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?

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