Research - Annotated Bibliography

After getting some feedback from Niki Davis on my assignment, she recommended that I have a look at the Pegasus Digital Devices Project research. What a great find! This report is very useful when looking at change in education, and provides brutally honest stories of success and failure in implementing digital devices in the classroom.

Reference: Taylor, L., Fagan, T., & Dunmill, M. (2014). Disrupting the boundaries of teaching and learning: How digital devices became a resource for transformative change in a time of crisis. The Pegasus Digital Devices Project 2013. Te Toi Tupu, Ministry of Education and Core Education. Retrieved from http://www.core-ed.org//sites/core-ed.org/files/Pegasus-Report-full.pdf

Description: This report focuses on the findings from The Pegasus Digital Devices Project which was a collaborative project set up by the Greater Christchurch School Network (GCSN) after the major earthquakes in 2010 and 2011. The main aim of the GCSN after the earthquakes was to make sure that students and staff of 11 schools in the Pegasus Bay region were supported and had adequate professional development, infrastructure and devices. This report discusses the project and how devices were integrated among schools, and the transformative change and learning that came as a result of using these devices. This change did not just focus on the transformation of students, but also the teachers and community as well. The findings of this report are based on the stories and reflections of those involved, and aims to put equity at the heart of the project. Six principles taken from Bolstad, Gilbert, McDowall, Bull, Boyd and Hipkins (2012) were used to examine the change and affect of digital devices on learning. The key findings from this report showed that after the hard work of initially setting it up was completed, the rewards in terms of students learning was hugely beneficial. Students were actively engaged, collaborated with their peers, experimented and some even improved their literacy skills. Many teachers also had positive experiences, and spoke about their classroom becoming more inclusive and collaborative relationships developing with their colleagues. This said, the integration of digital devices was only successful when there was adequate school leadership, infrastructure, ongoing professional development and positive teacher attitudes. The biggest transformations came when teachers consciously aimed to be more inclusive and allowed change to happen in the classroom.

Evaluation: This is a great report that provides an insight into how digital devices can be used to support schools after a major disaster. It was completed recently and locally so is relevant to my context. Although some of the schools involved in the project are primary schools, the ideas and theory behind the transformations are tangible and useful for all levels of education. It is important to note that the findings are very specific to a community recovering from a natural disaster, so some theories should not be generalised. This said, the report does provide some important themes and principles that may be useful to schools wanting to implement the use of digital devices in the classroom.

Concerns-based Adoption Model (CBAM)

Concerns-based Adoption Model (CBAM)

Reading:

Reference: Evans, L. & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12. 165-178. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad
Description: This article deals with the idea that concern comes in different stages, and if understood correctly can be used as a foundation for intervention. The CBAM model is analysed and used as a change mechanism for faculty developers. Planned change can at times be hard to implement as educators are often inherently opposed to change and often feel that their roles are being threatened. The process of change involves adjustment of thinking and doing, and can be a roller coaster of emotions, concerns and views. It is important to note that each individual will react to change differently, and understanding this is essential to implementing long-lasting change in practice. Change is a process, and this process has highlighted seven 'Stages of Concern' (see figure 1 below). Knowing which stage(s) of concern an educator is at is essential component of facilitating change. Establishing what stages educators are at could involve informal discussions, 'Stages of Concern Questionnaire' or open-ended statements. Once the right stage has been established, the facilitator of change can then implement the right information/tactic/intervention to suit (see figure 2).
Evaluation: Due to the date of publication, some would consider this information outdated in a world changing so rapidly in regards to ICT. This said, change is still a very relevant and real thing in education today. The information is valuable to change facilitators as it is not restricted to a 'type' of change which means it can be used in many different contexts of change. This article is also valuable to my context as it gives practical advice on how to facilitate and react to change.

Source: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad

Source: http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad 

My Personal Context

Aim: Apply the CBAM model to my context and tighten my focus to one educator working in one ecosystem.

