F-Case+5-+Ed+Tech+Pro+Dvlp+(In-Service)

**A Case Study of Paradigm Shift Among Teachers**
= = by Lim Hong Koon, Marsyitah Ismail and Chun Mee Lee

__**ABSTRACT**__
 * This page documents the use of technologies in conducting in-service profession development. During the process, learners are exposed to e-mail, face book and wikis. These are done phase by phase in small group basis. Each group was lead by a mentor. Hoping that by picking up basic skill of IT will lead to creating wiki website for teaching and learning purpose.Learners in this case study are a group of 23 teachers who are teaching Chinese Language in a secondary school. Two of their colleagues served as instructors. Since various formal courses conducted previously have failed, this training was done in an informal way, conducted after school, during recess time or free period.This process went through quite a rugged and rough path. The training was likely going to turn into a mission impossible in the early stage when no one shows any interest in acquiring IT skills. However there was a dramatic turning point when instructors found a "tantalizing" motivation that eventually brings learners toward goal achievement.**

flat = = = =
 * Table of Content**:

=** __Phase 1__ Overview of the Case **=
 * __Basic Information__:**
 * Subject: A secondary school in Klang Valley.
 * Population: Teachers--180, Students-- 4,000.
 * Facilities:
 * 1) Two computer labs with 40 computers each, no internet access( operate by out-sourced company)
 * 2) One computer lab with 12 computers, with internet access
 * 3) Library--10 computers with internet access, free to use by all
 * 4) Classroom-- Nine classrooms equipped with LCDs and screen, no internet access
 * 5) Science Labs-- Five labs equipped with LCDs and screen, no internet access
 * 6) Two Audio-Visual Room -- each one equiped with one computerand LCD,no internet acess

__Education Level__: __Prior Knowledge__: __Needs in Profession:__
 * __Learners Backgroun__d**
 * degree holders
 * experienced teachers
 * word processing
 * spread sheets
 * PowerPoint/Multimedia Presentation
 * To align with living style of younger generation which are digital native ( to engage students )
 * To complete syllabus accordingly within a specific period of time
 * To deliver content as much as possible

** The Scenario **
Stated below is one of the not-so-successful course conducted recently.
 * Target Audience: Learners (in-service teachers)
 * Topic: Internet Application (Wikispaces)
 * Number of Learner: 40
 * Number of Facilitator: 3
 * Time: 90 minutes


 * Learning Objective:
 * 1) Experience a collaborative internet application in teaching and learning.
 * 2) Able to utilize Wikispaces as a T & L platform.


 * Learning Outcome:
 * 1) sign up a Wikispaces account
 * 2) design a wiki website for subject teaching/society in charge of.
 * 3) create at least 2 pages with minimum content(text editing, uploading images)


 * Lesson Plan:
 * 1) Briefing on what Wikispaces is. (10 minutes)
 * 2) Demonstration on how to sign in and manage Wikispaces. (20 minutes)
 * 3) Hands on time (60minutes)


 * Problems faced:
 * 1) Infrastructure/Technical Facilities
 * poor Wifi coverage
 * 1) During Process of Teaching
 * vague on how to be an online role model, online motivator and an online resource provider at the same time.
 * having problem in trouble shooting/no alternative solution to technical problem
 * busy entertaining all kinds of questions asking at the same time.
 * 1) During Process of Learning
 * don't know how to sign up email account.
 * do not know what wiki is/ not understanding the concept of Collaboration.
 * do not know what pages to create.
 * no patient.
 * browsing other websites other than Wikispaces.
 * 1) Learning Outcome
 * not achieve fully
 * created a website without any pages other than the default home page.
 * no input in pages created.
 * no application in teaching.
 * no access to website created (forgotten about user name, pass word or web address)

//**What had made this course failed?** **What are the problems?**//

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= __Phase 2__ Problem Identification =

**The Issue:** The world is moving fast towards informational technologies. Revolutions are happening in education and life style of mankind. To keep up with the world, both educators and students need to be explore and learn how to deal with digital technology. However, instructional technology in school does not align with requirement of the real world. These include:
 * Inadequate knowledge and skill in ICT.
 * Insufficient usage of digital technology in teaching and learning.
 * Traditional, teacher-centered pedagogy still dominate.
 * Although several computer courses have been conducted through out the years, but the outcome is not encouraging. Very minimum T & L activities are conducted with digital technology.
 * Although course wares are ready made for Science and Mathematics, but many teachers are still reluctant to use them.

