My RP Defense

Title: Teachers adoption of knowledge management technologies and its impact on their k-sharing practices within a professional development context in Malaysia: An action research study

Muhammad Khairiltitov Zainuddin(G0528917)

Supervisor: Assoc Prof Dr Fauzan Noordin

PhD Research Proposal

Tuesday, 30 June, 2009

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My background

B.Sc (Physic) Indiana University (1984). M.of Mngt (IIUM, 2000)

A teacher & administrator by profession. Started teaching in 1986. Hold administrative post in state education depart. (1995-1999) as AD, Science & Maths, MOE (2000 -2005) as Head Multimedia Technical Unit, Textbook Div.

Started the PhD programme in December 2005 (2nd Sem 2005/2006), MOE doctoral scholarship.

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Presentation Agenda The Research FrameworkLiterature ReviewResearch MethodologyThe Action & Research Agenda

• Research philosophy• Background & research problem• Research purpose • Theoretical framework: Multiple

theoretical perspective (3 theories) • Research objectives & 5 Research

questions

• Interpretive framework of KMS• KM technologies in TPD• Teacher Networks initiatives & research• AR in IS research• Justification of AR• The research design• Validity, credibility & transferability

• The research agenda• The action agenda• Management & research time-line

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Preliminary introduction - some definitions

Title: Teachers adoption of KM technologies and its impact on their k-sharing practices within a professional development context in Malaysia: An action research study

Title main ideas:

• Adoption - technology adoption

• KM Technologies

• K-sharing practices (k-sharing & practices)

• Professional development (teacher)

• Action research

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The Research Framework:

The Research Philosophy: Interpretive

Reality is dependent on the observer. Truth is subjective (ontological perspective).

(Epistemological perspective) Knowledge is socially created.

Interpretive Research (Klein & Myers, 1999): Knowledge of reality is gained only through social

construction. No predefine dependent & independent variables, Focus on the complexity of human sense making as

situation emerges.

Interpretive methods of research in IS are “aimed at producing an understanding of the context of the IS, and the process whereby IS influences and is influenced by the context.” (Walsham 1993)

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The Research Framework:

The Research Problem Teacher as k-worker must learn to collaboratively

and share their knowledge with their colleague. Need for teacher to be life long learners. Most school in Malaysia enjoy good ICT

infrastructure but not directly benefits the teachers.

KM ideas have potential to address future problems of the schools (Sallis & Jones, 2002).

Internet provide the opportunity for teacher to interact and share ideas & teaching experiences.

But, implementation of teachers networks is not without problem (adoption issues).

In some cases, introduction of IT to teachers don’t change teachers practices.

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The Research Framework:

An exploratory study taking the action research approach

Research Purpose: To understand the problems & complexities of the

process of introducing the KMT to teacher within the context of their professional development and how it changes the teachers k-sharing practices.

2 issues here: 1) Teacher adoption process of KMT 2) Change in teacher practices - teacher knowledge

sharing practices

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The Research Framework:

Theoretical Framework: Multiple theoretical Perspective.

1) Perceptual Control Theory (PCT) (Zhao & Cziko)

2) Diffusion of Innovation Process Model - Process theory (DOI) (Rogers, 20030

3) Representation & Action (R & A) (Vaast & Walsham, 2005)

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The Research Framework:

Research Objective1. To understand the teachers KMT adoption processes within

the context of teachers professional development.2. To understand how how KMT changes teacher k-sharing

practices.

Research Questions1. What is the current state of k-sharing practices

among the Malaysian teachers?2. What are the teachers’ perspectives toward KMt with

respect to their professional development?3. How do their perspectives toward the KMT, change over

time, as the teacher use the technologies? Why (or Why not) they change?

4. How do the KMT affect the teachers’ knowledge sharing practices?

5. What are the factors contribute to the adoptions (or otherwise) of KMT in the context of TPD in Malaysia?

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The Research Framework:

Research Objective 1

Perceptual Control Theory (PCT)(Zhao & Cziko, 2001)

RQ2-Teachers initial beliefs, attitude, goalsRQ3-How they change over time?RQ5-Internal factor(s).

Innovation-Decision Process Model - Diffusion of Innovation (Rogers, 2003)

RQ1-Identify social condition & norms (prior conditions)RQ5-The external factor (motivating & barriers)

Research Objective 2

Representation & Action (Vaast & Walsham 2005)

RQ1-Toestablished initial beliefsRQ2-Why their action change?RQ4-How KMT change teacher practice (k-sharing)

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Literature Review

Chapter 2 (Page 8 - 17) Briefly the chapter LR describe the theoretical foundation of the KMT from the interpretive perspective, proposed interpretive framework of the KM systems, KM in Education, teacher networking initiative and the proposed teacher development framework.

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Interpretive KM ModelInformation

DomainKnowledge Domain

Individual

Society

Community

Group

IS

KMS

PERSONEL KNOWLEDGE(K-HOW, K-WHAT … )

EXPERIENCES(TACIT KNOWLEDGE)

PDAPC/LAPTOPSEARCH ENGINES

COP

GROUPEXPERIENCE

SHARED KNOWLEDGE

K-BASES

GROUPWARECHATWIKIFORUMBBDATABASES

ORGANIZATIONALMEMORY

Sharing

Codification

Codification

Combination

Group Learning

Personal learning

Static Dyanamic

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Research Method & Design

The research method: Action Research

AR in IS researchJustification for ARThe research designValidity, credibility & transferability

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Research Method & Design

AR in IS researchValid & well established research methods for IS

researchinclude : Baskerville & Wood-Harper (1996): “Critical perspective

on AR as a method for IS”, JIT 11(3). Avison, Lau, Myers & Nielson (1999): “Action Research”,

Com of ACM, 42(1). Baskerville (1999): “Investigation IS research with

AR”, CAIS, 2(3). Lau (1999): “Toward a framework for AR in IS studies”,

IT & People, 12(2). Davidson, Martinson, Kock (2004): “Principal of

canonical AR”, IS Journal 14 Checkland & Holwell (1998): “AR its nature & validity”,

System Practice & AR, 11(1).

