Research Matrix

Research matrix – Nurulhana Hussain

Title

Facilitating the development of TPACK  and enhancing the achievement in ELP course through BL among Pre Service Teachers

Aim	Research objectives	Research questions	Methodology to use (How to collect data?)	Instruments for analysis	Expected outcome
1. To design BL approach in teaching ELP  to facilitate the development of TPACK	1.    To investigate pre service teachers’ entry level of TPACK. 2.    To investigate pre service teachers’ level of ELP. 3.    To identify the BL tools to be used to enhance ELP 4.    To review the features of BL in ELP course which help to facilitate TPACK	1.    What is the pre service teachers’ entry level of TPACK? 2.    What is the pre service teachers’ level of ELP? 3.    What are the BL tools to be used to enhance ELP? 4.    What are the features of BL used in the ELP course to facilitate TPACK?	1.Modified TPACK Survey 2. ELP Test / self-assessment check list. 3. Check list of the Use of online tools (Moodle, Voxopop, Voice Thread, Online forum). 4. Observation	1.http://mkoehler.educ.msu.edu/unprotected_readings/TPACK_Survey/tpack_survey_v1point1.pdf 2. ELP Test results / checklist by Holt & Van Duzer (2000) http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-5NeedsAssessment&LearnerSelf-Evaluation.pdf 3. Check list analysis
2. To identify if BL helps to facilitate the development of TPACK among pre service teachers	1.    To investigate how BL used in ELP course help to facilitate TPACK.	1. Does BL used in ELP course help to facilitate the development of TPACK among pre service teachers?       If yes, How does BL in ELP course help to facilitate TPACK? Which feature of BL in ELP course help to facilitate TPACK? How do you measure the development of TPACK?       If no, What makes it fail? What are the constraints?	1. Transcript from online forum 2. Questionnaire 3. Interview 4. Observation
2. To identify if BL helps to enhance pre service teachers' achievement in ELP course	1. To investigate how the  BL tools used help pre service teachers’ achievement in ELP course	2. Does BL help to enhance the achievement of the pre service teachers in ELP course?  If yes, What are the components of ELP taught and learned in the BL setting? How does BL environment help to enhance the achievement of pre service teachers in ELP course? What are the instruments used to measure students' achievement in Blended ELP course? To what extend does students’ achievement measured in ELP course reflect on their real proficiency level? If no, ·         What makes it fail? ·         What are the possible variables which interfere with the results? ·         What are the constraints?	Reflective report ELP test Course work Presentation Interview

Self reported proficiency scale

Teachers' Sense of Self-Efficacy, English Proficiency,
and Instructional Strategies: A Study of Nonnative
EFL Teachers in Iran
Eslami & Fatahi
TESL-EJ

March 2008
Volume 11, Number 4




To investigate the teachers' perceived English proficiency, the survey used by
Butler (2004), and Chacón (2005) were used. Based on those two instruments, a
12-item survey was developed. The items were on a 5-point Likert scale ranging
from 'strongly disagree' (1) to 'strongly agree'(5).



Items of English proficiency subscales
1. In face-to-face interaction with an English speaker, I can participate in a
conversation at a normal speed.
2. I know the necessary strategies to help maintain a conversation with an
English speaker.
3. I feel comfortable using English as the language of instruction in my
English class.
4. I can watch English news (for example, CNN) and/or English films
without subtitles.
5. I understand the meaning of common idiomatic expressions used by
English speakers.
6. I can understand when two native English speakers talk at a normal
speed.
7. I can understand English magazines, newspapers, and popular novels.
8. I can draw inferences/conclusions from what I read in English.
9. I can figure out the meaning of unknown words in English from context.
10. I can easily write business and personal letters in English and can
always find the right words to convey what I want to say.
11. I can fill in different kinds of application forms in English such as a
bank account application.
12. I can write a short essay in English on a topic of my knowledge.