**//How to help in-service teachers to equip themselves to face the challenges in the information technology world had become an important issue.// //When the world is shifting, how to make paradigm shift happens among teachers too?//**

** Identified Phenomenon (based on The Model of TPCK)**
__TECHNOLOGY__ Infrastructure and facilities in unsatisfactory condition that discourage the interest in learning: __PEDAGOGY__ Inadequacy in instruction: __CONTENT__ Ineffectiveness of materials: __LEARNER ( from observation/feedback)__
 * slow in accessing due to limited band width
 * inaccessibility of internet application, e.g. yahoo, Google
 * briefing on Wikispaces is too short and do not give enough exposure to learners who has limited idea about internet
 * not manage to guide learners to learn step by step but every one is at their own pace
 * problems in transfers of learning
 * content of demonstration does not suite the level of learners ( "wiki" is such an alien concept to those who had not experiences internet surfing)
 * language used is not fully comprehensive by learners (e.g. learners would have no idea about what "collaborating learning" and "forum" mean in the internet world)
 * guideline for hands-on project is not comprehensive
 * ignoring the needs of shifting from traditional teaching method to collaborative learning style via internet application.
 * utilize technology (computer) as typing machine or tools for managing paper works only.
 * do not think that technology really helps in teaching and learning.
 * assume that traditional ways of teaching which is teacher centered is more effective (syllabus completed faster, less discipline problems)
 * new technologies are too difficult to handle.
 * time is constraint, no time for learning new knowledge.
 * digital technology is meant for younger generation.
 * lack of foundation

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= __Phase 3__ Analysis of Problems & Root Causes =

** Potential Causes of Problems **
__TECHNOLOGY__ __PEDAGOGY__ __CONTENT__ __LEARNER__ negative thoughts:
 * this has not much to do with the problems (since there is a minor group of teachers learned well and do utilize websites as one of their teaching aids although facing the same difficulties)
 * briefing and demonstration only is not an effective method to teach computer application
 * putting effort merely in teaching content and skill is not enough, learners are not motivated to learn
 * ineffective user guide
 * ignorance of the changes in the education environment due to emergence of technology
 * Immigrants, who themselves learned – and so choose to teach – slowly, step-by-step, one thing at a time, individually, and above all, seriously
 * they are comfortable teaching the old ways and finds it hard to change their teaching method
 * fear of bad influence that students may be exposed to the Internet
 * do not want students to be distracted by other applications / sources from the web

**Identified Root Causes of Problems**
Based on all the phenomenons observed, and analysis of the potential causes, we found that there are one major and one subsequent root causes in this issue.

(1)__The Major Root Cause__ : //__the digital-immigrant____-mindset of learners__//
 * technology is not a must in teaching and learning
 * technology is not meant for me, it is for someone else

(2)__The Subsequent Root Cause__: //__lack of motivating factor__//
 * there is no motivation for digital shift

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= __Phase 4__ Statements/Findings on Root Causes =

The teen-age students in classrooms are 'Digital Natives' .The way they deal with technology is very much different to those who are teaching them, the immigrants. To teen-age students, they have grown up exposed to different learning opportunities. To them, digital technology is part of their life, digital tools are part of their body.
 * __Digital Immigrants vs Digital Native__**

Below are the information and data from the survey by Dell Computer Corp.,USA in 1990's. [|Fear of Technology] comfortable using a variety of technical devices, from answering machines and VCRs to compact-disc players and computers || 92% || 74% || nervous about operating a computer on their own || 7.6% || 23% ||
 * || teens || adults ||
 * technically literate :
 * anxiety of using computer:
 * 55% of all Americans remain resistant--even phobic--when it comes to taking advantage of technology in their everyday lives.
 * 25% of all adults never have used a computer, set a VCR to record a television show, or even programmed favorite stations on a car radio.
 * 32% of all adults are intimidated by computers and afraid they might inflict damage when operating them.

//According to Dan Gookin, author of more than 30 books that seek to build greater understanding between individuals and machines, "One of the main reasons many people are paranoid about computers is that no one in the industry has bothered to help them understand how simple the technology is to use and what computers can specifically do for them. Most computer manuals are as difficult to understand as a graduate-level course in quantum physics." He believes the fast-accelerating gap between invention and understanding is largely to blame for the spread of technophobia. "Technology has simply passed many people by."//

Below is a rather sarcastic but very true description of digital immigrant (are you one of them?): (adapted from:[|TeacherLingo])
 * __Who are digital immigrant__?**
 * //" Technology did not come natural to me. It came kicking and screaming and pulling me into its arms. I am doing the best I can to "get with it" but it is moving faster than this old body can move."//
 * //" I take classes all the time. I am good at MS Office for the most part. I am not good at excell math stuff. I don't get it. I just use a calculator. I still print out my emails to read if they are long. I don't know why I can't read them on the screen. "//
 * //" I am learning to use the internet in creative ways instead of email and looking up my friends. I know how to use AlphaSmart word processors. However,I don't do My Space or Facebook. I think that is just to personal to post. I do blog (obviously) but I haven't learned to vlog.//
 * //" I can roam the internet but I find that rather boring. I like to play games on the computer but not online. I love technology. "//

