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 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
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
INTERIM STUDY
BACKGROUND Participants Technology infrastructure
PHASES Two phases: Pre-intervention Intervention
PRE - INTERVENTION Chat with teachers (field notes) Administer Stages of Concern Questionnaire Individual face-to-face interview
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
PRE - INTERVENTION
PRE - INTERVENTION
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
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
INTERVENTION
School’s Professional Development INTERVENTION PHASES School’s Professional Development Departmental ICT sharing Training by ICT trainer Visits to other schools SoCQ (Pre) Teachers’ concerns PART 1 elicits Individual interview get details via Co-plan Co-teach Co-evaluate Framework PART 2 outcome SoCQ (Post) be a component in Data will
INTERVENTION Co-plan Addressing of concerns [more] Co-teach [more] Co-evaluate Administer the SoC survey for the second time
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
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]
INTERVENTION
INTERVENTION Roth and Tobin (2002),
INTERVENTION Roth and Tobin (2002),
INTERVENTION Roth and Tobin (2002),
INTERVENTION Roth and Tobin (2002),
INTERVENTION
Stage 5 - (Collaboration) Stage 1 - (Informational) INTERVENTION Stage 5 - (Collaboration) Pre (40) Post (28) Now that she is more experienced, she has less concern about collaboration in the sense that she is not hesitant as compared to when she just started out. Stage 6 - (Refocussing) Pre (26) Post (38) Thinking of other effective ways Stage 4 - (Consequence) Pre (27) Post (43) Saw the stages of learning processes students went through as encouraging. However these required varied activities and assortments of facilitations and strategies to ensure that students are really benefitting Stage 2 - (Personal) Pre (59) Post (39) More exposure, support and collaboration Picked up skills that she found useful and applicable to the program. Stage 0 - (Awareness) Pre (84) Post (29) She has been on the program for almost 2 years now. She has gained experience Concerns now depict those of established users; in the regions of Consequence and Refocusing Stage 1 - (Informational) Pre (66) Post (37) Exposed to ideas via collaboration and sharing Picked up strategies (by doing) and also from staff sharing She cannot match the knowledge that students have and are acquiring. Stage 3 - (Management) Pre (69) Post (43) Convinced that albeit the concerns, the outcomes of the efforts are positive Conflicting issues has subsided because through the Situational writing collaboration, she was able to see core learning that took place within students. She was also able to address students’ getting off task because she was able to present clear objectives and tasks for students to achieve
Thank you