Preliminary work for my thesis

Here are some possible topics I have been listed down:

1. Facilitating the development of TPACK through Blended Project-based learning among ESL pre-service teachers.
2. Facilitating the development of TPACK in ELP course using BL environment among pre service teachers.
3. Facilitating the development of TPACK in Blended ELP course among pre service teachers.
4. Facilitating the development of TPACK through Blended Project based coursework among ESL pre service teachers.

Note:  Topic number 1 & 4 would require me to get the permission to use the sample from IPGKBA

After doing some readings and thinking and assessing my options, I have finally (may be) decided to work on the following topic:

Facilitating the development of TPACK and achievement in ELP course using BL environment among pre service teachers

So, the aims of the research derive from this topic are:

1. To identify if BL environment helps to facilitate the development of TPACK among pre service teachers.
2. To identify if BL environment helps to enhance pre service teachers' achievement in ELP course

The objectives are:

1. To investigate the feature of BLe in ELP course which help to facilitate TPACK
2. 
   
3. 
   
4. 
   
5. 
   
6. 
   
7. 
   
8.  

Questions - I will need to find the answers!

1. Does BL environment in ELP course help to facilitate the development of TPACK among pre service teachers?      

       If yes,

• What are the features of BLe in ELP course?
• How does BLe in ELP course help to facilitate TPACK?
• Which feature of BLe in ELP course help to facilitate TPACK?
• How do you measure the development of TPACK?

      If no,

• What makes it fail?
• What are the constraints?

   2.  Does BL environment help to enhance the achievement of the pre service teachers in ELP   course?

       If yes,

• What are the components of ELP taught and learned in the BL environment setting?
• What are the instruments to be used to measure students' achievement in Blended ELP course?
• How does BL environment help to enhance the achievement of pre service teachers in ELP course?

I was thinking of using mix method for data analysis later.  But I am keen in doing qualitative research so that I don't have to have a controlled group to compare the results.  However, since I am taking Quantitative Research Methodology class with Dr Nabeel Abdelaziz and have to submit a proposal using quantitative method, I might as well write my hypotheses.

Null hypotheses:

1. There is no significant effect in using BL environment in ELP course on the development of TPACK among pre service teachers.
2. There is no significant effect in using BL environment in ELP course on the students' achievement.

So, based on these two hypotheses, I need to prove otherwise.

Blended Learning

http://www.blendmylearning.com/blended-learning/

Blended learning generally refers to infusing the best of traditional schools with the transformative power of technology.


Innosight Institute defines blended learning as:

a formal education program in which a student learns, at least in part, through online delivery of content and instruction with some element of student control over time, place, path, and/or pace
and
at least in part, at a supervised brick-and-mortar location away from home.

Innosight Institute classifies blended learning into four models:
1. Rotational
2. Flex
3. Self-blend
4. Enriched-Virtual

http://educationelements.com/our-services/hybrid-learning-management-system

The best blended learning approaches use technology to:

• help each student master the content and skills they need,
• allow teachers to get the most out of their planning and instructional time, and
• streamline operations with costs similar to – or less than – traditional schooling.

In great blended learning schools, technology and teaching inform each other. Students alternate regularly between engaging with teachers and peers and focusing on online content tailored to their learning pace and progress. Education Elements believes that tightly integrating online content and offline instruction helps students get exactly what they need when they need it – and that regularly reviewing student progress data and dynamically adjusting student groups optimizes student-teacher interactions.

Exploring possible topics

My intention to do developmental research on blended Pbl has to be put aside since I am not given any English class to teach this semester.   Too bad...

I am beginning to think about all the options I have so that I will not be pressured to be given a class to teach to collect my data.  Last weekend while doing my chores at the kitchen I suddenly thought about the problems I saw lie in the students when I taught the KPLI group.  What bothered me most at that time was their ability to give clear instructions to students as well as to ask the right questions to engage the students in their learning.

Asking the right questions   vs    Asking the questions right.

