#citers

This study explored how pedagogical technologists (PTs), as coordinators of pedagogy and technology, contribute to changes in teaching and learning practices through schools’ social networks. How PTs support technology integration is not understood well because the establishment of the PT as a staff position is recent in schools. Literature on PTs is scarce. The PT role may reflect changes to how schools provide support to technological pedagogical change. As technologies continue to change schools, more schools may consider supporting technology integration through PT staff positions.  This study frames schools as complex adaptive systems. It adopts ecological and networks perspectives to understand innovation. To better understand changes to teaching and learning practices in schools, and the PT’s contribution to these changes, this study specifically explores PTs’ ego networks in schools. In other words, this study examines to whom the PT is connected in the school, and in what way. Two PT ego networks in two schools were constructed from unstructured and semi-structured interviews with PTs and other school stakeholders, participant observation at events, and document analysis. Data were collected over two years. Data were coded according to individual people, their official school roles, events, the foci of these events. The study identified relationships between each PT and other people and foci at several points in time. It traces the path of an innovation through a PT’s ego network. The study proposes several degrees and types of PT centrality in school networks based on the flow of innovation through a PT ego network. It also recommends specific interaction mechanisms and relationships to strengthen PT ego networks and school social networks for technological pedagogical change.

CITERS 30.6.2011: As knowledge of learning spaces grows, even such a venue as a faculty common room can be reimagined as a learning space. Furthermore, in improving this learning space, more than individual effort is required to introduce and to sustain change and innovation in that learning space. A proper learning through feedback framework is needed for this improvement. The two purposes of this study are first to determine how a Popperian learning through feedback framework can be applied to change and innovation in a learning space, and second, to discover what a Popperian learning through feedback framework reveals about change and innovation in a certain organization, in the context of learning space development. The user-participant in this study, this author, attempted to make a learning space more conducive for studying and small group discussion by using an epistemically progressive, contextualized theory building model derived from the work of Karl Popper. The changes to the learning space were made over eight days. Documentation of evidence of error elimination was made by photographs of learning space usage and informal interviews with stakeholders in the learning space. The results suggest that although the Popperian learning through feedback framework is applied both sequentially and chronologically, multiple cycles of the feedback framework can occur simultaneously. The framework also revealed unfamiliar organizational stakeholders and conflicting beliefs about the learning space, manifested in changing learning space configurations during error correction. The findings suggest that stakeholders’ differing beliefs, values and opinions require greater mediation.

CITERS 30.6.2011: As knowledge of learning spaces grows, even such a venue as a faculty common room can be reimagined as a learning space. Furthermore, in improving this learning space, more than individual effort is required to introduce and to sustain change and innovation in that learning space. A proper learning through feedback framework is needed for this improvement. The two purposes of this study are first to determine how a Popperian learning through feedback framework can be applied to change and innovation in a learning space, and second, to discover what a Popperian learning through feedback framework reveals about change and innovation in a certain organization, in the context of learning space development. The user-participant in this study, this author, attempted to make a learning space more conducive for studying and small group discussion by using an epistemically progressive, contextualized theory building model derived from the work of Karl Popper. The changes to the learning space were made over eight days. Documentation of evidence of error elimination was made by photographs of learning space usage and informal interviews with stakeholders in the learning space. The results suggest that although the Popperian learning through feedback framework is applied both sequentially and chronologically, multiple cycles of the feedback framework can occur simultaneously. The framework also revealed unfamiliar organizational stakeholders and conflicting beliefs about the learning space, manifested in changing learning space configurations during error correction. The findings suggest that stakeholders' differing beliefs, values and opinions require greater mediation.

CITERS 30.6.2011: Pedagogical technologists are full-time para-coordinators of pedagogy and technology.  They are not teachers in a traditional sense and they do not focus predominantly on supporting the technical aspects of teaching with information technology (IT).  Their primary duty is supporting the pedagogical aspect of teaching through IT and helping teachers and other school stakeholders use technology to best support student learning, taking into account technological, pedagogical, content knowledge. These pedagogical technologists are drivers of school change through technology. The pedagogical technologist role in Hong Kong schools may be emergent, due in part to the increasing presence of IT in schools and changes to the specific ways that schools think about IT in education; in addition, only a number of schools have appointed pedagogical technologists.  This study explores the role of selected pedagogical technologists and examines what they do to impact schools' ways of working with and through technology.  In examining these cases, this study will develop some general principles about what makes pedagogical technologists successful in today's schools.  This study will employ a multiple-case study research strategy with the pedagogical technologist being the unit of analysis.  Data will be collected by observing and interacting with selected pedagogical technologists at work.  The pedagogical technologists, principals and teachers will be interviewed.  Documents will be collected, photographs taken and a number of class lessons will be observed.

CITERS 30.6.2011: Pedagogical technologists are full-time para-coordinators of pedagogy and technology.  They are not teachers in a traditional sense and they do not focus predominantly on supporting the technical aspects of teaching with information technology (IT).  Their primary duty is supporting the pedagogical aspect of teaching through IT and helping teachers and other school stakeholders use technology to best support student learning, taking into account technological, pedagogical, content knowledge. These pedagogical technologists are drivers of school change through technology. The pedagogical technologist role in Hong Kong schools may be emergent, due in part to the increasing presence of IT in schools and changes to the specific ways that schools think about IT in education; in addition, only a number of schools have appointed pedagogical technologists.  This study explores the role of selected pedagogical technologists and examines what they do to impact schools' ways of working with and through technology.  In examining these cases, this study will develop some general principles about what makes pedagogical technologists successful in today's schools.  This study will employ a multiple-case study research strategy with the pedagogical technologist being the unit of analysis.  Data will be collected by observing and interacting with selected pedagogical technologists at work.  The pedagogical technologists, principals and teachers will be interviewed.  Documents will be collected, photographs taken and a number of class lessons will be observed.

Changing the learning space: An incremental, Popperian approach (12:30 -- 12:50 Paper Presentation): This study describes how a learning through feedback framework can be applied to change and innovation in a learning space, and what that framework reveals about change and innovation in an organization, in the context of learning space development.  The user-participant used an epistemically progressive, contextualized theory building model derived from the work of Karl Popper, and collected data by photographs and informal interviews with learning space stakeholders.  The results suggest that multiple cycles of the feedback framework can occur simultaneously.  Using the framework also revealed unfamiliar organizational stakeholders and conflicting beliefs about the learning space. 

CITERS 15.6.2012: This paper explores the development of technological pedagogical change in schools by examining mutually beneficial partnerships in schools. In particular, it investigates how in some Hong Kong primary schools a select group of people called pedagogical technologists work closely with select partners to impact their schools' ways of working through technology. This paper first provides a background for technological pedagogical development in schools and the roles to support that development.  It then explains methodological aspects of the study. Findings about pedagogical technologist involvement in close working partnerships are presented. Theoretical implications and practical implications for schools will be discussed.

CITERS 15.6.12: This paper explores the development of technological pedagogical change in schools by examining mutually beneficial partnerships in schools. In particular, it investigates how in some Hong Kong primary schools a select group of people called pedagogical technologists work closely with select partners to impact their schools' ways of working through technology. This paper first provides a background for technological pedagogical development in schools and the roles to support that development.  It then explains methodological aspects of the study. Findings about pedagogical technologist involvement in close working partnerships are presented. Theoretical implications and practical implications for schools will be discussed.