Research question: "In what ways can a classroom practitioner support and encourage colleagues in the uptake of BYOD in the classroom?"

My context: Decile 9 New Zealand high school

One chosen ecosystem: I would like to see this change implemented in the classroom. This change of new technology will affect teaching practice, students and teachers.

Relation to the 7 stages of concern in CBAM: I think that most of my colleagues are ranging from stages 1-3 as the change has not directly happened yet (BYOD will be implemented school wide in 2016 so the process of change has started this year to prepare teachers for this shift). Some teachers who have been using BYOD in their senior classes are on stages 4-6 but these are not many.  I think that there needs to be more time and energy put into the following:

• Pair up "those who know" and "those who don't know" to share ideas (stage 1)
• Build the confidence of the teachers (stage 2)
• Clarify information so that everyone gets a clear picture of the purpose (stage 2)
• Accept feelings and try to move forward and be positive about the change (stage 2)
• Look at how other schools are doing/have implemented BYOD successfully (stage 2) 
• Help with planning a BYOD programme (stage 3)

References:

Evans, L. & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy. 12. 165-178. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1277&context=podimproveacad

Everybody is a teacher, and everybody is a learner

Motto to live by - "Everybody is a teacher, and everybody is a learner" 

Kid President, http://youtu.be/RwlhUcSGqgs 

When students partner with or teach teachers, magical things can happen. Students demonstrating ICT tools and strategies to teachers is one way to gain effective teacher professional development. This teaching does not only have to focus on teachers or technology- students can also teach other students content, skills etc. In class students should be encouraged to problem solve, teach others and share their ideas with others. This can be done through collaborative work, group work, problem solving tasks, peer tutoring, specialist teaching areas and team teaching. 

Ako
The concept of ako

The concept of ako describes a teaching and learning relationship, where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. Ako is grounded in the principle of reciprocity and also recognises that the learner and whānau cannot be separated.

Ka Hikitia, 2008, p.20

References:

Ministry of Education. (2008). Ka Hikitia: Accelerating Success. Wellington, New Zealand: Learning Media.

Soul Pancake. (September 12, 2013). Kid President's Pep Talk to Teachers and Students. Retrieved from  http://youtu.be/RwlhUcSGqgs 

Rethinking Learners

There has been a fundamental shift in education to place the learner and their learning at the centre of all decision making. Student voice is a term frequently thrown around in schools, and has gained popularity around the world. Listening to students and their opinions, and allowing them to have choice in their learning is an important aspect in modern education. A 'learner-centred' approach has been adopted by many schools, and some go as far as adopting a learner charter.

In New Zealand, the MoE actively encourages student-centred learning, and this can be seen in many of their initiatives. For example, Ka Hikitia- Accelerating Success, which promotes Maori achievement. Specific aspects of this initiative focus on student identity, data to improve outcomes, extra support for those who need it, positive relationships with students and their family, and high expectations.

'Engage me or enrage me' by Mark Prensky, 2011

Pause to reflect:

• How is my school prioritising the needs of the groups of 'enraged' students?
• Some student choice with subjects and topics (depends on teacher and subject)
• Optional BYOD in the senior classes 
• Use of OneDrive, class sites, OneNote in senior classes 
• To what extend does your school community think that the curriculum has to be interactive and ICT-based in order to be engaging and worthwhile?
• Probably more of a priority for some subjects - due to HoFs and teachers 
• Community in general wants a balance between ICT-based curriculum and 'traditional' learning - academic side as well as university preparation still very important to school community 
• What are the key competencies needed by students as future citizens of the world? 
• NZC KCs: Thinking, using language, symbols and texts, managing self, relating to others, participating and contributing
• NZC Values: Excellence, innovation, inquiry, curiosity, diversity, equity, integrity, respect
• (See vision in image below)
• What curriculum & pedagogical changes does your school need to consider in order to develop these competencies? 
• More choice in topics and standards (within reason)
• More PD for teachers to enable them to engage 21st century learners through ICT 

Vision, NZ Curriculum, http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Vision 

References:

Futurelab. (n.d.). The learner's charter for a personalised learning environment. Retrieved from http://archive.futurelab.org.uk/resources/documents/opening_education/Learners_Charter.pdf

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2008). Ka Hikitia: Accelerating Success. Wellington, New Zealand: Learning Media.