Giving the right instructions    vs  Giving the instructions right

If I were to do research based on the problems above,  I would probably need to

1. observe teachers'/lecturers' use of instructional language / questions in engaging the students in their learning.  (Use checklist?  Video tape? Look for keywords used?)
2. give out questionnaires for students / teachers to answer   (who is my sample then?)
3. Interview lecturers?  / Students?

On the other hand,  I may want to explore on QUALITY FEED BACKS or ONLINE COURSEWORK.

A new journey has begun

Alhamdulillah, I have started a new journey to complete my PhD. Although I have not officially registered, I havestarted to find and read research articles to build the foundation of knowledge that I am going to theorize soon. I vowed not to be the follower of theories introduced by others. I should be able to create new theory that others will make reference to. In order to do that of course I need to read extensively. I must make the time 3 sessions of 4 hours of reading a week at least. I will not disappoint myself insyaallah. Will try not to be that 'kiasu' this time. I must be engaged to the journey of knowlegde with a smile. This is what I want and this is what I choose. Get ready! Get intensive! Insyaallah may Allah make it easy for meto focus and complete my journey in. 3 years.

PBL in language instruction

Attended a convention and listened to a paper presentation on pbl but not convincing. His idea was in pbl, learners are given the problem to solve. I quite disagree. I thought learners should be given the autonomy to identify the existing and authentic problem they would want to solve.


Here are some links I found useful

1. http://teach.valdosta.edu/whuitt/files/prbsollrn.html
2. http://www.pixel-online.net/edu_future/common/download/Paper_pdf/ITL27-Boothe,Vaughn,Hill,Hill.pdf

PBL

Taken from Implementing Project-Based learning in Pre-service teacher education by Holst, J.K., 2003

• PBL is relevant for ELT = a bridge between 'classroom' and 'real life' English (Fried-Booth, 1997) since it requires authentic, communicative use of the language.
  
• How teachers teach is largely determined by the knowledge, attitudes, values, theories and assumptions they already hold about teaching (Breen, 1991; Woods, 1996) and these are likely to be based on their own experience as classroom learners (Lortie, 1975; Richards, 2001)

Fried-Booth, D. L. (1997). Project work (8th Ed) Oxford: Oxford University Press.

Richards, J. Gallo, P., & Renandya, W. (2001). Exploring teachers' beliefs and the processes of change. PAC, 1(1), 41-64.

Lortie, D. (1975). Schoolteacher: a Sociological Study. Chicago: University of Chicago Press.

Breen, M.P. (1991). Understanding the language teacher in R. Philipson, E Kellerman et al (Eds), Foreign / Second language Pedagogy Research (pp 213-233) Clevedon: Multilingual Matters.
___________________________________________________________________

Zhang, Y. (1999). Project-based collaborative learning. Proceedings of the 10^th International Conference of the Society for Information Technology and Teacher Education (pp. 1960-63). San Antonio, TX: International Conference of the Society for Information Technology and Teacher Education.

___________________________________________________________________

A session with Dr Tee

I walked into Dr Tee's office around 11.18a.m today. I beamed in delight upon seeing Dr Tee for I know I'll be engaging in an intellectual discourse with him in a while.

After listening to my explanation and scanning my proposal, he said that my proposal is feasible to be done at PhD level. He suggested that I read more on TPACK since that would be my main concern since the batch of students I'm teaching at the moment has a huge gap in pedagogical and content knowledge since they have different content background.

Since I am going to pursue my PhD under TESL, Dr Tee said I would need to have two co supervisors. He agreed to be one of them and when I asked him to recommend a TESL supervisor, he told me that he has worked with Prof Moses before. I took a research class with Prof Moses before and I recognise his expertise. Well, I would be getting the best two PhD holders among the best to supervise me in doing my research.


Dr Tee suggests that I should be seeing him on regular basis to discuss on my research. I'll be seeing him once a month then. So, I would better keep up with my readings!