(adapted from:[|Article by Marc Prensky]) Remarks: __Skills that can be enhanced by new technology is having the ability to__: - consequently identify connections, recognize patterns, and make sense between different knowledge nodes. - locate the knowledge that can help to achieve better results, in a specific learning context. - cross boundaries, connect, and cooperate - construct and adjust one's own image of the theories learned.- reflect- self-criticize and be open for others' criticism.- inquire __Potential lifelong implications are that our current students have the ability to__: - know how to learn and know which learning strategies do and do not work - self-regulate, monitor personal progress and set goals according to their ability - accurately select, control and monitor strategies needed in order to reach their target - creatively solve each step in a complex problem - think about the circumstances that gave rise to the problem and look for other possible solutions for it - deeply involve themselves in the meta-cognitive process
 * __Why digital immigrant educators need to change their mindset regarding instruction technology?__**
 * //the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today's educational problems. I suggested that Digital Natives’ brains are likely// //physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their "native language."//
 * //Research by social psychologists shows that people who grow up in different cultures do not just think about different things, they actually// //think differently////. The environment and culture in which people are raised affects and even determines many of their thought processes//
 * // Digital Natives accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and Internet are bored by most of today’s education, well meaning as it may be. But worse, the many skills that new technologies have actually enhanced (e.g., parallel processing, graphics awareness, and random access)—which have profound implications for their learning—are almost totally ignored by educators. //
 * //The cognitive differences of the Digital Natives// //cry out for new approaches to education with a better “fit.”//

(Do digital immigrant educators have any choice?)
 * educators know //something// is wrong, because they are not reaching their Digital Native students as well as they reached students in the past. So they face an important choice.
 * On the one hand, they can choose to ignore their eyes, ears and intuition, pretend the Digital Native/Digital Immigrant issue does not exist, and continue to use their suddenly-much-less-effective traditional methods until they retire and the Digital Natives take over.
 * Or they can chose instead to //accept// the fact that they have become Immigrants into a new Digital world, and to look to their own creativity, their Digital Native students, their sympathetic administrators and other sources to help them communicate their still-valuable knowledge and wisdom in that world’s new language. The route they ultimately choose - and the education of their Digital Native students - depends very much on us.

(adapted from:[|e-Pedagogy,University of Kansas]) Semester** |||| **Math 365 : Summer 00** |||| **Math 105 : Fall 00** |||| **Math 365 : Fall 01** |||| **Math 105 : Spring 02** ||
 * __Researched data on how digital natives find digital base instruction__ (on-line homework)**
 * **Unless Obvious, Maximum possible is 10** ||
 * || **Course :
 * || The Question || mean || st. Dev. || mean || st. Dev || mean || st. Dev || mean || st. Dev ||
 * 1 || Student's Satisfaction Level || **7.24** || 2.47 || **8.14** || 1.70 || **8.34** || 1.98 || **8.39** || 2.07 ||
 * 2 || Student's Comfort Level || **7.43** || 2.13 || **7.96** || 2.00 || **8.20** || 2.20 || **8.39** || 2.06 ||
 * 3 || Student's Preference to Online Homework || **7.55** || 2.22 || **9.18** || 1.32 || **8.44** || 2.28 || **8.47** || 2.00 ||
 * 4 || Will You Receive a Better Grade? |||| **17 YES** out of 21 |||| **44 YES** out of 49 |||| **43 YES** out of 50 |||| **296 YES** out of 342 ||
 * 5 || Did Your Confidence Level in Math Improved? || **6.62** || 2.75 || **7.61** || 2.44 || **7.34** || 2.68 || **7.88** || 2.43 ||
 * 6 || Spent More Time On Homework? || **3.98** || 1.89 || **4.43** || 2.64 || **4.00** || 2.65 || **4.39** || 2.72 ||
 * 7 || Spent More Time for the Course? || **4.52** || 2.06 || **3.88** || 2.02 || **3.8** || 2.28 || **3.77** || 2.24 ||
 * 8 || Recommend Online Homework as Standard Feature? || **6.62** || 2.84 || **8.49** || 2.36 || **7.78** || 2.51 || **7.99** || 2.40 ||
 * 9 || Did You Have More Fun? || **6.95** || 2.46 || **8.02** || 2.24 || **7.6** || 2.51 || **8.29** || 2.25 ||
 * 10 || Is Online Homework a Good Teaching/learning Tool? || **7.10** || 2.43 || **8.43** || 1.67 || **8.4** || 1.92 || **8.26** || 2.12 ||
 * 11 || Overall Rating regarding Online homework? || **7.33** || 2.46 || **8.61** || 1.43 || **8.42** || 2.12 || **8.53** || 2.17 ||

