as well as the struggles that come with the implantation of the change for the stakeholders. She goes onto identify the role of the teacher as the innovator using IT and dissects a variety of models looking at the various frameworks. Challenges of simultaneous renewal when overlapping ecologies in teacher education was reported on, finding that if  modelling of appropriate pedagogy, participation within the education field and available resources can speed up the educational renewal.

 

Evaluation: Strengths of this article are clear to see, not only is there a wide range of supporting references used but also utilises scenarios to put ideas in context. As the author moved through the ecosystem it became clear how each system can be affected by change. It was well layered in the sense it started with the global perspective down to the simultaneous renewal where the overlapping of ecologies identified the possible flow on effect of educational renewal and how the speed and adoption of the innovation can be affected. This is useful in the sense that as I go through the process of my topic and it evolves, I can see that the ecologies in my stadium will be affected and need to change. This highlights for me the need to work with these ecologies to increase the chance of adoption on the wider scale.

Morgan, B., & Smith, R. D. (2008). A wiki for classroom writing. Reading Teacher, 62(1), 80-82.
 

Description: This journal article focuses on a project involving college students, classroom students (no year given) and the classroom teacher using wiki technology to enhance collaboration between all stakeholders. The project involved classroom students choosing their own topic and through the use of wikis they were to present online reports in the form of compositions about their topic. Writers set up pages to ask questions of their readers focused around grammar and revision of their published pages. College students offered comments and suggestions. Feedback from students was positive as they found that not only was the wiki easy to use but also they found that the feedback they received from a wider audience strengthened the purpose and structure of their writing. Students identified they were more engaged with the writing task.

Evaluation: This article has been peer reviewed and comes from a reputable source. However, referencing ideas and findings from other research studies would have made the findings stronger and more reliable. Although it is not an in-depth article and only touches on aspects of the project and the change that occurred due to the implementation of using a wiki it has a lot of positive findings from the feedback of the classroom students. Using references from other research articles would have strengthened this article. This is important for my research as it is the students attitude to purpose and collaboration that needs to improve in my context. An important finding that will help in my environment is that students felt there was less emphasis on error, enabling them to write more freely without that initial worry of being incorrect.

 

Richardson, J. W. (2011). Challenges of adopting the use of technology in less developed countries: The case of Cambodia. Comparative Education Review, 55(1), 008-029. 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 adopting new technologies; 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 by the Bruneain 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.

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

Description: This article reviews Rogers’ “Diffusion of Innovation” theory. The author discusses what Rogers (2003) describes as the innovation- diffusion process, a process in which uncertainty is reduced. He summarises the five attributes of innovation that Rogers believes “decrease uncertainty” (p.17). These being relative advantage, compatibility, complexity, trialability and observability. Rogers believes that innovation that offers these five attributes will be adopted quicker. Examples of studies that used Rogers theory are also provided. The article also identifies “The Innovation – Decision Process”. This process as Rogers describes is a five stage process; knowledge, persuasion, decision, implementation, confirmation. This process seeks out and processes information reducing uncertainty of the advantages and disadvantages of the technology for the user.

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.

 

Shroff, R. H., Deneen, C. D. & Ng, E. M. W. (2011). Analysis of the technology acceptance model in examining students’ behavioural intention to use an e-portfolio system. Australasian Journal of Educational Technology, 27(4), 600-618

Description: This paper analyses the Technology Acceptance Model and examines students’ behavioural intention of using new technology (e-portfolio) by analysing the relationship between the intention of a student to use this technology with the student’s perceived usefulness (PU), perceived ease of use (PEOU) and the student’s attitude towards using it (ATU). Key findings suggest that these perceived thoughts can have an influence on a students intention to use technology. The paper acknowledges there are limitations with the study highlighting that students come to the classroom with their own beliefs  and values which may affect their perceived ideas. It looks at the value of students influence in a technology being adopted and having sustained use.

Evaluation: This paper comes from a reliable source. The authors have identified there are limitations in their study thus providing it seems open honest evaluation of their findings. A strength of the findings is the fact that they have identified the significance between the perceived usefulness and the perceived ease of use and how these to factors strongly influence the students attitude to using new technology. This is important for my topic as previous attempts for adopting technology into the classroom have not been as successful as I would have liked. Technology in Brunei is limited as is the exposure that not only teachers have but, students as well. This theory may strengthen the chance of adoption of technology within my classroom and enhance the continued use by students of the wiki.

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.

Evaluation: The reliability of this chapter is strengthened by the authors use of supporting references from other research articles. Conclusions have been backed up with supporting evidence from information written under each subheading. This source is useful as it highlights not only the change needed by the student but also that of the teacher and how these changes can create difficulties for both parties. In closing he suggests there are many factors working against the successful use of Web 2.0 tools such as wikis but believes the main reason is the resistance to change. This is very relevant in Brunei where it is the teachers holding technology back as they are scared of losing face in front of their peers.

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

 

Description: This article identifies the positives and negatives for using a wiki to support a collaborative student centred learning environment highlighting the change in pedagogy that teachers and students need to address. It proposes that the use of a wiki should be integrated in the normal classroom routine as findings showed that if used as an out of school task only, participation from students was limited to a minority. Revealing that to create an effective wiki community, students need to be confident to participate and have the skills to evaluate information, be creative and to work independently and as a team. The authors emphasised that educators and students should have the understanding that wiki based activities are for collaboration, not competition. Students aware of the unseen audience placed more emphasis to write accurately while being considerate of others. Wikis they found, transforms the learning environment, providing meaningful deeper engagement and encouraging a higher level of thoughtful writing.

Evaluation: The authors of this article are well respected in their field. Supporting references were used throughout the background to the article and data adding strength to ideas and findings. By identifying both, the positives and negatives of implementing a wiki it added a balance to their findings and recommendations. This article benefits my topic as it highlights that by changing my pedagogy, I have to show and model how students need to change theirs. Many of the negative findings from the use of wikis in this article have been similar to the adoption of the blog in my current classroom so I need to ensure the participants on my playing field are educated on the use and reasoning of the change so that they have the opportunity to participate and take ownership of the task while I remain as a moderator in the background.

Research Topic Possibilities

This has been a pretty hard exercise to come up with a topic that is relevant, that interests me and I can do in my environment. I am focusing my possibilities within the classroom as that is where I see the advantages for my discovery and teaching/ learning

1. How is technology changing the way of collaboration in education (focus on wikis)
or

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

EDEM630; Reflection On First Task

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

 

I came across this Steve Jobs video earlier this year and the passion that he talks with I can see why he was so successful. I like to think I am as passionate about teaching and bringing in technology to support and create learning opportunities.

 



 

Really looking forward to the journey of this course as it looks hands on and challenging. Will post a personal video later.