Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23271
Title: 
Authors: 
Subjects: 
TPACK
Seamless
Primary science
Scaling
Translation
Complexity thinking
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Toh, Y., Chai, C. S., Huang, D. J. S., Wong, L. H. & Cheah, Y. H. (2020). Multi-level ICT integration for diffusing complex technology-mediated pedagogical innovations. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/23271
Abstract: 
This research seeks contemporary understanding of how we can develop teachers' Technological-Pedagogical-Content Knowledge (TPACK) when scaling pedagogical innovation to different contextual situations. Teaching with technology has long been a wicked problem as the nature of technology is ''protean'' (used in versatile ways), ''unstable'' (rapidly changing) and ''opaque'' (elusive backend mechanisms), resulting in multifarious complexities which are exacerbated when its use is scaled and situated within the broader socio-cultural context of diverse learning ecologies. Scaling innovations to new contexts is rarely a mere supplanting of what works at the seeding school to new pedagogic sites with less hospitable conditions. It entails the perpetual marshalling of resources to mitigate the enfolding tensions that can emanate from many incompatibilities at the new site. Herein lies the tensions of diffusion: the conflation between fidelity adherence and localised accommodation. The purpose of this research then is to study how teachers' three knowledge bases - technology, pedagogy and content - can be holistically developed so that the core ingredients of success at the seeding school can be sustained and not ''amputated'' at new innovation sites. Informed by complexity theory, the qualitative case study will employ the complexity constructs of ''distribution'', ''enaction'' and ''emergence'' to examine how teachers' epistemic resources are distributed during the knowledge creation process and how teachers leverage on TPACK to enact co-designed lessons or improvise their lessons in-situ. More importantly, by studying the diffusion process of Seamless Science Learning project from the seeding FutureSchool (ICT prototype school) to another non-affiliated mainstream primary school, the study aims to articulate how teachers' reified TPACK can emerge through feedback loops between components of TPACK and interaction with other actors in an ecological complex adaptive system. The study will also articulate the implications of such interaction on the translations of teachers' professional learning and the conceptual model related to challenges of nurturing readiness. It has the potential to inform policymakers on the theoretical principles of professional learning support which may culminate into ensuing successful uptake of innovations. By inter-meshing three domains: complexity theory, TPACK and scaling, this project can provide novel methodological perspective to how the inter-locking influences underpinning teacher's TPACK can be studied. Through cross-case analysis, the proposed study aims to reify both ''local divergence'' and the ''noncontextually bounded'' theoretical principles about scaling school-based intervention.
Description: 
Note: Restricted to NIE staff only. Contact author for access to report.
URI: 
Project number: 
OER 03/15 YT
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:OER - Reports

Files in This Item:
File Description SizeFormat 
OER-0315-YT.pdf
  Restricted Access
1.52 MBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

45
checked on Jun 29, 2022

Download(s)

3
checked on Jun 29, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.