Prensky, M. (July 7, 2011). Engage me or enrage me part 1. Retrieved from https://www.youtube.com/watch?v=2R8SyU2taBk

Arena of Change

What?

The 'Arena of Change' model was designed by Davis (2008), and is a multilevel ecological framework. The model was presented to show the "interconnectedness of schools with multiple organisations and their impact on the change process" (Zaka, 2012, p 15). These organisations include commercial, political, bureaucratic and professional (Davis, 2008). The arena was designed to show the range of stakeholders involved in the change process, and highlights the complex nature of educational change (Zaka, 2012). It also brings attention to the combination of internal and external factors that can help or hinder when implementing change. Examples of the different internal and external organisations in the ecological model include the Virtual Learning Network (VLN), New Zealand Qualifications Authority (NZQA), parents, teachers and students. These organisations can occur on a school, district, regional, national or global level (Davis, 2008).

Niki Davis, Arena of Change, 2008

So what? 
The 'Arena of Change' model is valuable as it recognises that "a variety of ecosystems interact in the global biosphere and that a micro ecosystem, such as a classroom, is nested within another ecosystem, the school, which is part of the nation;s macro educational ecosystem" (Davis, 2008, p. 508). The model is valuable in the sense that it allows for the bigger picture to be seen, and forces educators and leaders to consider the wider impact of their choices and decisions. It is interesting to note that although schools often feel autonomous, there are so many internal and external factors that influence their decisions. It is important to note that teachers are considered the "keystone species" (Davis, 2008), and are essential partners in change. The teachers are responsible for the 'frontline' change as they design the classroom learning opportunities (Davis, 2013).

Now what?

After reading Restructuring of educational systems in the digital age from a co-evolutionary perspective (Davis, Eickelmann, & Zaka, 2013) and looking at Niki Davis's 'Arena of Change' mind map, the task for EDEM630 was to make our own mind map for our own research context. This requires me to think about how my research topic interacts with personal, institutional (local), regional/national and international ecosystems. I will need to identify the professional, bureaucratic, political and commercial/IT services aspects related to my specific area of research.

My research area is "Preparing for a BYOD environment".

The context of change in my school is that BYOD will be implemented at junior levels from 2016. Although many senior students bring laptops to school already, there will be a specific BYOD focus at junior levels next year. At the moment senior students are encouraged to bring devices to use in class, and are important with some subject specific assessments (e.g. research in Classical Studies). There are already COWs (computers on wheels) available for teachers and/or students to hire and use in the classroom.

My arena of change mind map for my specific context is below.
Please note: I tried using the online tool 'Mind Meister' but found this too difficult. I am no artist but hopefully you get the idea!

At the centre of this arena of change is the classroom. Within the classroom sit the teachers and students of the school, and the aim of the change is based on the successful implementation of BYOD. Successful implementation of BYOD will need and result in effective pedagogy, value added, engagement, professional development and student achievement.

Outside of the classroom sits the school. Within the school the BYOD implementation will be affected by parents, senior management, board of trustees and New Era IT (the IT provider of the school). All of these people play an important role in the infrastructure, mindset, management and professional development of the staff and school.

Looking outside the school and regional and national issues come into play. My school has chosen to use Microsoft OneDrive which incorporates OneNote, Outlook etc and has added bonuses such as free Word, PowerPoint and Excel. We use Kamar as our student management system and are members of the Pond and VLN. The school has a good relationship with Core Education and are currently using them to up skill a few teachers in regards to ICT in the classroom. In regards to restrictions we face, we always have to remember that the Ministry of Education, ERO and NZQA have specific targets, rules and expectations for us as a school.

