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. 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

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
Roth and Tobin (2002),

20. INTERVENTION
Roth and Tobin (2002),

21. INTERVENTION
Roth and Tobin (2002),

22. INTERVENTION
Roth and Tobin (2002),

23. INTERVENTION

24. 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

25. Thank you