–David woo
about.me/davidwoo
No Lone Rangers: A qualitative exploration of
pedagogical technologists’ ego networks in
scho...
David
Glenn
Matt
Patrick
David
writing
group
PRC
Board
meetings
Confirmation
seminars
PEDAGOGICAL TECHNOLOGIST
RESEARCH
PROBLEM
• 21st century learning
and society
• Literature deficit and an
emergent occupational
group
• Extending ec...
–Research questions
How does a school ecology change with the
presence of a pedagogical technologist? How
do they co-evolv...
MORE RESEARCH QUESTIONS
• What is the pyramid of number, that is, the food
chain?
• What are the interactions of the PT sp...
ECOLOGICAL NETWORK
FRAMEWORK
Units
Roles
Meetings
Information flow
RESEARCH PROTOCOL
• Complexity theory:
unpredictable, emergent, self-
organizing and creative
• Grounding data collection ...
QUALITATIVE-INDUCTIVE APPROACH
TO EVALUATION RESEARCH TABLE
segm
ent
ID
Source Evidence Event (context) Focus
nature of
co...
RESEARCHPROTOCOL
ECOLOGICAL MAP OF PEDAGOGICAL TECHNOLOGISTS
Expansion ExtinctionReplacement
Pre-technologist Post-technologist
Extra-school Intra-school extra-school Intra-school
21CLHK conference Lessons Job inter...
Pre-technologist Post-technologist
Extra-school Intra-school extra-school Intra-school
Master’s program conferences techsp...
Special thanks to Dr. Anatoliy Gruzd @gruzd
Special thanks to Dr. Anatoliy Gruzd @gruzd
DISCUSSION
• Lessons are the key
teaching and learning
event.
• School events change with
a PT role but the PT role
alone ...
Level Conflict
Society
• From monism to pluralism
• From a culture of tradition to a culture
innovation and competition
Org...
CONCLUSION
• Corporate is better than individual; public is better than private
• Compulsory innovation is better than vol...
CHALLENGES
• Incomplete data
• Standard,
consistent
granularity (e.g.
time;
organizational
units)
• Complete
network stren...
David WOO "No Lone Rangers: A qualitative exploration of pedagogical technologists’ ego networks in schools"
David WOO "No Lone Rangers: A qualitative exploration of pedagogical technologists’ ego networks in schools"
David WOO "No Lone Rangers: A qualitative exploration of pedagogical technologists’ ego networks in schools"
David WOO "No Lone Rangers: A qualitative exploration of pedagogical technologists’ ego networks in schools"
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David WOO "No Lone Rangers: A qualitative exploration of pedagogical technologists’ ego networks in schools"

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http://citers2014.cite.hku.hk/no-lone-rangers-a-qualitative-exploration-of-pedagogical-technologists-ego-networks-in-schools/


This study explored how pedagogical technologists (PTs), as coordinators of pedagogy and technology, contribute to changes in teaching and learning practices through schools’ social networks. Two PT ego networks in two schools were constructed from unstructured and semi-structured interviews with PTs and other school stakeholders, participant observation at events, and document analysis. The study proposes several degrees and types of PT centrality in school networks based on the flow of innovation through a PT ego network. This study recommends specific interaction mechanisms and relationships to strengthen PT ego networks and school social networks for technological pedagogical change.

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David WOO "No Lone Rangers: A qualitative exploration of pedagogical technologists’ ego networks in schools"

