Professional Documents
Culture Documents
CCJames Kaleidoscope2019
CCJames Kaleidoscope2019
LEARNING TO
PROFESSIONAL PRACTICE
Narrative Inquiry into the Mobilisation and Enactment of Malaysian ESL
Teachers' Technological Pedagogical Content Knowledge (TPACK)
Cynthia James
MPhil in Education (RSLE)
ccj25@cam.ac.uk
MOBILISATION OF TEACHERS’
TECHNOLOGICAL PEDAGOGICAL
CONTENT KNOWLEDGE FROM
RESEARCH
learning community to the ESL classrooms?
Technological
Pedagogical Content
Knowledge (TPACK)
(Mishra & Koehler,
2006)
CONCEPTUAL FRAMEWORK
Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006)
TPACK-based Technology Integration Instrument for Classroom Observation
(Harris, Grandgenett & Hofer, 2010)
ANALYTICAL FRAMEWORK
“Three-dimensional Narrative Inquiry Space” (Clandinin & Connelly, 2000)
”Professional Knowledge Landscape” (Connelly & Clandinin, 1999)
What?
“…collaboration between
researcher and participants, over
time, in a place or series of
places, and in social interaction
with milieus…”
(Clandinin & Connelly, 2000, p.
20)
Why?
BACKGROUN
MEMBERS OF THE ‘GOING DIGITAL’ TPACK-
D & CONTEXT BASED PROFESSIONAL LEARNING
COMMUNITY
WEBSITE:
www.goingdigitalkotakinabalu.weebly.com
www.goingdigitalkotakinabalu.weebly.com
Arsyad (sports school, suburban area)
RESEARCH
PARTICIPANT Erica (primary school, rural area)
S
Adele (convent girls school, urban area)
FIRST LEVEL:
Composing narrative accounts of unique experiences
with each participant by being attentive to the three- SECOND LEVEL:
dimensional narrative inquiry space of temporality, Looking across the individual narrative accounts to
sociality and place. Negotiating the draft until each inquire into resonant threads or patterns. Searching
participant feels that the account represent something for “resonances or echoes that reverberate across
of who they are and are becoming. “Working accounts” (Clandinin, 2013, p. 132)
towards a sense of mutuality and co-composition”
(Clandinin, 2013, p. 132)
“process of autobiographical narrative inquiry…undertaken at
the beginning of all narrative inquiries” (Clandinin, 2013, p.
55).
NARRATIV “we may reach as far back as our childhoods to understand and,
…the laptops were outdated and barely functioning. The best I could do was
to borrow an LCD projector from the school’s ICT lab and used my own
laptop to project digital language learning materials on a makeshift LCD
screen of white construction papers pasted on my classroom wall (Cynthia)
Adapting &
Tailoring
Smart phones were an easier
alternative. Most students in my
school own one (Arsyad)
Grouping arrangements had to made
according to the availability of
laptops (Adele)
My school is in the rural area, we
don’t have Internet. So I decided to
use PowerPoint to do my digital
storytelling. It’s an offline project.
(Erica)
From my past experience with
When I moved back to my hometown to teach in a suburban primary school Internet connection, I would need to
in 2015, I had developed a whole new outlook on the use of technology in the limit the number of use…I decided to
classroom. I had developed a better understanding of how – to use Shulman’s
put students in groups (Lim)
(1987) terms – to adapt and tailor my strategies and approaches based on my
students’ needs, contexts and circumstances (Cynthia)
Teacher’s Identity