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STATE UNIVERSITY OF YOGYAKATAOn the Move to the World Class University
PROGRAM PASCASARJANAILMU PENDIDIKAN BAHASA
A THEORETICAL AND INSTRUMENTAL FRAMEWORK FOR IMPLEMENTING CHANGE IN ICT IN EDUCATION
(A Penni Tearle’s Paper Summary)By
Budi Kadaryanto16705261002
KEY POINTS:Theoretical? Instrumental?
Framework? ICT in Education? How is now?Need to be changed? Keys:
Introduction
Introduction
If you are a nowadays school principal, a. Do you intend to use
ICT in your school? b. If yes, how much is it
used? Otherwise, why?c. How will you make a
change, from non-ICT to ICT based?
This is what we’ll figure out ...
Introduction
When is ICT first implemented? 1960s (Suppes, 1966; Papert, 1980)
Three important questions for ICT in Education: 1. Why ICT? 2. What Context? 3. For what purposes?
IntroductionResearch in ICT implementation so far focus on: Barriers in
implementation Attitudes and Needs for TL Success implementation Few on government
policies and other external factors
Assumed: Whole school involved, school success.
Introduction
Before, No SmartphoneAfter, SmartphoneThen what do you think of more about it?Why do you have it?How do you use it?
Therefore, current research should not ask WHY, but HOW
Introduction
NON ICT ICTChange
Management of Change
Introduction
Novelty: Crossing Management Science vs ICT in Education.
Problem:How to Develop Theoretical Framework for implementing ICT in Education
Overview of Research Approach
A. A case study in school where all staff use ICT
B. What s the aim? Identify catalyst Identify characteristics School ethos School culture
D. How is the theoretical framework used? Before data collection or after?
E. Before data collection? Why? Because in order to get grounded data
F. Map the outcome
Developing Theoretical Framework
Theoretical Framework
Literature Management of
Change
Literature ICT in School
Data Reduction
NotesKey
FindingsKeywordsDescriptionSummary
424 Docs
Synthesis
Managing Change
Managing Change
A. A case study in school where all staff use ICTB. What s the aim?
Identify catalyst Identify characteristics School ethos School culture
D. How is the theoretical framework used? Before data collection or after?
E. Before data collection? Why? Because in order to get grounded data
F. Map the outcome
Managing Change
How to Implement Management of Change?1. Expected
characteristics2. Adopted model
(management)
Managing Change
Characteristics of Organizations (Schools): Structures, Cultures, and Individual Attitudes
Managing Change
Characteristics of Organizations (Schools): a. Ready for
change?b. Learning or
controlling organization?
c. How to become learning organization?
Managing Change
To become learning organization: Collective attitude, Values of the
Organization, Culture of the
Organization, People influence culture, culture influence people
Managing Change
Characteristics of Organizations (Schools):
a. Ready for change?b. Learning or controlling organization? c. How to become learning organization?d. Resistance to change? Positive or negative?
Can be both, positive because making managers reassess the strategy used and the execution.
e. If you want to make a change, do you want to change the tool (ICT), or the person?
f. Is the organization ready for the external influences? g. Is the organization ready for the internal variation?
Managing Change
Characteristics of Process of Changea. Relative advantageb. Compatibilityc. Complexityd. Trialability e. Observability
The Use of ICT
If you need to change your school for the ICT usage, do you need to change the tool (ICT) following the person? Or the person following the tool?
The Use of ICT
This is how to do it. Change concern see the goal, but please be flexible Recognize change time, complexity, need for
management, and leadership Leaders on Visions, Management on People Level of ICT adaptation adaptive
Key points: Change process must be on Person and Organizational
Change
The Use of ICT
How much should ICT be implemented in a school?
For Students; operation and pedagogy usage
For Staffs; operation and pedagogy usage
For Teacher; operation, pedagogy usage, reconceptualization of learning with ICT
The Use of ICT
The Use of ICT
The Case Study
Interpretive approach A single case study strategy A multimethod approach;
a. To get the whole picture of ICT implementation
b. To note Characteristicsc. To note catalystsd. To anticipate the barriers
The Case Study
The Case Study
InstrumentsQuestionnaires, interview, documentary analysis, observation
The instruments and techniques were based on needs
The instruments and techniques were informed through the theoretical framework
Case Selection A rural
comprehensive school
Best school in Britain
The Case Study
Data Collection and Analysis Guided by theoretical framework, but not restrict the
data collection Questionnaire for knowing Attitude, practice, ICT
knowledge, for teachers Semi-structured interviews with 12 staff members Data reduction and analysis using A grounded coding
structurea. Intuitive statementsb. Category allocation
The Case Study
Outcomes
The Case Study
The Model Developed on the Use of ICT in the school
The Case Study
Conclusion
Educational change is `technically simple and socially complex' (Fullan, 1992b, p. 109)
and to develop a definitive theory of change is, by definition, not possible: `it is a
theoretical and empirical impossibility to generate a theory that applies to all situations'
(Fullan, 2000, p. 21).
Tearle*, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34(3), 331-351.
Reference
What Makes One Learner be More Successful Than
Another?
THANK YOU