**Findings:**

 * //Many teachers in schools are actually digital immigrants who are not used to digital technology, they need greater motivation and more specific guidance to help them to adopt & adapt to new technology and learn how to live with it.//
 * //Many students today are digital natives, to help them in study or to equip them to face the informative world, technology needs to be integrated in pedagogy.//
 * //It is important for paradigm shift to happen among teachers. And to make this happen, mindset plays the most important role.//


 * (Remarks: As in a developing country like Malaysia, there might be a lot of students who are not digital-native,yet, but when time past, there will be one day when most of the students are technology savvy. When those days comes, if ducators are not prepared, starting from now, it will be too late.) **

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= __Phase 5__ Proposed Solutions =

//The goal is about transforming the mindset of digital immigrant to some extend, reducing the reluctance of utilizing technology in teaching and learning. These include equipping them to face the challenges in the information technology world//

There are a few approaches regarding how to promote paradigm shift among teachers in school. These approaches are to work together.

**__Mindset Transforming__**
__Exposure/Campaign__
 * Find research on how technology have been used (successful stories) in other schools
 * Identify digital native’s learning style so that a digital immigrant teacher can re-evaluate his/her teaching styles to conform to their learning style

**__Pedagogical Support__**
__conduct practical e-Courses__ __follow-up activities__ __trouble shooting__
 * Identify which web 2.0 tools that are suitable for teaching and learning
 * Introduce the suitable web 2.0 tools to the digital immigrant teachers
 * suggest revised Bloom’s Taxonomy which includes rubrics that are more inclusive of technology
 * Identify the 21st century skills that a digital immigrant teacher need to possess in order to make use of web 2.0 tools effectively
 * conduct step-by-step follow through training series
 * Contest and Rewards :e.g. lesson plan contest / the best website ...
 * mentor system
 * Give questionnaire to find out / identify the reasons for digital immigrant teachers are not making use of the technology.
 * From the questionnaire, analyze the reasons and find solution for each reason. For example, if the reason is fear of technology, find solution on how to eliminate the fear.

__**Administrative Support**__

 * long term encouragement and follow-up
 * reports and news-update
 * conducting administration practices using similar technology
 * careful planing of training program (from basic to higher level)

__**step-by-step follow through training series**__ ( inspire by : [|Digital Education Revolution, New South Wales])
 * Example of Proposed Actions **

Research identifies three key stages in a shift in pedagogy in implementing the use of laptops into mainstream classroom practice:

Stage 1: Using laptop/digital technology to supplement teaching and learning [|view explanation] Stage 2: Using laptop/digital technology to enrich teaching and learning [|view explanation] Stage 3: Using laptop/digital technology to transform teaching and learning [|view explanation]

To help digital immigrant teachers to adopted the practice of digital instructional technology, series of training according to these three stages need to be conducted. ( Why most of the courses in our fail is the "shock" that teachers encounter during the course.) Without basic knowledge and skill, there will be discourage and minimum knowledge transfer.

__sample of training plan__:

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= __Phase 6__ Evaluation of the Proposed Solutions =

Synopsis of the case and analysis for peer review on 15/8/2009: __**Reviews from Peers**__
 * Is Wikispaces what learners need?
 * Are there any other alternative of technologies for learners?
 * Could prior knowledge of learners be the major problem?
 * Do learners really understand what Wiki is and what has it got to do with their career or needs?


 * __Peers Experiences__**

__Zaidad Farhah's__:
 * Conducted a lesson on Wikispaces and participants are excited and keen on using the tools.
 * The participants are a group of teachers too.

__Salbi's__:
 * Collaborating successfully with colleagues using Wikispaces
 * Started with Yahoo Groups and then eventually shift to Wiki, in 3 years time.