From a global perspective there are many opportunities for professional development on BYOD. There are many videos, tutorials and articles on BYOD that can be found on YouTube, Twitter, TED Talks etc.

There is a huge push and expectation that schools should be preparing students to be active 21st century learners. The New Zealand government and MoE are encouraging "future-focused teaching and learning" and things like SNUP upgrades at schools help with the infrastructure. Although some say that students at high school today are "digital natives" I tend to disagree and argue that although students may be technology-saavy, their ICT skills don't necessarily correspond to school learning or knowledge. For example, many teenage boys are skilled at gaming, but these skills won't necessarily get them a job when they leave school.

Now what? Assignment 3: 

I plan to research and go into more depth on the leadership aspect of the 'Arena of Change' model. I will focus on how school leaders can use the model to implement positive change (BYOD implementation).
I also plan to look at priority learners using the 'Arena of Change' model, specifically Maori and Pasifika students. I will look at the community and organisations associated with these learners and how they can be consulted and included in the change process. I will also try to find research looking at BYOD/technology in the classroom and how this can be used to benefit Maori and Pasifika learners.

Literature suggests we need to be future-oriented and adaptable, adopting a more complex view of knowledge, that incorporates knowing, doing, and being. Alongside this we need to rethink our ideas about how our learning systems are organised, resourced, and supported. Educators need to consider:

• Personalising learning – how can you use technologies to build the school curriculum around the learner and more flexibly to meet learners’ needs?
• Building an inclusive learning environment – how you use technologies to:
  • enage learners, family/whānau, and communities in co-shaping education to address students’ needs, strengths, interests and aspirations?
  • provide access to anywhere, anytime learning?
  • support assessment and evaluation processes so that these are dynamic and responsive to information about students?
• Developing a school curriculum that uses knowledge to develop learning capacity – how can you use technologies to enable students to create and use new knowledge to solve problems and find solutions to challenges as they arise on a “just-in-time” basis?
• Rethinking learners’ and teachers’ roles – how can you use technologies to create a “knowledge-building” learning environment where learners and teachers work together?
• Building a culture of continuous learning for teachers and school leaders – what opportunities to participate in and build professional learning are afforded by technologies?
• New kinds of partnerships and relationships - how can technologies be used to facilitate this?

Bolstad, R & Gilbert J, et al. (2012)

References:

Davis, N. E. (2008). How may teacher learning be promoted for educational renewal in IT? Models and theories of IT diffusion. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 507-519). New York, NY: Springer. 

Davis, N. E., Eickelmann, B. & Zaka, P. A. (2013). Restructuring of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29(5), 438-450.

Ministry of Education. (n.d.). Future focused learning and teaching. Retrieved from http://elearning.tki.org.nz/Teaching/Pedagogy/Future-focused-learning-and-teaching#bolstad2012

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

Zaka, P. A. (2012). Blended teaching and learning in a New Zealand rural secondary school: Using an ecological framework. (Master's thesis, University of Canterbury, Canterbury, New Zealand).

Publishing items for annotated bibliography

For this EDEM630 activity I need to publish an annotated bibliography from two sources which must include a journal article and a book chapter from an edited collection of chapters from multiple authors. These resources will be guided by my research topic (Preparing teachers for a BYOD classroom environment).

Journal Article 1:
Raths, D. (2012). Are you ready for BYOD? T H E Journal. 39(4), 28-32.
Description: This American journal article focuses on wireless networks and preparing schools to face BYOD and the strain this puts on wireless infrastructure. Most of the schools involved encouraged other schools to start preparing for BYOD years in advance. Students will most likely have more than one wireless device each which will put further strain on the wireless networks of schools.
Evaluation: Some of the information is not relevant as it has an American context and their systems are slightly different to those in New Zealand. It does include many practical suggestions that senior management and boards within schools may pay attention to, however it does not offer suggestions for teachers in classrooms. The MoE in New Zealand have supported this in schools through the implementation of SNUP (Schools Network Upgrade Project). The information provided is reliable from an American perspective.