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Research Method & Design

Justification for ARNature of the problem - the need of intervention

Unavailability of a suitable case (for case study)

Opportunity

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Research Method & DesignThe research design

Fig 5.1 (p. 40) Extended Checkland (1991) AR framework by Mackay & Marshall (2001)

F = FR + FPS

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Research Method & Design

The research design

P Real World problem situation or the problematic

Teacher professional developmentTeacher k-sharing

FPSFramework of Ideas for problem solving

Interpretive KM perspective

FRFramework of ideas for the research interest

DOI-adopter characteristics, innovation attributes, process theoryPCT & Representation & Actions

A Research Interest 5 Research Questions

MPSProblem solving method (the intervention)

KMT introduced - Action research

MRResearch Method Interpretive qualitative

research

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MyTeacherNet

• Social network platform (Dolphin - open source)

• Integrate various KM tools to collaborate & share information.

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Research Method & Design

The research sample (Participants)

Teachers from 3 primary schools and 2 secondary school in northern part of Perak.

Participated in a pilot project of ICT integration (ICTPD) which took place between March - May 2007, call K-Perak Elearning Cluster, joined project bet K-Perak Inc, State Educ Dept and Innovavation New Zealand Education (iNZed).

Final Report dated 15 June 2007. After the pilot project the 5 schools were left

without any guidance. I have been involved with the initial group of

facilitators since October 2007 (Trip to New Zealand)

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Research Method & Design

Data collection & Analysis

Multiple surce of data: Structured & semi-structured interview Participant observation (field notes) Document reviews Participants dairies (online - blogs) Online computer mediated communications (email,

chat, discussion board & forums) Data analysis

All interviews will be audio-taped & transcribed Use of Nvivo (8) for data analysis as suggested by

Berg (2007) Coding & abstrating using Nvivo 8. Adopt the grouded theory approach (open coding, axial coding, selective coding & development of theory)

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Research Method & Design

Research rigour: Trustwortiness & transferability

Quality of the research depend on its rigour & relevency Quantitative positivist research:

Quality = Validity + Reliability + Generalizability Rigour in Interpretive Research (MacKay & Marshall, 2000)

- Trustwortiness & Authenticity Credibility (adequate presentation of the context,

participant & the research setting) Transferability (applicability of findings to other

situation). Dependability (transparency of research process -

trackable , documentable & open to scrutiny) Confirmability (tracable to it source, data not the

reseacher), plus Authenticity criteria (fairness, ontological,

educative,catalytic, tactical) described by Guba & Lincoln (1989).

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Research Method & Design

Research rigour: Trustwortiness & transferability

Strategies to achieve rigour include:1. Triangulation2. Members check3. Audit Trail4. Adequate (prolonged) engagement in data

collection5. Providing rich & thick description

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Significance of the Study

Theoretical significance A deeper understanding of the KMT adoption

process within communities of teachers, which are not many studies within this user group, and in studies from developing world.

Understanding of the impact of KMT to teachers k-sharing practices.

Practical significance National policy for new teacher professional

development programme. Guidelines for KMT development for teachers

online community in the country and other developing world.

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The Action & Research Agenda

Phase 1: Review of literature, identifying and defining the research problem, and the conceptual framework.

Phase 2: Portal development, MyTeacherNet

Phase 3: Access, Intervention & Observations.

Phase 4: The learning & reflecting - in-depth inteviews & focus group technique

Phase 5: Exit & Writing-up

Figure 5.2: The research design (phases)

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The Action & Research Agenda

Please refer to handout - Research Agenda

Thank you

Theoretical frameworks: Multiple Theoretical

Perspective

2) Perceptual Control Theory (Zhao & Cziko, 2001)

3) Social Representation & Action (Vaast & Walsham, 2005)

Multiple perspectives

1) Diffusion of Innovation (Rogers, 1995; 2003)

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Rogers’s (2003) Model of Innovation-Decision Process

Stages Rogers’s (2003) Fig 5-1, p. 170.

Rogers (1995, 2003) Compared

Rogers’s DOI theory

(1995, 2003)_____________KnowledgeAttitude formation

Decision to adopt

ImplementationConfirmation

Koch & Fusco (2008) 3 phase adoption modes by teachers

____________

Getting started

Modelling & Scafolding

Maturing phase

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Perceptual Control Theory (Zhao & Cziko, 2001)

Goal-orienteda framework for understanding teacher

adoption of technology. attempts to understand teacher adoption of

technology from the insideIt considers teachers' use of technology by

examining the goals of teachers and how the use of technology might help or hinder their goals.

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Perceptual Control Theory (Zhao & Cziko, 2001)

From a PCT perspective three conditions are necessary for teachers to use technology:

1. The teacher must believe that technology can more effectively meet a higher-level goal than what has been used.

2. The teacher must believe that using technology will not cause disturbances to other higher-level goals that the he or she thinks are more important than the one being maintained.

3. The teacher must believe that he or she has or will have sufficient ability and resources to use technology.

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Social Representation & Action (Vaast & Walsham, 2005)

How work practices change with IT use.

Proposition: Changes in work practices as result of interdependent transformations of how agents act (their action) and how they make sense of their action and of their environment (their representations) - p. 66.