 * __Suggestions from Peers__**
 * Create the needs
 * Explain the benefits or advantages of technology/Wikispaces
 * Get learners to experience the good of technology
 * Consider "zone of proximity" of learners
 * team up the learners for motivation and companionship
 * convince learners that it is worthy to learn new technology

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= __Phase 7__ Re-analysis =


 * Learners in the case are __lack of prior knowledge__.From Zaidad and Salbi's experience, there is a great possibility that the success in their training course is related to learners' prior knowledge. We can put aside the slightly-different-of-age among these two group (peers' group and the case studied), and find that the biggest different is prior skil and knowledge in ICT. In general, teachers teaching Maths and Science are more IT oriented due to education policy that require IT-oriented pedagogy for Maths and Science subjects in secondary school. To learners in the case, the content is out of their Zone of Proximal Development(1)

multimedia presentation || find Wikispaces very usefull || Out of 30, there are more than 25 are utilizing Wikispaces actively || Show no intention in using Wikispaces ||
 * = **Learners Analysis** ||= Zaidad Farhah's Case ||= Salbi's Case ||= Studied Case ||
 * = Subject Teaching || Mix of all subjects || Mathematics || Mix of all subjects ||
 * = Age Group || 33-40 || 30-40 || average:40 ||
 * = IT Knowledge || average || average || minimum ||
 * = Examples ||< e-mail, Yahoo Group,facebook, wikispaces ||< e-mail, Yahoo Group, wikispaces ||< word processing,
 * = Learning Outcome || Show positive respond and
 * __New Findings__**
 * Learners with minimum prior knowledge are consider outside the zone and there will be minimum learning.
 * Promoting learning environment is essential for knowledge building. Learners have to experience the needs of utilizing IT.
 * Peer influence and authentic needs will help digital immigrant to live with IT.
 * __Re-evaluation of Learners__**
 * Learners in the case is __digital immigrant__ that are not fully or find difficulty in adopting technologies in their daily life. (For explanation please refer to Phase 4)


 * Learners in the case are [|conforming learners] too. In general they are more compliant and will more passively accept knowledge. They value guidance, supports and scaffolding. They learn best in directive environment using step-by-step procedures. Besides, they often prefer to use minimum effort on simpler goals that others set for them and help them to achieve.


 * Learners in the case do not understand why do they need to learn. "Learners need to see the relevance of their learning in their everyday lives and activities in order to understand and value the importance of learning". To do this, they need rich experiences that promote such learning and mental model building."[|(Promoting Learning in Information Learning Environment)]

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= __Phase 8__ Re-proposed Solution =

** Root Causes Solutions **

 * To Solve Mindset Problem: //__the digital-immigrant____-mindset of learners__//**

__ technology is not a must in teaching and learning __
 * campaign on digital technology
 * create an authentic need
 * create personal experience of the benefits of digital technology
 * make use of peer effect for greater influences

__technology is not meant for me, it is for someone else__
 * Deal with "Zone of Proximal" by :
 * starts with small group provided with guidance from mentor
 * starts with simpler technology which learners are more familiar with


 * To Solve Pedagogy Problem: //__non-motivating pedagogy__//**

__pedagogical practices are not motivating or inspiring to paradigm shift__
 * small-group pedagogy
 * mentor-mentee system

** Technology Integration **
Introduce an easier, more common technology, with similar interactive feature as Wikispaces, that is Google Tools (Gmail, Google Chat, Google Docs, Reader, Calendar)

1. Google is the most common search engine 2. Google Docs is similar with Microsoft Office hence if the teacher are already using Microsoft Word, Power Point or Excel, they would already be familiar with the interface 3. 25Gb mail storage
 * Why?**

1. present Google Documents and gives pros and cons as compared to Microsoft Word 2. present Gmail as a platform for communication with students and other teachers 3. present Google Calendar as a method of organizing classes and curriculum Here's what you can do with Google documents:
 * How?**
 * Upload Word documents, OpenOffice, RTF, HTML or text files (or create documents from scratch).
 * Easily format your documents, spell-check them, etc.
 * Invite others by email to edit or view your documents.
 * Edit documents online with whomever you choose.
 * View your documents' revision history and roll back to any version.
 * Publish documents online to the world, as webpages or post documents to your blog.
 * Download documents to your desktop as Word, OpenOffice, RTF, PDF, HTML or zip.
 * Email your documents out as attachments.

1. Decrease budget 2. paperless environment 3. create collaborative environment in the class, 4. create collaborative community of practice among cooperative teachers
 * Advantage**

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= __Phase 9__ Implementation Plan =

Target Learners: Members of Chinese Language Committee Number of Participants: 23 (including mentors) Numbers of Mentor: 4

__Learning Objectives__:
 * to communicate via e-mail
 * to communicate via social network (Face Book)
 * to collaborate via a more structured interactive tools (Wikispaces)

__Learning Outcome__s (learners are able):
 * to send and receive mails & attachment via gmail
 * to upload photo and writing comment in Face Book
 * to write, edit and uploading information in wikispaces

