Title: An investigation into the use of Activity Theory to
1An investigation into the use of Activity Theory
to Mirror ICT Practices in the Teacher
Professional Development Landscape of a
Development Country Context
- Mary Hooker
- EdTech 2009
- Post-graduate Track Dublin City University
2Action Research
- Action researchers start with an idea and follow
it where it leads them... - Mc Niff and Whitehead (2006 31)
3Research Question
- How can I improve my practice as a facilitator
to engage teacher educator institutions in a
reflexive discourse on the use of ICT in Teacher
Professional Development?
4My Context
- I am an Education Specialist
- I work for an INGO called Global eSchools and
Communities Initiatives (GeSCI) - GeSCI provides strategic advice to Ministries of
Education in developing countries on the
effective use of Information and Communication
Technologies (ICTs) for education and communities
of learning.
5My Values
- I reject power imbalances evident in north-south
relationships in development - Knowledge has to represent something far greater
than a transfer of packaged models or frameworks
from one system to another - I value other peoples capacity to come to know
in their own way, to create their own knowledge,
to draw on insights from the knowledge of others
6My Concerns
- An equitable relationship with partners developed
upon processes of mutual learning and change - Approaching issues on a basis of co-construction
of knowledge, through processes of critical
reflection and experience
7Why am I concerned?
- North-south transfer of capacity which is often
assumed, rather than a process of mutual learning
- (Taylor and Clarke, 2008)
- Problematic nature of collaboration if
participants have not been properly involved in
defining the need and purpose of the
developmental process and their views and
interests are not addressed - (Kontiainen 2007, cited in Hakkarainen, 2007)
- The gap between classroots and policy level
- (O Sullivan, 2004)
- The absence of the teachers voice in policy
discourse and formulation
8What am I going to do about it?
- I need to develop appropriate tools to support
knowledge building and understanding of the
issues and challenges in Teacher Professional
Development policy and practice
9Literature
Global Agenda Education For All
- Education for All (EFA) agenda as a Global Social
Justice (GSJ) Project - Concept of quality is fundamental to its
achievement - A quality education is dependent on the
development of high quality teachers - Momentous challenge in a global context of ever
more complex demands on systems for educational
provision - Acute shortages in the supply of suitably
qualified and experienced teachers north and
south - Disparities in quality provision accelerate as
richer countries lure qualified teachers from
less favoured regions. - Davis, 2000 Leach 2008
10Literature
Global Agenda Knowledge Society for All
- New Growth economic models emphasize the
importance of new knowledge, innovation, and the
development of human capacity as the sources of
sustainable economic growth - ICTs are engines for new growth and tools for
empowering societies to change into knowledge
economies or information societies - Through access to an inclusive high-quality
education by all benefits to individual,
business, private and public enterprise are
multiplied and will lead to economic growth that
is more equitably distributed and enjoyed by all. - GeSCI, 2008 UNESCO 2008
Source AKRI Ltd.
11Literature
Use of ICT in Teacher Professional Development
in Africa
- Complex landscape
- Myriad of national and international initiatives
- Proliferation of one-off, topic-led, short-term
training programmes that aim to develop specific
skills of teachers - Paradigm shift towards longer term, systemic TPD
initiatives - Features of ICT integration in and across
curricula, on-line learning, virtual communities
of practice, web portals of resources,
certification of progress - Farrell and Isaacs, 2007
Source UNESCO
12Literature
Benchmarking ICT in Teacher Professional
Development
Three Approaches for ICT Integration in Teacher Professional Development Three Approaches for ICT Integration in Teacher Professional Development Three Approaches for ICT Integration in Teacher Professional Development Three Approaches for ICT Integration in Teacher Professional Development
Policy Vision Technology Literacy Knowledge Deepening Knowledge Creation
Curriculum Assessment Basic Knowledge Knowledge Application 21st Century Skills
Pedagogy Integrate Technology Complex Problem Solving Self Management
ICT Basic Tools Complex Tools Pervasive Technology
Organization Administration Standard Classroom Collaborative Groups Learning Organizations
Teacher Professional Development Digital Literacy Manage Guide Teacher as Model Learner
Source UNESCO 2008 Source UNESCO 2008 Source UNESCO 2008 Source UNESCO 2008
13Literature
Cultural Historical Activity Theory (CHAT)...