On the other hand, deep in my heart, I feel scared. I did not question my own capability in completing the journey I would take to have accomplish my mission, but I'm afraid to think of the challenges I would face along the way. Would I be suffering from depression? Would I falter? And the list could go on....

I know that I have to be strong and steadfast. Stop procrastinating and giving lots of excuses. I need to buckle up and be prepared for a rough journey....

Motivation booster!

Date: Wed, 24 Nov 2010 23:06:28 -0800
From: mytee22@yahoo.com
Subject: Your presentation
To: nurulhana2000@hotmail.com

Hello Hana,

Good to hear your presentation yesterday. Job well done!

I'd like to hear about your future plans for your research. Let me know if you wanna chat.

Tee
__________________________________________________________
Date: Thur, 25 Nov 2010 23:06:28 -0800
From: mytee22@yahoo.com
Subject: Your presentation
To: nurulhana2000@hotmail.com

No need to feel inferior -- you are the sifu in your research context :-). Let me know if you need recommendations for your readings.

Tee

TESL Journal

The Internet TESL Journal
- Articles, Research Papers, Lessons Plans, Classroom Handouts, Teaching Ideas & Links

A course in language teaching: Theory and Practice

Instrumentation workshop by Dr Nagalingam

24 March 2010
Dewan Abd Rahim Kajai

TEDS-M 2008


Skop kajian
Meninjau antara lain, sejauh mana Mathematical Content Knowledge (MCK) dan Pedagogical Content Knowledge (PCK)

Sampel Kajian
567 org (550 guru pelatih dari pada beberapa IPG dan 17 guru pelatih dari UPSI

Instrument kajian

• General background
• opportunity to learn
• mathematics knowledge for teaching
• beliefs about mathematics and teaching

Data
Data dihantar ke Hamburg, Germany

Dapatan awal

• Sampel KPLI IPG mencapai prestasi yg baik dlm domain MCK dan PCK

• Terdapat 4 IPG yg telah melepasi min antarabangsa untuk MCK dan 12 IPG utk PCK.

Area of research for PhD????? To soon??

I went to see Prof RM on Monday 28/12/2009.. needed to have her signature for my annual performance report. I voiced out my intention to pursue PhD under her supervision... "Well, depends" she said smilingly. Then she asked me what I taught for KDC. I mentioned I taught ICT in BM focusing on PBL. Prof said PBL could be my angle of research for my further study.

Prof 's comment for chapter 5

Dear Hana,



I have looked at chpt 5, just wondering if you feel that

you have answered the "So what?" question.

Were you able to bring the literature and the theory

to support your discussion and conclusion.



all the best.

What is the implication of this research. Refer back to your significance of study.

How is this finding going to be useful to anybody who would like to set up a CoP

for teachers or students. What are the things that you can recommend to them

based on your experience and research findings.

You may want to add more to the conclusion. What lesson did you learn,

how is this going to be of use to anyone. Please elaborate on the

statements that you made.

Prof's comment - received on 16/10/09

Dear Hana,

Please look at the tracking in the documents to see my comments and if there is any suggestions for improvement on specific table, or figure or section, please do it for all . Your report can be improved by:

1. Using an appropriate APA style and be consisten.

2. The language structure and style of writing to be consistent.

3. The belending of data to support each other, instead of reporting interview and content analysis separately.

4. Interpretation and implication of each stage of the report

5. Summarize each stage of data reporting.

6. Recommendations and conclusions need to be beefed up.

7. Chapter 5, think about the "so what question" that your readers may ask after reading your report. Is it useful? how does it contribute to the field, to the practitioners, to other people who woul dlike to carry out similar exercise.

Regards,

RM

Literature review

Carboni (1999)
investigated the use of an online discussion forum to support practicing elementary
school teachers' professional development in mathematics. The forum was structured
around teachers' sharing, discussing, and reflecting on elementary mathematics
teaching. The forums helped the teachers make sense of teaching mathematics, helped
them support and share with each other as a learning community.