**Stage 1**
**September 2009**

//(content: e-mail competency)//
__1.1 campaign on digital technology__ __1.2 create an authentic need__ and __personal experiences__
 * discuss with the chair-person, share with her regarding the benefit and the need of using digital technology
 * get approval from the chair-person to share information and materials with every member via e-mail
 * make sure every members have an Gmail account by collecting Gmail addresses from participants or helping them to sign up one
 * divide into 4 groups, with one mentor assigned to each group
 * e-mail the latest information regarding SPM in PowerPoint form to Form 4 & 5 teachers
 * e-mail collection of Form3 examination papers of various states to all Form 3 teachers
 * sending Moon Cake Festival e-cards/powerpoints to all members

 on-line questionnaire on IT knowledge and behavior
 * //Instructional Technology//: **
 * e-mail
 * // Instructional Aids & Materials // : **

__THE RESPONDS ARE POOR__ We had asked the learners to create their gmail account and mentioned that we will post some teaching tools for them to read and use in the class. Started from on September, latest information regarding 2009 SPM (new format) had been posted to the learners who teach Form4 and Form 5 classes. Then we posted PMR Trial paper from a few states to learners who teaches Form 3 chinese. But, no reply from the teachers.
 * // Outcome & Feed Back //**



**Stage 2**
**October 2009**

//(content: e-mail and document sharing competency/social network communication)//
__TRYING HARDER__ We did talk to some learners, they mentioned that they don't have time and some don't know how to use gmail. We spent some times to guide them, and yet, we received two emails on 2 Oct after the sharing of using email. __A GOOD SIGN__ Now quite a number of them are involve in mailing activities.After scanning and editing their photos I have send them back to each owners. Each one of them started opening their mail boxes and reply to extend their appreciation. __PROGRESSING__ Face Book is introduced. Learners are told that their photos can be upload in face book to share with friends.Some wanted to learn how to play games in face book so that they can play together with with their children. Face Book had become the hot topic among learners. Below are some of the conversation quoted: "I never thought computer can be handle so easily!" "I was worried when I was told that I need to sign up an gmail account. I did not know what to do? But now I am not afraid of computer anymore." 'Now only I realized that internet is so resourceful." "My husband said that I am very up-to-date, I am more advance than him now." "My son is very happy because now I spend more time with him, playing." "Now I understand why my son and daughter love computer so much..." "I think I should allowed more time for my son to play with face book." __EVEN BETTER__ After pleasant experiences with Face Book, some wanted to share their thoughts in blogs and wiki! A few of them had started writing in Blogs and wikispaces. And many are asking how to access to the Panitia Website. __EXTRA BONUS__ Most of us talk about internet, especially Face Book every day. We share our experience and new findings. More laughter in the workplace now :) Besides, the relationship among learners are closer since peers are helping each other (sign up account, trouble shooting, including teaching ways to search in internet and sharing on game strategies).
 * e-mail personal photos for profiling purpose
 * face book activities
 * e-mail final-examination papers (Form 4) and marking scheme to Form 4 teachers
 * share and edit documents (F4 marking scheme) via Google Doc
 * //Instructional Technology//: **
 * e-mail
 * Face Book
 * google doc
 * // Instructional Aids & Materials // : **
 * Learner's Photo
 * // Outcome & Feed Back //**


 * Face Book Account

ShuFang's Blog RuiFang's Blog GuiLai's Wiki
 * Internet Activities
 * Face Book Activities
 * Personal Blog & Wiki

**Stage 3**
**November - December 2009**

//(content: document sharing & editing/Social Network Communication)//

 * share and edit documents via Wikispaces -- content would be: reminder for the first meeting that will be held in December, agenda of meetings, pre-meeting arrangement, minutes...
 * Face Book activities


 * //Instructional Technology//: **
 * Wikispaces
 * Face Book
 * // Instructional Aids & Materials // : **
 * Members' photos

Google doc Online Tutorial Website Panitia Bahasa Cina SMJK Kwang Hua
 * // Outcome & Feed Back //**

**Stage 4**
**January 2010**

//(content: document sharing & editing)//

 * arranging and managing the planning of yearly academic activities, e.g person in-charge, duty roster, activity calendar...
 * sharing of other information

Wikispaces Online Tutorial Website Panitia Bahasa Cina SMJK Kwang Hua
 * //Instructional Technology//: **
 * Wikispaces
 * // Instructional Aids & Materials // : **

**// Outcome & Feed Back //**

**Stage 5**
**March 2010**

//(content: interactive website designing )//

 * starts to involve participation of students from Chinese Language Society, regarding activity planning
 * implementing e-pedagogy in class (wikispaces)


 * //Instructional Technology//: **
 * Wikispaces
 * // Instructional Aids & Materials // : **
 * Manual of Wikispaces
 * // Outcome & Feed B //****// ack //**
 * Links to Wikispaces
 * On-line Summative Evaluation