New solutions, new model for practice
Mirror of everyday practice (Historical
and ongoing)
Future
Conceptual tools
Present
Past
Activity system framework
Facilitators
Stakeholders
Engestrom, 2003
14CHAT Cycles for Expansive Learning
Literature
15Methodology
- Qualitative approach Action Research Living
Theory - (Whitehead and Mc Niff, 2006)
- Studying my practice and generating practical
knowledge that is rooted in my practice in
relation to the ideas of others
16CHAT... Cycle 1 Past
Mirror of everyday practice (Historical
and ongoing)
Conceptual tools
Past
Activity system framework
Facilitators
Stakeholders
Engestrom, 2003
17 CYCLE 1 TEACHERS STORIES
Story telling in a conversational setting with
its associations for risk-taking and
permissiveness, may be more likely to reveal
uncomfortable experiences, ideas, issues and
concerns conditions (that) can increase the odds
for productive learning. McDrury and Alterio
2002, cited in Haigh, 200512
18THE MOST SIGNIFICANT CHANGE (MSC) TECHNIQUE
- Process involves
- The collection of significant change (SC) stories
from the practice level - The systematic selection of the most significant
of these stories by panels or working groups of
stakeholders or staff
19THE MOST SIGNIFICANT CHANGE (MSC) TECHNIQUE
Looking back over the last month, what do you
think was the most significant change in your
practice since using computers in your
classroom?
THE KERNEL
20THE MOST SIGNIFICANT CHANGE (MSC) TECHNIQUE
From among all these significant change
stories, what do you think was the most
significant change of all?
THE KERNEL
21Story Selection Criteria
- Shift in teacher role
- teacher is no longer the gatekeeper of knowledge
- teacher is emerging as co-learner - learning with
and from students about the technology - Â
- Shift in pedagogy
- student-centred approach
- discovering learning through exploring
- ICT as catalyst for change
- ICTs can change pedagogy
- student can become addicted and distracted from
learning - war inside teacher leading to anxiety
- Shift in learner role
- from passive to active engagement
- student more confident in using technology than
teacher - Shift in pedagogy
- Learning becomes real - changes world view
- Student can learn from research, team work,
communication (self-learning) - ICT as catalyst for change
- ICT breaking down geographic barriers - world
accessible through the internet - 3d multi-media dynamic learning instead of 2d
static learning - Interactivity for student
- Education For All Relationship
22CHAT... Cycle 2 Present
Mirror of everyday practice (Historical
and ongoing)
Conceptual tools
Present
Past
Activity system framework
Facilitators
Stakeholders
Engestrom, 2003
23CYCLE 2 TEACHERS WORK ENVIRONMENTS
Activity Theory Lens What tensions do the
stories reveal in educational practice?
24Facilitating Expansive School Transformation
Using ICT in the SADC Region A Botswana Pilot
Project
Nleya, 2009
25School Time-table
Teacher-Rules Do you collaborate with other
teachers about how ICT can be used in teaching
and learning? For now no, the teacher has a lot
of, many periods, 27, 28, we are not permitted to
get time to discuss about it... The high priority
for teachers is to prepare notes for what they
have to teach their students in their subjects...
And marking, that is what I think...
Tools
ICT
Teacher B Object
ICT
Literacy
Rules
Role
School time-table
Liaise between school and
partner Curriculum
National Examinations
26Community of Practice
Teacher-Community Do teachers ever communicate
with teachers in other schools? Not so much
actually, not so much... But if we can discuss
with the teachers, during our time, our free
time, we can say, we can help each other
Tools - ICT
Teacher B
Object
ICT Literacy
Rules
Community Role
School
time-table Teachers
Liaise between school and
partner Curriculum
Management National Examinations
27Tensions in School Environment
- Teachertools The insufficiency of ICT training
and inadequacy of lab resources hampers the
teachers efforts to implement ICT in the
teaching-learning process. - Teacherrules Tight time-tables and bureaucratic
planning inhibit opportunities for the teacher to
research, to direct self-learning to communicate
with other teachers on ICT use. Teachers tend to
be excluded from school policy and planning on
ICT use in the school environment. - Teacher-objective The teachers are not involved
in defining objectives for their training needs
for ICT integration. There are many constraints
and no incentives for teachers to apply ICT in
their daily practice. - Tools-community The insufficiency of ICT
resources available to teachers inhibits
inter-disciplinary collaboration internally
between teachers and ICT liaison/ coordinators,
and between teachers and other teachers from
other schools. -
28CHAT... Cycle 3 Future
New solutions, new model for practice
Mirror of everyday practice (Historical
and ongoing)
Future
Conceptual tools
Present
Past
Activity system framework
Facilitators
Stakeholders
Engestrom, 2003
29CYCLE 3 WORKSHOP TEACHER PROFESSIONAL
DEVELOPMENT FOR TOMORROW, TODAY
30Change Story Lens
Mirror 1 - Past Which story represents the most
significant change? Teacher A? Teacher
B? Teacher C? Student D?
31Activity System Lens
- Mirror 2 - Present
- What tensions do the stories reveal about
current educational practice?
32Future Scenario Lens
- Mirror 3 - Future
- What scenarios will teachers populate in future
practice?
Figure 1 Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced zone of proximal development (ZPD). Figure 1 Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced zone of proximal development (ZPD). Figure 1 Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced zone of proximal development (ZPD). Figure 1 Two dimensions of expansive TPD transformation. The upper right (sector 4) indicates the direction of the individual and collective technology enhanced zone of proximal development (ZPD).
