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Supporting English Language Teachers’ Continuing Professional Development through ICT: Proposing a Model for Change. Assoc. Prof. Dr. Thang Siew Ming School of Language Studies and Linguistics The National University of Malaysia thang@ukm.my. Integration of ICT in the classroom.
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Supporting English Language Teachers’ Continuing Professional Development through ICT: Proposing a Model for Change Assoc. Prof. Dr. Thang Siew Ming School of Language Studies and Linguistics The National University of Malaysia thang@ukm.my
Integration of ICT in the classroom • Will provide students skills required to engage in a progressive society and become life-long learners. • Will enrich the learning of content materials. Can teacher do this? Debatable. THUS, There is a need to provide teachers necessary support.
Extrinsic factors Ertmer (1999) describes extrinsic factors as first-order barrier to ICT integration. • obstacles such as the lack of access to required hardware and software, • insufficient time for teachers to plan instruction and to familiarize themselves to ICT • inadequate technical training and administrative support.
Intrinsic factors Second-order barriers are obstacles that impede fundamental change towards ICT integration (Ertmer, 1999). • is rooted in teachers’ underlying beliefs about teaching and learning. • includes teachers’ unwillingness to embrace ICT as a mean towards improving teaching and learning. • May be more difficulties to overcome than the first-order barriers as they are more personal and more deeply ingrained (Dede, 1998).
The Malaysian experience • In 1999, the government initiated the Smart schools project. • The first step was the introduction of computers, related applications, software and courseware into schools, classrooms and the teaching and learning processes. • Four subjects (English, Bahasa Malaysia, Science and Mathematics) were selected to be taught the smart-way. (Ministry of Education, 1997).
Approach (1) Teaching-Learning Materials included 1,494 items of courseware and printed matter. (2) Smart School Management System (SSMS) -- software for managing and administering student enrolment, educational resources, school finances, human resources, external resources, facilities, technology, and hostel facilities.
Approach (cont) (3) Technology Infrastructure -- provided to schools included hardware, software and other equipment. (4) Systems Integration -- implemented to ensure integration between the various components and processes of the SSIS. (5) Support Services include Help Desk services, maintenance and support. The SSIS was implemented in the 87 pilot schools at a cost of about RM300 million (USD78 million).
The Malaysian approach differed from those of other countries In Australia, Britain, Canada, Ireland, Japan, New Zealand, Singapore and the USA, initiatives for incorporating ICT into education have tended to be initiated by schools rather than by the national governments. • The SSIS is different in that it is primarily a government-led effort hence it is supported by relevant government policies and the government sets the vision and provides the budget with the private sector only providing the necessary expertise (Bismillah Khatoon , 2007)
Extrinsic Challenges (1) Enormous disparity in the level of ICT availability and use in schools between rural and urban schools. (2) Lack of Internet connectivity. Actions undertaken: • Special training programmes, • Provision of notebook computers and CD-ROMs containing teaching materials • Special schemes for the schools and communities in remote islands and mountainous districts.
Intrinsic challenges (1) Common misconception among teachers was that using the courseware simply means assigning a topic for students to learn or search. (2) Some teachers claimed that teaching with the provided courseware required more preparation time and more work and hence the software remained in the box for these teachers. Action taken: A training programme was launched in 2004 consisting a 10-day, face-to-face training course.
Face-to-face training Advantages: No distraction from by day-to-day teaching activities, immediate tutorial support from the trainer, opportunities for collaborative work with fellow teachers, and a quick evaluation of progress. Disadvantages: Did not allow time for teachers to absorb the lessons, teachers had to implement what they had learnt without continuing support from the trainer and a need to replace teachers away for the course.
Studies on English Language teaching in smart schools Lee (2007) found that the Smart School CPD succeeded in raising awareness about the innovations but appeared less effective in equipping them with a clear understanding of the practices needed in the classroom level.
Lee’s study (2007) findings This was perceived to be due to lack of : (a) time and opportunities to learn about the new curriculum, try it out in classrooms and reflect with colleagues on their own experiences and those of their students, (b) relevant training opportunities and continuity of teacher development, including an absence of in-service coaching in the school, and (c) ongoing commitment and support from departmental members and school administrators.
E-CPDelt A model proposed to address the problems highlighted by Lee (2007). Based on the Improvement Quality Education for All (IQEA) action research framework extensively used in the UK as a vehicle for school improvement (Hopkins et al., 1996).
IQEA • School improvement project that involves schools working with a group from the Institute of Education at Cambridge and school local representatives. • The overall aim to strengthen the school’s ability to provide quality education by building existing good practices.
Propositions for school improvement (1) Teachers individually and collectively develop. (2) Stakeholders are involved. (3) There is a clear vision and leadership is a function that many staff contribute. (4) There is communication among teachers. (5) Enquiry and reflection are recognised as important processes. (6) Educational aspirations are linked to classroom practices. (adapted from Hopkin and West, 1994)
E-CPDelt hub & spoke model A critical relationship between a number of school-based cadres of change–agents (spokes) and a Higher Education Institutions (HEI)-based research team (hub). • Spokes -- 5 schools with four teachers (of English, Maths & Science) from each school. • Hub – Researchers from three universities: The National University of Malaysia, University Nottingham, UK & University of Sabah, Malaysia
Online sharing • Sharing of a good lessons through blogs. • Sharing of a video clips of good lessons through the VIP (Virtual Interactive Platform) specially designed for this project. • Forum discussions of lessons. • Online discussions with moderators through forum and emails.
Conclusion It is believed this project will enable teachers to: • develop a better understanding of their own teaching • be able to utilise ICT effectively in their own preparation of materials and also in supporting their students ICT development. • propel changes in their schools.