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= __Thoughts to Ponder Over__ = Digital technologies had been developed and evolve rapidly the past century. Experts keep announcing that how great its impact to education would be. However, other than adding ICT as a subject in some of the schools and building computer labs in schools…there is no significant change in pedagogy and technology used in most of the schools. There are some successful cases in aligning pedagogy to meet the need of modern society, but we have to admit that most of the schools are still very far behind. In most of the schools, traditional classroom with “talk-and-chalk” as teaching tool are still dominating. Although laptops and PC are in common use at the so-called Smart School, the assigned “digital school”, the use of technology actually is at a very primary stage. Some of the schools do not fully utilize technology as a collaborating and interacting platform. Technology is merely used to transfer content from paper to digital form, such as PowerPoint Presentation, e-mails and non-interactive school Home Page. Technology has been treated more as an icing-on-the-cake than as core item in teaching & learning.

Education Department do see the needs in transforming teaching and learning style of teachers, and tried to equip educators with adequate IT skill, however, many teachers do not have the same vision. After attending IT causes, only a few will practice what have been taught.

In the film, Chicken Little was panicked when he hears loud noises in the jungle. This is what happens to some of the teachers when they were told that they have to change their teaching style. Computers, internet and websites are like thunder and lighting to them – scary. And some of them treat collaborating learning as storm which must be avoid, if he does not want to get into trouble.
 * __"The Sky is falling!" said Chicken Little.__**

To eliminate the Chicken Little-mindset of teachers, intermittent courses and trainings would not be effective. It needs some other chickens to explore the jungle, find out the truth and get the whole community to understand what it is. Teaching and learning sometimes are in one. Teachers need to learn too. We are in the “learning society” where lifelong learning is important. In the olden days, teachers used to teach “what to learn” to students, but now it should be emphasize in adopting “how to learn” to students. To do this, teachers have to realize that they need to learn how to teach yes, teachers need to learn too. As a digital immigrant teacher, one need to realize that if he does not move along, he will be left behind. So. do not listen to others and believe the sky is falling. Go, explore and experience personally.

__The sky is not falling! It works if we work on it. Like writing competency, ICT competency is something everyone can acquire. With this skill, although the content is the same, but the way of delivering is different. ICT competency is a way to approach students in a more effective way.__


 * __Human Nature & Humanize Approach__**

According to the TPCK Models suggested by Mishra and Koehler, the 3 sources of knowledge are Technology, Pedagogy and Content, In the process of this case study, __we found that there is at least one more significant factor need to be concerned. That is the learner__. Before any decision made regarding these 3 sources, learners analysis should be given serious consideration.

There are various teaching and learning models, before applying any, __we must remember that the "leading character" is always the learner. It is possible for some learning strategies to affect some learners and some learning outcomes but not others. We must understand our learners first before we are able to integrate technology with pedagogy and content effectively__. In our case study, there are a few essential questions need to be asked:
 * who are the learners? (what types of learners are they?)
 * what do learners really need?
 * what will work best for learners to achieve learning objective?

To promote paradigm shift among teachers, we did try the “normal” way, which is to conduct training course. However, we found that it is not so effective to many teachers. Trainings and courses are mainly methodologies that convey knowledge but do not promise changing of behavior. To involve teachers in the paradigm shift, the learning objective/content need to be humanize. That is to create personal need and value. To achieve the objective, promoting environment is essential too. In this case, peer-to-peer effect will encourage and inspire deeper understanding and discovery. We hope that this will reinvent the mindset of teachers regarding utilization of technology in teaching. We also hope that starts by small group, this group later will be the pilot to others in the school.

The core reason why digital technology competency is a must for teachers is mainly because it serves interactive and collaborating learning. These are the skill that students needs in this informative age and for life long learning.

__In this case study, we are trying to find solutions to problem, but the core value of educating itself is not a problem in search of a solution. It is a process where instructors and learners trying to work out something together. The professional development is likewise. As facilitators, we do not “teach” our colleges what to do but together we walk through the destined path, hand in hand.__

If the sky is falling, we uphold it together.

Since the implementation is still ongoing, we do not want to give any final conclusion. Technology evolves everyday; there might be any changes along the way. And most of all, changing mindset of a group of professional would not happen in a twinkling of an eye. The implementation might be slow and we might need to do some refining and amendment in our plan along the way, but we will reach the destiny eventually. This is what we believe -- it works if we work on it. After all, the sky is not falling.
 * __The Never Ending Story__**

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= __Our Reflections__ = **Lim's reflection** Well, it is always easy to say, hard to do and difficult to maintain. Sometimes we over look the problem and struggle on it and keep on asking why 'it doesn't work'? We seldom analyze from different angles. By restructure the learning project then only I realised that, as a teacher, planning is just a planning if we don't really know our learner well. (Although we taught we know). In the other hand, I shall say that the wikispaces training program is a failure because we just planned 'in the office' only without notify the learners background, prior knowledge and their needs. While discussing with a teacher then I realized that she don't even know how to send a photo to friend by using email, and yet, we aspect that the teachers will involving themselves in using wikispaces after a two hours training course. Waiting for teachers to reply it took a month and take pains is what I have to learn. Now, I have to start my journey to learn facebook as to motivate the learners to use internet everyday.