Institutions and schools in collaboration with the community (local, national, regional) ICT a core technology Institutions and schools in collaboration with the community (local, national, regional) ICT a core technology Institutions and schools in collaboration with the community (local, national, regional) ICT a core technology Institutions and schools in collaboration with the community (local, national, regional) ICT a core technology
Given Transition Knowledge deepening Teacher professional development focus on the use of ICT to guide students through complex problems and manage dynamic learning environment 3 Transformation Knowledge creation Teachers are themselves master learners and knowledge producers who are constantly engaged in educational experimentation and innovation to produce new knowledge about learning and teaching practice 4 Experimentation in context
Programmes 1 Traditional Technology add-on Teacher training focus the use of ICT as an add-on to the traditional curricula and standardized test systems 2 Transmission Technology literacy Teacher training focus on the development of digital literacy and the use of ICT for professional improvement with varying solutions
ICT a complementary technology Institutions and schools as relatively isolated from the community ICT a complementary technology Institutions and schools as relatively isolated from the community ICT a complementary technology Institutions and schools as relatively isolated from the community ICT a complementary technology Institutions and schools as relatively isolated from the community
Adapted Kennedy, 2005 UNESCO, 2008 Adapted Kennedy, 2005 UNESCO, 2008 Adapted Kennedy, 2005 UNESCO, 2008 Adapted Kennedy, 2005 UNESCO, 2008
33Expansive Learning
- Creating a new model
- What will be the Development Path for the next
ten years?
34Living Contradiction
- We take as the starting point of our research
the idea that we experience ourselves as living
contradictions when our values are denied in our
practice - Whitehead 1989 cited in Whitehead and McNiff
2006 25
35Workshop evaluation
- Workshop was successful due to strong
communication, facilitation and organizational
skills of facilitators but it had some
shortcomings. - To organize a workshop which yields no
significant outcomes, is a wastage of money, time
and resources which otherwise can be utilized in
another productive mission. - Participant Feedback - Workshop Teacher
Professional Development for Tomorrow, Today
36Workshop on North/South Research Partnerships for
ICT in Education April 21st Irish Aid Centre,
Dublin
- New joint research projects
- New models for integrating research to education
development and policy making - New capacities in South and North
Research
GeSCI
Education Development
Policy making
37References
- Davies, R and Dart, J. 2007. The Most
Significant Change Technique Online. Available
from http//www.mande.co.uk/docs/MSCGuide.pdf - Davis, N. 2000. International Contrast of
Information Technology in Teacher Education
multiple perspectives of change. Editorial.
Journal of Technology for Teacher Education
Online. 9 (2) pp 139-147 Available from
Academic Search Premier http//www.library.dcu.ie/
Eresources/databases-az.htm Accessed 26 March
2009 - Engestrom, R. 2003. Change lab a new
perspective to teachers professional development
Online. Available from WITFOR at
www.witfor.org.bw/doc/dr_ritva_education.ppt
Accessed 19 April 2009 - Farrell, G. and Isaacs, S. 2007. Survey of ICT
and Education in Africa Online. Available from
infoDEV at www.infodev.org/en/Document.353.pdf
Accessed 9 April 2009 - GeSCI 2008. Strategic Plan 2009 2011 Online.
Available from GeSCI at www.gesci.org Accessed
15 December 2008 - Hakkarainen, K. et al. 2008. A Research Plan for
the Academy of Finland. Helensinki University of
Helsinki (internal document) - Kennedy, A. 2005. Models for Continuing
Professional Development A framework for
Analysis. Journal of In-Service Education
Online. 31 (2), pp235-250. Available from
Professional Development Collection at
http//www.library.dcu.ie/Eresources/databases-az.
htm Accessed 15 December 2008 - Leach, J. 2008. Do new information and
communications technologies have a role to play
in the achievement of education for all? British
Educational Research Journal Online. 34 (6),
pp783 805. Available from Academic Search
Premier http//www.library.dcu.ie/Eresources/datab
ases-az.htm Accessed 26 March 2009 - OSullivan, M. 2004. The reconceptualisation of
learner-centred approaches a Namibian case
study. International Journal of Educational
Development Online. 24 pp 585-602. Available
from Academic Search Premier http//www.library.d
cu.ie/Eresources/databases-az.htm Accessed 15
December 2008 - Taylor, P. and Clarke, P. 2008. Capacity for
Change. Sussex CUIDS, University of Sussex - UNESCO 2008. ICT Competency Standards for
Teachers Policy Framework Online. Available
from UNESCO at http//cst.unesco-ci.org/sites/pro
jects/cst/The20Standards/ICT-CST-Policy20Framewo
rk.pdf Accessed 11 April 2009 - Whitehead, J. and Mc Niff, J. 2006. Action
Research Living Theory.London Sage Publications