Carboni, L. W. (1999). How might an online discussion forum support teachers'
professional development in mathematics? ERIC Document Reproduction
Service No. ED444853.

In another study, the pilot Teacher Dialogue Forums provided Georgia teachers
with an opportunity to learn about current research on teaching and the teaching
profession, share views and learn from colleagues, and let their voices be heard and
used to shape practice and policy in teaching. The teachers appreciated the Forums and
the opportunity to discuss teaching in the light of current research (Fletcher, 1999).

Fletcher, G. (1999). Teacher dialogue forums. ERIC Document Reproduction Service
No. ED446062


In a third study, the professional development experiences of 28 practicing
teachers in ten Chicago suburban schools involved in a two-year technology-supported
Problem-Based Learning curriculum development effort were explored by Hawkes &
Romiszowski (2001). Asynchronous computer-mediated communications (CMC) were
featured as teacher communication tools of the project. It was concluded that the value
of CMC lies in its ability to facilitate professional collaboration between teachers and
encourage critical reflection on educational policy and practice.

Hawkes, M. & Romiszowski, A. (2001). Examining the reflective outcomes of
asynchronous computer-mediated communication on inservice teacher
development. Journal of Technology and Teacher Education, 9, 2, 285-308.

McAteer & Harris (2003) indicated that success is influenced by purpose, i.e., the
reasons for introducing CMC, the content, tasks, intended outcomes, group profile and
support systems available.

McAteer, E. & Harris, R. (2003). Computer-mediated conferencing, In LTSN starter
guide. http://www.swap.ac.uk/elearning/using6.asp


Hough & Evertson (2004) added that clearly articulating
purposes for discussions, framing the kind of participation expected, including both
experienced and beginning teachers, and establishing trust among participants shape the
kinds of issues and depth of thinking revealed.

Hough, B. W., Smithey, M. W. & Evertson, C. M. (2004). Using computer-mediated
communication to create virtual communities of practice for intern teachers.
Journal of Technology and Teacher Education, 12, 3, 361-386.

Gunawardena, C. N., Lowe, C. A. & Anderson, T. (1997). Analysis of a global

online debate and the development of an interaction analysis model for

examining social construction of knowledge in computer conferencing.

Journal of Educational Computing Research 17(4), 397-431.

Online interview

Dear friends,

I would appreciate it so much if you could answer the questions below to help me to get further insights of my data analysis. Thanks a million.

For number 1, you may choose as many answers as you like but please rank them from no 1 to 5 (no 1=most true)

1. What driven you to participate in the online forum?
A. ____ your rapport with the moderator
B. ____you believe in life long learning and want to improve yourself
C. ____the reward offered ( Noritake tea set)
D. ____the persistent emails you received from the moderator
E. ____other reasons (please state) ___________________

For questions number 2 onwards, you may want to refer to the website @

http://www.nurulhana.com/mod/forum/view.php?id=104 to answer the questions.


2. Which topic appeal to you most and why?

3. Which topic does not appeal to you most and why?

4. What stop you from responding to a topic after viewing it?

5. Do you consider reflecting on your own thinking a difficult task? why?

6. Does by participating in the forum help to enhance your personal and professional development? How?

7. Should online forum be proposed to replace LADAP? why or why not?



Thank you for your time and effort.



Nurulhana bt Hussain
MIT Student
University Malaya Kuala Lumpur

Diffusion Theory

Taken from http://www2.gsu.edu/~wwwitr/docs/diffusion/index.html

Surry, D. W. (1997). Diffusion Theory and Instructional Technology. Paper presented at the Annual Conference of the Association for Educational Communication and Technology (AECT). from http://www2.gsu.edu/~wwwitr/docs/diffusion/index.html

Diffusion is defined as the process by which an innovation is adopted and gains acceptance by members of a certain community. A number of factors interact to influence the diffusion of an innovation. The four major factors that influence the diffusion process are

• the innovation itself,

• how information about the innovation is communicated,

• time, and

• the nature of the social system into which the innovation is being introduced (Rogers, 1995).