**Marsyitah's reflection**

=
Throughout the semester, all of us in this class have been discussing and trying our own ways and methods of applying technology in teaching and learning process. All of these methods, trials and errors, in fact, the whole journey of developing this ebook is recorded here. Now, using it as a guide, I hope other educators will be able to relate these case studies with their own experiences and able to apply the solutions proposed.======

=
Based on my group's case study, I find that it is necessary for teachers teaching in the 21st Century to move along with the challenges associated by the interaction of traditional pedagogy and instructional practices as they face increased challenges and pressures to promote an emphasis on preparing students for this technology-rich era. In my opinion, this study has the potential to influence school leaders who are seeking for a paradigm shift in their schools in order to provide the students with 21st Century Skills====== However, since day one, all of us in the class have agreed that technology by itself does not guarantee learning. . It is how teachers and students use available technologies that determines whether transfer of learning happens. Exploring the power of technology is not enough. From this project, I have learnt that understanding learning principles is the best way to help learners learn and achieve the desired outcome. In our case, from the ZPD theory we found that the previous worksop failed because the gap was too big between what the learners know and what we want them to know therefore they were not able to reason with the new knowledger that they do not understand. Learning occurs in context - from this theory we also found out that we need to create an appropriate context in order for our learners to connect and make sense of the new knowledge with their real life. Failing to do so, learning will be very difficult and unlikely to succeed. Therefore, in this project we tried to create the needs for them to use technology by uploading the marking scheme and asking them to download them. Even though it seems like we are forcing them to use the technology but the intention is to let them see how technology can be used in their everyday activities. Learning is active - from this theory, we know that we need to engage our learners in learning activities. In this project, we have Chun have accidentally found out that our learners are very interested in their pictures. From there, we created activities that involves them in editing their pictures and uploading them on the internet. Their keen and interest makes them active and the result was they were exploring and manipulating the resources on their own and creating new ideas on the use of technology. Learning is social - our learners are also learning from their peers. This benefited them because there were some of them who were catch up faster than others so mentoring approach happened and besides that some of the learners also have different perspectives and ideas in using the technology (the teacher who has got her own blog and wanting to use it for her T&L). This influenced the other peers to do the same thing. Google Docs, wiki and facebook are technology that supports collaborative environment. By introducing them to these tools, it is hoped that they would be able to use use them to collaborate in learning activities. Learning is reflective - based on this theory, maybe what we can do next in this project is to create a "forum like" platform for the teachers (our learners) to share their different ideas and experience and in the same time get feedback on them whether from their own peers or outsiders. By participating and contributing to the community, they will be able to reflect on their own practice and compare with others on the ideas and different practices. This can result in higher level understanding of the application of technology in their teaching and learning. At the end of the day, the most important question is whether the students are learning and will they be able to transfer the learning in their own context.

**Chun's reflection** I always remind myself, life long learning is important. We are living in an informative era, information are overwhelming. Besides, the world is changing fast. To succeed in life every one needs to keep up the pace.Children need to learn, adults need to learn; students need to learn, educators need to learn too.

To learn well in a modern society, sometimes traditional ways just do not help. In the trend of globalization, working/learning alone is not sufficient enough. Learners need to be collaborated to achieve their goal in a more efficient way. In this case, interactive and collaborative technology need to be brought in.Thus it is important to acquire such modern technology, for own purpose and for others(learners).

[|http://www.vroma.org/~bmcmanus/presentation/loyola.html]
[|http://www.tltgroup.org/programs/seven.html]
 * http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
 * http://coe.sdsu.edu/eet/articles/bloomrev/index.htm
 * http://www.apa.org/ed/new_blooms.html
 * http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
 * http://www.udel.edu/educ/gottfredson/451/revisedbloom.html

http://www.labnol.org/internet/office/google-docs-guide-tutorial/4999/ http://en.wikipedia.org/wiki/Google_Calendar http://en.wikipedia.org/wiki/Google_Talk http://www.andywibbels.com/flash/google_reader.htm http://en.wikipedia.org/wiki/Google_Reader http://mashable.com/2008/12/07/how-to-use-google-reader/