Teachers’ preflection in early stages of diffusion of an innovation

Wu, Longkai; Ye, Xiaoxuan; Looi, Chee-Kit

doi:10.1007/s40692-014-0022-x

Cited by 10 publications

(3 citation statements)

References 23 publications

(23 reference statements)

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“…Collectively, these actors provided iterative feedback on the enactment over time. The research culture of deploying researchers as "analytic investigators", which started from within NLS is now an integral part of the crossschool collaboration as well (see Wu et al, 2015). In addition, some experimental teachers from LxC schools also shared that they had applied the same professional learning model to other projects within their schools.…”

Section: Epistemic Carryover Effectsmentioning

confidence: 99%

Pedagogical reforms within a centralised-decentralised system

Toh¹,

Hung²,

Chua³

et al. 2016

IJEM

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Purpose The purpose of this paper is to illustrate the dialectical interplay between centralisation and decentralisation forces so as to understand how schools leverage on its autonomous pedagogical space, influence the diffusion of innovations in the educational landscape of Singapore and how a centralised-decentralised system supports (or impedes) pedagogical reform for twenty-first century learning. Design/methodology/approach The paper first outlines the evolutionary stance of Singapore’s decentralisation from its past to present trajectories, thus providing a broader social-historical interpretation to its tight-loose-tight coupling of the education system; followed by situating the context of reform within the national narrative of Ministry of Education’s (MOE) twenty-first century competencies framework. The authors examine how school autonomy should be accompanied by systemic enabling mechanisms, through two case illustrations of whole-school reforms. Findings There are four carryover effects that the authors have observed: structural, socio-cultural, economic and epistemic. Middle managers from the two schools act as a pedagogical, socio-technological and financial broker outside the formal collaborative structures organised by the MOE. Such a “middle-out” approach, complemented by centralised mechanisms for “coeval sensing mechanism”, has resulted in boundary-spanning linkages and multiplier effects in terms of knowledge spillovers. Research limitations/implications Socio-cultural context matters; and what constitutes as co-learning between policymakers and practitioners in Singapore may be construed as policing that stifles innovations in other contexts. Originality/value In addition to the conceptualisation of how school autonomy may lead to school-based innovations, the paper provided some preliminary empirical evidence of how the co-production of knowledge has been engendered within, across and beyond individual Singapore schools through the mechanism of innovation diffusion. The unit of analysis is innovation ecosystem.

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Section: Epistemic Carryover Effectsmentioning

confidence: 99%

Pedagogical reforms within a centralised-decentralised system

Toh¹,

Hung²,

Chua³

et al. 2016

IJEM

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“…Technologies that focus on one type of activities may arguably take less time to learn. However, the findings clearly indicate that learning may not be accomplished in a series of workshops (Wu et al, 2015). Instead, it is an iterative process involving trial and error and ongoing problem-solving, which occurs alongside teaching practice.…”

Section: Lms Adoption As Learning Experiencementioning

confidence: 95%

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Liu

2022

ASRHE

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Research into the adoption of learning technologies has identified predictive factors of individual adoption. However, this research largely assumes technology adoption-as-use, which, I argue, is technology-centric and disregards the role of teachers and their teaching practice. Following a people-centred approach, I sought to focus on teachers’ experiences during technology adoption and in doing so contribute to the notion of adoption-as-process. I undertook interpretive phenomenology research, conducting semi-structured interviews with a group of seven academic teachers in a New Zealand university where a new learning management system (LMS) was implemented following an institutional-wide LMS review. I analysed the interview data using a reflexive thematic analysis method. The findings indicate that technology adoption is more than technology use; it is laden with emotional experiences, learning experiences, experiences of inability to perform and experiences of incongruence in the teaching space. To facilitate appropriate individual adoption, the study calls for future research to focus on adoption-as-process and institutional practice to address emotional responses, enable learning in safe and authentic environments, scaffold performance, and align existing policies and practices with new technologies.

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“…Peserta didik juga memiliki kemampuan pemecahan masalah dan jawaban dari permasalahan dengan pembagian waktu yang spesifik (Bashir et al 2016). Guru berperan penting dalam proses penyebaran pengetahuan yang inovatif (Wu & Looi, 2015). Menurut Sugiana et al (2016) bahwa peserta didik selalu memiliki gaya pembelajaran yang berbeda-beda serta penilaian berbeda mengenai pembelajaran yang sedang berlangsung.…”

Section: Pendahuluanunclassified

Berpikir Kreatif Dalam Fisika Dengan Pembelajaran Conceptual Understanding Procedures (CUPs) Berbantuan LKPD

Fitriani¹,

Gunawan²,

Sutrio³

2017

J. Pendidik. Fis. Teknol.

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-This study aims to improve students' creative thinking ability in physics by Keywords: Learning CUPs, LKPD, Creative Thinking in Physics. PENDAHULUANIlmu pengetahuan alam (IPA) merupakan ilmu yang berkaitan dengan cara mencari tahu tentang alam secara sistematis sehingga IPA bukan hanya penguasaan kumpulan pengetahuan berupa fakta-fakta, konsep-konsep, atau prinsip-prinsip saja, tetapi juga merupakan suatu proses penemuan. IPA adalah ilmu pengetahuan yang mempelajari gejala-gejala melalui serangkaian proses yang dikenal dengan proses ilmiah, yang dibangun atas dasar sikap ilmiah dan hasilnya terwujud sebagai produk ilmiah yang tersusun atas tiga komponen terpenting berupa konsep, prinsip, dan teori yang berlaku secara umum (Trianto, 2011). Konsep yang dimaksud adalah ide yang mempersatukan faktafakta atau dengan kata lain konsep merupakan suatu penghubung antara fakta-fakta yang saling berhubungan. Kemudian prinsip adalah hubungan antara konsep-konsep yang berkaitan, sedangkan teori adalah berbagai prinsip yang dapat menjelaskan fenomena alam.Fisika merupakan bagian dari sains yang memfokuskan kajiannya pada materi, energi, dan hubungan antara keduanya .Fisika juga merupakan bagian dari ilmu sains yang pada hakikatnya merupakan kumpulan pengetahuan, cara berpikir, dan penyelidikan. Ilmu sains yang dimaksud adalah ilmu pengetahuan yang mempelajari sifat dan gejala pada benda-benda di alam. Gejala-gejala ini pada awalnya adalah apa yang dialami oleh indra kita, misalnya penglihatan menemukan optika atau cahaya, pendengaran menemukan pelajaran tentang bunyi, dan indra peraba yang dapat merasakan panas.Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual, keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa, dan negara. Pendidikan merupakan sarana pewarisan keterampilan hidup sehingga keterampilan yang telah ada pada satu generasi dapat dilestarikan dan dikembangkan oleh generasi sesudahnya sesuai dengan dinamika tantangan hidup yang dihadapi oleh anak (Purwanto, 2011).

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Teachers’ preflection in early stages of diffusion of an innovation

Cited by 10 publications

References 23 publications

Pedagogical reforms within a centralised-decentralised system

Pedagogical reforms within a centralised-decentralised system

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Berpikir Kreatif Dalam Fisika Dengan Pembelajaran Conceptual Understanding Procedures (CUPs) Berbantuan LKPD

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