The Innovation Decision Process theory (Rogers, 1995) states that diffusion is a process that occurs over time and can be seen as having five distinct stages. The stages in the process are

• Knowledge,
  
• Persuasion,
  
• Decision,
  
• Implementation, and
  
• Confirmation.
  

According to this theory, potential adopters of an innovation must learn about the innovation, be persuaded as to the merits of the innovation, decide to adopt, implement the innovation, and confirm (reaffirm or reject) the decision to adopt the innovaàion.


Applications of diffusion theory to instructional technology can be grouped into two major, categories with distinctly separate goals.

1. The first major category focuses on the reform and restructuring of educational institutions. The goal of this category of IT diffusion research is to develop theories of organizational change, most commonly school change, in which technology plays a major role
2. The second major category of IT diffusion research focuses on increasing the adoption and utilization of specific instructional products. The goal of this category of research is to develop theories of technology adoption that will lead to a more widespread use of instructional innovations.

Adopter Based (Instrumentalist) Theory

Adopter based theories focus on the human and interpersonal aspects of innovation diffusion. Adopter based theories are inherently instrumental in philosophy because they view the end user -- the individual who will ultimately implement the innovation in a practical setting, as the primary force for change. These theories reject the assumption that superior products and practices will automatically be attractive to potential adopters.

Burkman's User Oriented Instructional Development process consists of 5 steps:
1. Identify the potential adopter
2. Measure relevant potential adopter perceptions
3. Design and develop a user-friendly product
4. Inform the potential adopter (of the product's user-friendliness)
5. Provide Post Adoption Support

Developer Based (Determinist) Theory

The goal of developer based theory is to increase diffusion by maximizing the efficiency, effectiveness and elegance of an innovation. The developer, or architect, of superior technology is seen as the primary force for change. The underlying assumption of developer based theories is deterministic in its belief that superior technological products and systems will, by virtue of their superiority alone, replace inferior products and systems. Developer based theories of diffusion see change as following dàirectly from a technological revolution.

Conclusion
In order to maximize the potential benefit of diffusion theory, instructional technologists should adopt a more instrumentalist philosophy of technology. No reasonable diffusion theorist would suggest that technological superiority is the only necessary condition for diffusion. Instructional technologists have been seduced by the simplicity and basic logic of technological determinism.

My field notes

Salmon 5-stage moderation model --- I spent the most time in stage 1 of the 5-stage moderation model. The 1st stage involves access and motivation. (offer assurance, welcome and motivation to stay and participate in the course. This stage ends when participants post their first messages)

How do I make teachers sign up to the website?

• set up the platform for teachers to interact in the online forum
  
• provide trainings
• make personal approaches (f2f and telephone)
  
• send personal emails (welcome them and provide links)
  
• send sms
• post invitation through facebook
• conduct promotion during SELEC 2009
• provide lucrative reward
  

Stage 2: online socialization - familiarising and providing bridges between cultural, social and learning environments - (encourage group discussion and make room for purely social interaction among participants & maintain good atmosphere for discussion)

• post topics for discussion
• respond positively to the responses post by the participants
• let participants introduce themselves through the forum.

Stage 3: Information Exchange - facilitating tasks and supporting use of learning materials (participants actively exchange information based on the course content / information/issues presented by the moderator; provide stimulation and guidance in constructive use of learning materials and effective information sharing)

• upgrade website to make it resourceful.
• announce website updates and provide website links through facebook
  
• post announcement and provide links through personal emails

Stage 4: Knowledge construction - Facilitating process - (participants share personal knowledge and opinions. Moderator facilitate, stimulate, summarize and weave together course discussions.

• respond to forum by asking questions for further discussions
• summarize responses
  

Stage 5: Development - supporting and responding. (participants use personal experience to drive their own exploration of the topic area being studied & reflect on their own learning process. Moderator support and respond to participants as they define and lead their own discussions.

• support participants' ideas