Towards a Model Supporting Educational Change

Gundy, Morag S.; Berger, Marie Josée

doi:10.7763/ijiet.2016.v6.691

Cited by 13 publications

(15 citation statements)

References 17 publications

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“…It also does not provide pedagogical guidance for the integration of ETs into teaching and learning, nor consider the appropriation of ETs for assessment purposes. It appears to assume that if teachers are exposed to ETs, they will innovate appropriate pedagogies (Gundy & Berger, ) to use ETs in their teaching and learning (and that assessments would be done using pen‐and‐paper methods). Ironically, while the DBE Action Plan laments the lack of wide‐spread changes in teachers’ pedagogies and the limited access to ETs among learners (DBE, 2015) it too is mute on addressing change processes and fails explicitly to support pedagogical innovation.…”

Section: Transforming Education In South Africa: Setting the Contextmentioning

confidence: 99%

“…Various frameworks have been developed as diagnostic tools to describe how teachers use ETs, with Gundy and Berger noting that at least 50 models are available (Gundy & Berger, ). One of these, Kuehler and Mishra's TPACK, suggests that integrating ETs into teaching practices requires technological skill and content knowledge (TCK), pedagogical knowledge to teach with technologies (TPK) and pedagogical content knowledge (PCK) to teach specific content regardless of the tool being used (Harris, Mishra, & Koehler, ; Koehler et al ., ).…”

Section: Theoretical Underpinningmentioning

confidence: 99%

“…The challenge with this approach is that it is difficult to capture teachers’ existing pedagogies, their use of ETs, or how to affect change to these. The Concerns‐Based Adoption Model (CBAM) (Gundy & Berger, ; Hord et al ., ) offers an alternative as a means to improve on this limitation.…”

Section: Theoretical Underpinningmentioning

confidence: 99%

“…The Concerns‐Based Adoption Model (CBAM) gauges the level of ET use and maps the change process when an innovation is introduced. Although this work is pre‐internet, it remains relevant as its seven stages of concern capture the interaction of individuals with innovations and maps different levels of use (Gundy & Berger, ; Hord et al ., ). The levels of use of an innovation can be used as a diagnostic tool to gauge not only teachers’ adoption and integration, but also their progress in changing their practices (Hord et al ., , p. 7).…”

Section: Theoretical Underpinningmentioning

confidence: 99%

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Teachers pedagogical change framework: a diagnostic tool for changing teachers’ uses of emerging technologies

Tarling¹,

Ng’ambi²

2016

Brit J Educational Tech

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One of the challenges facing education systems in general and the South African education system in particular is how to understand ways that teachers change from nonusers of technologies to becoming transformative teachers with technology. Despite numerous initiatives, not limited to training, workshops and so forth, to bring about sustained and wide-spread teacher change, transmission/delivery-based pedagogies and chalk-and-talk methods continue to dominate. While policy directives and professional development programmes aim to effect change in teachers' practice, they tend to fail to create sustainable change in teachers' practice of using emerging technologies (ETs). This paper reports on a study that sought to understand how teachers change their pedagogy of teaching with ETs. Using a Design-Based Research approach, the paper reports on the teachers' pedagogical change framework (Teaching Change Frame -TCF) as a diagnostic tool for locating and mapping how teachers' change. The TCF maps teachers' existing pedagogies and ET uses, and designs a pathway of a change process to effect the desired change. The TCF was tested and refined using data from 325 teachers drawn from rural, resource-constrained schools, urban, well-resourced schools and from preservice teaching students in a decontextualized environment. Following three iterations it was found that teachers' use of ETs in regulated, restrictive ways correlate with transmission pedagogies, unregulated, dispersed ways correlate with transformative pedagogies. The use of TCF not only located teaching pedagogies but also provide different pathways to ensure sustainable change. Findings emphasize the need for teachers to encourage learners to build/create/construct with ETs and for increased interaction in fostering nonregulated dispersed use of ETs.Since the fall of apartheid in 1994 South African education has changed significantly to transform what was a fundamentally unequal system. One of the most irrepressible challenges to

