An Ecological Complexity Perspective On The Challenges In Lifelong Learning Of Teachers In Malaysia: A Case Study of an online learning environment within an ICT professional development programme.

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An Ecological Complexity Perspective On The
Challenges In Lifelong Learning Of Teachers In
Malaysia A Case Study of an online learning
environment within an ICT professional
development programme.

• Wagheeh Shukry Hassan (PhD)
• English Language Teaching Centre
• Ministry of Education Malaysia

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Background

• Unique 1st cluster PD in Malaysia, in-school
  facilitation adapted from NZ ICTPD Cluster
  programme
• Malaysian ICTPD (MICTPD) implementation
• the promotion of ICT integration
• the fostering of reflective practice and
• supported by an online community of practice (COP)

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Research

• explored the adoption of ICT in teaching
  learning and the adoption of the key features of
  the ICTPD
• identified the factors that supported and
  hindered adoption
• constructed a theoretical framework, i.e., the
  ecological-complexity perspective as an
  alternative view
• described the interaction of factors, individuals
  and organisations in adoption and the emergence
  of adoption

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Ecological Complexity Perspective

• Interdisciplinary perspective
• Complexity theories/thinking (pre and post 2000)
• Ecological theories (biological sciences)
• Adoption theories (ICT)

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Why?

• Linear vs. complexity
• Dualities
• Extend research from mechanistic/Newtonian
  perspective to organic/Darwinian perspective
• Find new ways of understanding how individuals,
  organisations and policy interact to influence
  adoption

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Ecological concepts
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Data

• Used a collective case study approach (Stake,
  2003 2005) rural, urban, primary secondary.
• 44 teachers (main unit of analysis), 4 school
  heads and one state education officer. Four
  schools participated in ICTPD Cluster.
• Qualitative - used different methods, i.e.,
  semi-structured interviews, mind maps, factor
  sheets, observations and journals
• Transcribed, used Nvivo to process and analyse
  data

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Implications

• In Malaysia, cultural and contextual factors
  influence adoption (e.g., examination
  curriculum) assumptions dealt with foreign
  innovations
• the online system did not change teachers'
  attitudes in sharing and collaboration, and
• did not facilitate the development of communities
  of practice

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Challenges

• Development of ecological-complexity perspective
  (ECP) models journey from linear to complexity
  many iterations
• Applying the ECP into practice policy (e.g.,
  bottom-up and top-down policy), leadership and
  ICTPD design requirement of MOE
• Cultural factors recognising, highlighting and
  incorporating factors

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Conclusions

• Ecological-complexity perspective extends
  understanding of ICTPD adoption - non-linear,
  interactions factors (in this context)
• Understanding of dualities in complexity - not an
  either or explanation
• Emergence as a way to find insights

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Thank you
e wshukry_at_eltc.edu.my