  1. 1. –David woo about.me/davidwoo No Lone Rangers: A qualitative exploration of pedagogical technologists’ ego networks in schools
  2. 2. David Glenn Matt Patrick David writing group PRC Board meetings Confirmation seminars
  3. 3. PEDAGOGICAL TECHNOLOGIST
  4. 4. RESEARCH PROBLEM • 21st century learning and society • Literature deficit and an emergent occupational group • Extending ecological and (qualitative to quantitative) networks perspectives
  5. 5. –Research questions How does a school ecology change with the presence of a pedagogical technologist? How do they co-evolve?
  6. 6. MORE RESEARCH QUESTIONS • What is the pyramid of number, that is, the food chain? • What are the interactions of the PT species? • What is the ecological impact of the PT species?
  7. 7. ECOLOGICAL NETWORK FRAMEWORK Units Roles Meetings Information flow
  8. 8. RESEARCH PROTOCOL • Complexity theory: unpredictable, emergent, self- organizing and creative • Grounding data collection and analysis; and interview types • Axial coding of events (formality; frequency), organizational units, roles, individuals, and innovation foci • Strength but not direction of ties
  9. 9. QUALITATIVE-INDUCTIVE APPROACH TO EVALUATION RESEARCH TABLE segm ent ID Source Evidence Event (context) Focus nature of conflict link to (seg ID) Outcome End of Year Resolution PT Scarlett 1 Interview Scarlett 12.11.12 Let’s put it this way, they don’t have a Board meeting Curriculu m From private curriculum to public New principal and recognizing a need for A chosen curriculum and rudiments of 2 Interview Principal 28.1.13 Put yourself in my Board meeting iPads Ornamenta l iPads versus Recognizing need for IT and iPads but Mixed iPad usage: grade-level 3 Interview Principal 28.1.13 So just to give you the history of how we Board meeting; Informal iPads; Finding a PT and building Ornamenta l iPads versus instrument 2 Recognizing need for IT and iPads but unresolved Mixed iPad usage: grade-level and 1 4 Interview Scarlett 12.11.12 I ask how Scarlett and Mira first met. I Informal Finding a PT and building ICT Ornamenta l iPads versus instrument 4 Successful contact, job offer and acceptance Mixed iPad usage: grade-level and 1 5 Interview Scarlett 22.9.12 It depends. It is exciting if there is a Informal Purchasin g and piloting iPads Ornamenta l iPads versus instrument al iPads; Partial purchase and piloting of iPads Mixed iPad usage: grade-level and individual 1 6 Interview Scarlett 22.9.12 But anyway, that’s where we Informal Purchasin g and piloting iPads Ornamenta l iPads versus instrument 6; 8; 10 ! Partial tempering of expectation Mixed iPad usage: grade-level and 1 7 Interview Scarlett 12.11.12 What are your profession al goals, in Informal Purchasin g and piloting iPads; Ornamenta l iPads versus instrument 7; 6; 1; 2; 3 Partial tempering of expectation Mixed iPad usage: grade-level and 1 8 Interview Scarlett 22.9.12 We’re targeting kindergart Teacher meeting Mapping iPads in Kindergart Ornamenta l iPads versus 1; 2; 3; 10; 7; 6 Partial tempering of expectation; Mixed iPad usage: grade-level 1 9 Interview Scarlett 12.11.12 So I’ve come in. Teachers Teacher meeting Mapping iPads in Kindergart From private curriculum 1; 9; 2; 3; 7; 6 Partial tempering of expectation ICT facilitator leaves and 1 10 Interview Scarlett 22.9.12 And Hebrew? Because Informal iPads and Hebrew language From no Hebrew language 6; 7 Resolved Hebrew language Unknown continuity of Hebrew 1 11 Interview Scarlett 22.9.12 They already see that Lessons iPads Ornamenta l iPads versus 1; 2; 3; 6; 7; 8; 9; 10 Mixed results of iPad professional Mixed iPad usage: grade-level 1
  10. 10. RESEARCHPROTOCOL
  11. 11. ECOLOGICAL MAP OF PEDAGOGICAL TECHNOLOGISTS Expansion ExtinctionReplacement
  12. 12. Pre-technologist Post-technologist Extra-school Intra-school extra-school Intra-school 21CLHK conference Lessons Job interviews Principal meetings Informal mechanisms Teacher meetings School head meetings Parent meetings Case A2 Events Co-Evolution and Ecological Impact
  13. 13. Pre-technologist Post-technologist Extra-school Intra-school extra-school Intra-school Master’s program conferences techsperts conferences Lessons tech mentors gcc meetings team time inset pd days ict showcase extra-curricular activities residential trips Case F Events Co-Evolution and Ecological Impact
  14. 14. Special thanks to Dr. Anatoliy Gruzd @gruzd
  15. 15. Special thanks to Dr. Anatoliy Gruzd @gruzd
  16. 16. DISCUSSION • Lessons are the key teaching and learning event. • School events change with a PT role but the PT role alone doesn’t change a school. • Systematic, compulsion, conflict and systemic are positively correlated. • A PT does not guarantee sustainable, scalable innovation impact in school
  17. 17. Level Conflict Society • From monism to pluralism • From a culture of tradition to a culture innovation and competition Organization • From private curriculum to public curriculum • From no curriculum team to a curriculum team • From no ICT organizational unit to an ICT organizational unit • From private to public ICT policies • From totalitarian leadership to distributed leadership • From staff turnover to staff retention Interpersonal • From private professional development to public professional development • From teacher-centred teaching to student-centred teaching Intrapersonal •From unrealistic to realistic expectations Technology • From partial iPad deployment to complete iPad deployment • From ornamental iPads to instrumental iPads • From whiteboards to Samsung and Apple TV
  18. 18. CONCLUSION • Corporate is better than individual; public is better than private • Compulsory innovation is better than voluntary innovation • Compulsory meeting is better than voluntary meeting • Systematic role participation is better than random role participation • Pre-existing meeting is better than creating meeting • Regular meeting is better than irregular meeting • Lesson-linked meeting is better than lesson and meeting disconnection
  19. 19. CHALLENGES • Incomplete data • Standard, consistent granularity (e.g. time; organizational units) • Complete network strength limitation • Metaphor limitation

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