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Section: Transforming Education In South Africa: Setting the Contextmentioning

confidence: 99%

Section: Theoretical Underpinningmentioning

confidence: 99%

Section: Theoretical Underpinningmentioning

confidence: 99%

Section: Theoretical Underpinningmentioning

confidence: 99%

See 2 more Smart Citations

Teachers pedagogical change framework: a diagnostic tool for changing teachers’ uses of emerging technologies

Tarling¹,

Ng’ambi²

2016

Brit J Educational Tech

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“…Dichas estrategias redundaría en el proceso de aprendizaje y por tanto, en los resultados académicos. Por último, reseñar que la investigación en este ámbito es fundamental para guiar, introducir y afianzar los cambios que son esenciales en el sistema educativo (Gundy & Berger, 2015;Bernacky & cols., 2015;Boudreaux, 2016;Turkyilmaz, 2016).…”

Section: Consideraciones Finalesunclassified

Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria

2016

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ResumenEn este artículo se persigue analizar las estrategias de aprendizaje, el control de la compresión lectora y el rendimiento académico, en Lengua castellana y Matemáticas, para una muestra de 118 alumnos de Educación Secundaria en Madrid. Los resultados evidenciaron diferencias significativas entre el grupo clasificado como lector hábil y el no hábil. De hecho, en el grupo lector hábil predominan el control emocional (F = 8.52, p = .004), la selección de información relevante (F = 12.17, p = .001), el pensamiento crítico y creativo (F = 6.06, p =.015), la recuperación de la información aprendida (F = 5.55, p = .014) y la planificación y la evaluación de la información como parte del proceso de metacognición (F = 3.64, p = .014). Por último, existen indicios de que el control de la comprensión lectora pueda explicar en parte el rendimiento académico y por tanto ser una variable predictora.Palabras clave: Aprendizaje; lectura; rendimiento escolar. Learning strategies, reading comprehension and academic achievement in Secondary Education AbstractThis paper analyses learning strategies and reading comprehension control with academic achievement in the subjects of Language and Mathematics in 118 students from Secondary Education in Madrid. The results showed significative differences between skilled reader / non skilled reader groups. In fact, in skilled reader group prevail emotional control (F = 8.52, p = .004), selection of relevant information (F = 12.17, p = .001), critical and creative thinking (F = 6.06, p =.015), recovery of learnt information (F = 5.55, p = .014) and planification and evaluation for results as a part of metacognitive processes. Finally, reading comprehension control could explain partially academic performance in these subjects and so it could be a predictor variable.Keywords: Learning; reading; academic achievement. Estratégias de aprendizagem, compreensão leitora e rendimento acadêmico na Educação Secundária ResumoNeste artigo busca-se analisar as estratégias de aprendizagem, o controle da compreensão leitora e o rendimento acadêmico em Língua castelhana e Matemática em uma amostra de 118 alunos de Educação Secundária de Madri. Os resultados evidenciaram diferenças significativas entre os grupos classificados como leitor hábil e não hábil. De fato, no grupo leitor hábil predominam o controle emocional (F = 8.52,p = .004), a seleção de informação relevante (F = 12.17, p = .001), o pensamento crítico e criativo (F = 6.06, p =.015), a recuperação da informação aprendida (F = 5.55, p = .014) e o planejamento e a avaliação da informação como parte do processo de metacognição (F = 3.64, p = .014). Por último, há indícios de que o controle da compreensão leitora possa explicar em parte o rendimento acadêmico e portanto ser uma variável preditora.Palavras-chave: Aprendizagem; leitura; rendimento escolar.

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A Large-Scale Study to Profile Teachers’ Use of Games in the Classrooms: From Concerns to Adoption

Jesmin,

Osula,

Niglas

et al. 2024

Tech Know Learn

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Towards a Model Supporting Educational Change

Cited by 13 publications

References 17 publications

Teachers pedagogical change framework: a diagnostic tool for changing teachers’ uses of emerging technologies

Teachers pedagogical change framework: a diagnostic tool for changing teachers’ uses of emerging technologies

Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria

A Large-Scale Study to Profile Teachers’ Use of Games in the Classrooms: From Concerns to Adoption

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