Journal Article 2:
Dunleavy, M., Dextert, S. & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning. 23, 440-452.
Description: This qualitative study focused on 1:1 computing in two American schools looking particularly at the value and challenges faced by this set up. Results showed that the 1:1 devices provided unique challenges for teachers and did not automatically mean added value. Challenges included classroom management and hardware issues. There was an emphasis by the authors to provide valid and useful professional development to teachers in order to support them in adding value to 1:1 devices.
Evaluation: I found the article really engaging and useful for my area of research. It included a lot of observation and feedback from real teachers and students, which makes it more authentic. It was very honest with the findings and issues that occur with 1:1 devices. The suggestions made at the end to other educators is essential to look at when planning for a 1:1 environment.

Please note: I have not been able to find a relevant book chapter on BYOD in schools. Need to go to the UC library!


References:
Dunleavy, M., Dextert, S. & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning. 23, 440-452.

Raths, D. (2012). Are you ready for BYOD? T H E Journal. 39(4), 28-32.

Selecting a research topic

One of the first tasks that I have to complete as part of the EDEM630 course is to choose a research topic. This topic needs to be under the umbrella of change with digital technologies in education, and will play a large role in my upcoming assignments, research and reflection.

STATE your research topic and identify the specific digital technology (or technologies).  WHY did you choose the topic? What interests you about it? Do you have an opinion about the issues involved? WHO are the information providers on this topic? Who might publish information about it? Who is affected by the topic? Do you know of organizations or institutions affiliated with the topic? WHAT are the major questions for this topic? Is there a debate about the topic? Are there a range of issues and viewpoints to consider? WHERE is your topic important: at the local, national or international level? Are there specific places affected by the topic? WHEN is/was your topic important? Is it a current event or an historical issue? Do you want to compare your topic by time periods?

My research topic will be: "Preparing for a BYOD classroom environment" 

Source: http://elearning.tki.org.nz/Technologies/Learning-with-1-1-digital-devices

I am interested in this topic because it is relevant to me and my work context. This means that my research will be informed from authentic experiences and reflection. This area of research interests me because hopefully it will provide some practical ideas and frameworks to support both myself and other teachers. The school I am currently working at are in the process of setting up BYOD for next year, and are busy getting things ready for this change. This means that this topic is very important and relevant to my situation. This issue is also relevant and important to other schools around New Zealand who are undertaking the same BYOD journey. The Ministry of Education are also currently keen to support and encourage teachers and schools in this area. Other organisations such as Core Education are also interested in supporting teachers in this area. This is not just a New Zealand issue, but an international one. It is a pressing issue in a lot of schools as educators try to prepare students to be contributing members of society who are equipped with 21st century skills. It also does not just affect high schools, but is relevant at primary and tertiary levels too. The information used in this research topic will be taken from my particular high school context, and will include data taken from students and teachers. I will be focusing mainly on the pedagogical/classroom side of BYOD implementation and supporting teachers with this. 

Some of the major questions for this topic are:

• What pedagogical tools can teachers use to support BYOD students? 
• What practical considerations need to be made to support teaching in a BYOD environment? (i.e. classroom layout, wireless connection, seating etc.) 
• How do we 'win' over teachers who are not keen on the idea of BYOD classrooms?
• What ongoing support will be provided to teachers to help them with BYOD?
• What professional development can be offered to teachers to enhance their e-learning skills in order to prepare them for a BYOD environment?

References:

Core Education. BYOD search. Retrieved from http://www.core-ed.org/search/node/BYOD

Ministry of Education. (n.d.). Learning with 1:1 devices. Wellington, New Zealand. Retrieved from http://elearning.tki.org.nz/Technologies/Learning-with-1-1-digital-devices