A Study of Concerns, Use, and Professional Development Needs of Teachers and School Leaders when Integrating One-to-One Models of Learning with a Computer within International Schools

Abstract

Reform efforts in Malaysia have in the past decade been focussed on increasing access to technology within national schools and on encouraging growth of the international education sector within the country. In recent years policy reform can be said to have motivated rapid growth of the international schools market in Malaysia. With the number of international schools increasing rapidly in the country, greater opportunity exists for teachers to move from employment within national schools to international schools. The purpose of this mixed methods study was to better understand the concerns, use and professional development needs of teachers and school leaders integrating one-to-one models of learning with a computer. Subsequent to this, the study sought to understand if specific concerns, use and professional development needs were culturally or contextually dependant. The findings suggested that teachers had significant pedagogical concerns about integrating one-to-one models of learning consistent with limited understanding, knowledge, and skills with technology - and of teaching and learning. A lack of time and motivation to engage with one-to-one models of learning was also evident. The findings suggested that school leaders struggled to provide teachers with a clear vision for integration and specific guidance on the expected use of a one-to-one model of learning. School leaders were found to be limited in this regard by their own understandings of and attitude toward the integration of one-to-one models of learning. The significance of the findings for the wider education community highlight that both teachers and school leaders in the given context remain under-supported with integration of one-to-one models of learning. Without proper support structures in place, which include ongoing professional development tailored to local conditions and context - and aimed at addressing concerns and developing educator capacity - the integration of one-to-one models of learning will likely continue to be limited in its effectiveness. The findings of this study are presented in a style that enables their use as a reference tool when planning professional development for teachers and school leaders. As such they combine a one-to-one model of learning with a computer, thus supporting change facilitators to avoid some common and context specific pitfalls of technology integration efforts.

Date of Award	2018
Original language	English
Awarding Institution	University of Dundee
Supervisor	Fernando Lannes Fernandes (Supervisor), Ann Swinney (Supervisor) & Alison Hudson (Supervisor)