With about four decades of history, the research domain that relates to the pedagogical integration of technology still doesn’t have a precise epistemology. This is partly because it doesn’t have a well-defined object of research. One could argue that it is about how people learn and perform better with technologies, but this explanation doesn’t give us insight about how teachers prepare pedagogical activities in which they integrate technology. In the last ten years, I posited that perhaps, the problem is related to the approach to collecting data with teachers. This communication will present the methodological perspective I have adopted as an attempt to conduct research that gives insight about the pedagogical integration of ICT and that accompanies practitioners into reflective practices.

1. Collaborative construct analysis as means to engage
teachers into reflective practice while conducting
research
Ann-Louise Davidson Ph.D.
ann-louise@education.concordia.ca

2. Context
Educational technology is the study and
ethical practice of facilitating learning
and improving performance by creating,
using, and managing appropriate
technological processes and resources.
CorporateEducation Non profit
Instructional
programs
Non instructional
interventions

3. Problem
Less than 10% training transfer (Stolovitch and Keeps, 2004)
Slow rate of technology adoption in schools.
Issues with accessible technologies (price, compatibility,
physical, etc).
Learning problems remain the same despite many
technological developments.
Students often feel that school is disconnected from their
real life.
Employees often don’t know how to apply what they
learned in training.

4. Action
Experience
Research
Thinking
Training
Instructional interventions
Non instructional interventions

5. Plan Inquiry
Evaluate
Research done by
and with the
participants as
co-researchers,
not on the
subjects

6. rticipatory
MAN[SI]PA[TE]
obile
dvocacy
ovelty
[Social - Informational - Technological - Epistemological]
e

7. Approaches to emancipate
Adopt a participatory perspective
Conduct collaborative action-research
Address large scale problems in education
Use simple language
Interact with local knowledge structures
Make sense of complexity
Generate new knowledge by engaging research
participants as stakeholders
Work for the common good

8. Theoretical framework
Solutions can no longer be proposed by experts and theory
alone. Researchers need skillful means to make sense of
complex situations (Chevalier & Buckles, 2008).
Worlds and people are what we meet, but the meeting is
shaped by our own terms of reference (Heron, 1996).
Things become what our consciousness makes of them
through the active participation of our mind (Skonowski, 1994).
The interview is only as good as the interviewing technique
(Seidman, 1998).

9. The psychology of personal construct
George Kelly -1955
Concerns about the fact that the observer contributes more
than the patient.
Fundamental postulate:
A person’s processes are psychologically channelized by the
way in which he/she anticipates events.
Our construct system makes our world more predictable (Kelly,
1955) and if we want to change the world, we have to change
how people anticipate their experiences.

10. Kelly’s methodology: repertory grid

11. Looking down at the data...

13. Elements
Constructs
1 5Ratings

14. K12

15. Schools

17. CEGEP

18. )
)
D C NSDR DKDBS N B KK ADEN D BK RR
DU DV O NAKD R ?D ?N 6
TSN R C 5 B BTK SD C GDKO RSTCD SR
TSN SN RSTCD SR O NAKD RNKU F
TSN R N D N N D O NAKD RNKU F
1 RBTRR N R BK RR V SG STSN GDKO BN BDOST K PTDRS N R"
STCD S SD R C RBTRR BN BDOST K PTDRS N R
0G KKD F F O NAKD ?D ?N 6
TSN R O NU CD EDDCA B SN D CT F BK RR
5 SD TOS SGD C RBTRR N C F UD RGN S DWOK S N R
TSN F NTSR CD BK RR
8AK F S N 8 UNKT SDD A R R
.U K AKD SN KK RSTCD SR 1DOD CR N SGD RSTCD S R RBGDCTKD
ST K SD BS N 2KDBS N B SD BS N
5 R CD BK RR 8TSR CD BK RR
4 NTO BS U S 5 C U CT K BS U S
D BGD E B K S S F D BGD O NU C F
TSN R RSTCD SR SD BS N D BGD FT C BD
NAKD RNKU F 2WOK B S BN BDOST K SG F
DED R SN SGD EN S N STSN R O NU CD SN O NE DED R SN STSN R BN T B S N V SG RSTCD SR
' ' ' - -
) )
) )
) ) )
' ' ' ( (
- ' ' ' ' ' ' ( ) - '
( ' ' ' ' ) ) ( ( (
- - - ) ( )
3NBTR D 0NKKDFD
CD RS C SGD DUNKTS N NE ODC FNF B K OO N BGDR V SG SGD ?DAVN O NIDBS

19. 8 UNKT SDD A R R
TSN NTSR CD BK RR
9 4 C D 1NKKD D
CD RS C SGD DUNKTS N NE ODC N B K OO N BGDR V SG SGD DAVN O NIDBS
9D BD S D U BD D BG BN ON D S
. " '. -"% . "- . ," . " . "
D C NSDR DKDBS N B KK ADEN D BK RR
'. -"%
. "
5 R CD BK RR
4 NTO BS U S
STCD S SD R C RBTRR BN BDOST K PTDRS N R
TSN R N D N N D O NAKD RNKU
TSN SN RSTCD SR O NAKD RNKU
8AK S N
U K AKD SN KK RSTCD SR
5 SD TOS SGD C RBTRR N C UD RGN S DWOK S N R
D BGD E B K S S
D BGD O NU C
8TSR CD BK RR
3KDBS N B SD BS N
:DU DV O NAKD R D0 N 6
TSN R C 5 B BTK SD C GDKO RSTCD SR
:DED R SN SGD EN S N STSN R O NU CD SN O NE
D BGD T C BD
2 RBTRR N R BK RR V SG STSN GDKO
2DOD CR N SGD RSTCD S R RBGDCTKD
TSN R O NU CD EDDCA B SN D CT BK RR
3WOK B S BN BDOST K SG
1G KKD O NAKD D0 N 6
TSN R RSTCD SR SD BS N
:DED R SN STSN R BN T B S N V SG RSTCD SR
ST K SD BS N
9 NAKD RNKU
5 C U CT K BS U S
Student centered
Teacher centered
Student centered
Professional autonomy

20. University

21. Présentation des résultats des analyses de construits

22. Discussion
Used individually, the personal construct analysis allowed my
participants to be reflective practitioners and to engage in new
approaches to teaching and try new pedagogical activities and
new softwares.
Used in groups, the collaborative construct analysis allowed
participants to negotiate meaning, to explain their practices to
others and to be mutually influenced by each others’ practices.
When used on a repeated basis, teachers and faculty members
noticed that their practices evolved.

23. Conclusion
Using “the floor” to reflect and discuss experiences provides
another perspective on the research
Developing methods to allow participants to participate in all
steps of the research is essential to conduct effective
collaborative action research
These steps include:
formulating research questions
generating the data
analyzing the data
interpreting the data
evaluating the course of action
reflecting on future plans for action

24. Thank you!
ann-louise@education.concordia.ca