Teachers’ preliminary views on involvement in the project e-CPDelt: model 2020 Dr. Radha Nambiar Assoc. Prof. Dr. Hazita Azman Assoc. Prof. Dr. Thang Siew Ming Dr. Yuen Chee Keong Dr. Lee Kean Wah Dr. Leila Bidmeshki 1

Introduction Preliminary work undertaken in helping ensure success of partnership between researchers and participants Entering into a partnership involves collaboration and shared responsibility for tasks and outcomes Investigate views of teachers i.e. whether they were interested and committed to the project 2

Background Information 20 teachers from 5 Smart schools (4 from each) participated in a focus group interview. The subjects they teach include: Science, Mathematics and English. Their teaching experiences range from 4 months to 28 years. 3

Involvement in previous projects Among 20 teachers, 11 of them had participated in a project before.  IKM/Intel/Toyota: Problem-solving learning  F1 project: Developing software engineers’ courseware  Enhancing creative thinking in maths  MDec  Collaborative study with an Australian college in an exchange programme  Building a model of science innovations with Exxon Mobil  UPSI 4

Focus Group Main Themes VolunteerismFeelings about involvementExpectations CollaborationOpenness to criticism 5

1) Volunteerism Teachers from 5 schools A,B,C,D,E were invited to participate 15 teachers were asked and 5 volunteered to join the project. Only all 4 teachers in one school (Sch. E) volunteered to join the project. 6

1. Reason for Volunteerism ( 4 from Sch. E & 1 from Sch. C) Categories No Comments Perceptions of project 2 The project may be interesting (2 teachers Sch. E). Perceptions of possible gains & outcome 8 It can improve their English, teaching skills and ICT skills ( 3 teachers, Sch. E, 1 teacher Sch. C). Their experiences, knowledge and opinions can be shared (2 teachers, Sch. E). The knowledge can be applied in their classrooms to improve the students (2 teachers, Sch. E). 7

2) Feelings about involvement 2) Feelings about involvement From 20 participants, two were not quite sure about their feelings. 14 teachers had highly positive feelings about their involvement. 4 teachers had moderately positive feelings about their involvement. 8

2) Feelings about involvement: Highly Positive 2) Feelings about involvement: Highly Positive Category No Comments Perception of possible gains & outcome 16 It can improve their teaching skills (6 teachers; Sch. A:1, Sch. C:3, Sch.D:2), It can improve their ICT skills (2 teachers; Sch. C:1, Sch. D:1), They can share their experiences, knowledge and problems (6 teachers; Sch. A:2, Sch. C:1, Sch.D:1, Sch. E:2), It can benefit the students (1 teacher; Sch. B), They can become more creative (1 teacher; Sch. C). 9

2) Feelings about involvement: Highly Positive Category NoNo Comments Perception of project 7 The project is interesting (5 teachers; Sch. A:2, Sch. B:1, Sch. D:1, Sch. E:1) They feel privileged being participants in this project (2 teachers; Sch.B, Sch. E). 10

2) Feelings about involvement: Moderately Positive Category NoNo Comments Perception of project 4 She is not quite sure what to expect but is sure they will come up with something helpful (1 ; Sch. A). She is a bit nervous because this is her first time and she is afraid not being able to do the project activities (1; Sch. E). She is both excited to learn new things and scared because she is unsure how much of time her involvement would take (1; Sch. E). I think I feel very curious. Actually I don’t really know about what is the project all about but I hope I can see what is the benefit I can use in class (1 ; Sch. D) 11

3) Expectations 19 teachers thought that this project would benefit them: Gain and improve teaching skills, new interesting methods, ICT skills, new ideas and knowledge from other schools: (by 8 teachers; Sch. A:3, Sch. B:1, Sch. C:3, Sch. D:2; Sch. E:4) Share and exchange knowledge, experiences, opinions, and ideas: (7 teachers; Sch. A:1, Sch. B:2, Sch. D:3, Sch. E:1) Make their lessons more interesting and effective: (by 3 teachers; Sch. A, Sch. C, Sch. E) Impress students with ICT skills (1 teacher; Sch. B). 12

4) Collaboration All 20 participants had positive opinions about sharing They can gain experience, learn new techniques, methods and patterns and get information and ideas (by 9 teachers; Sch. B:2, Sch.C:3, Sch.D:2, Sch.E:2) Sharing is part of the process of teaching for them and it is something they actually do all the time (by 5 teachers; Sch.A:4, Sch.B:1) They learn how to solve their problems (by 4 teachers; Sch.D:2, Sch.E:2) They can improve their teaching (by 2 teachers; Sch.C, Sch.E) They can make more interesting lessons (by 2 teachers; Sch.C, Sch.E). 13

5) Openness to criticism All 20 participants responded that they would not have any problems in being open in their blog entries or discussion forums and they could accept constructive criticisms. Some of them gave the following reasons: They can share experiences, thoughts and feelings and learn from others (by 7 teachers; Sch.A:2, Sch.C:2, Sch.D:1, Sch.E:2) They can improve themselves (by 7 teachers; Sch.A:1, Sch.B:2, Sch.D:3, Sch.E:1 ) They can become aware of their problems and weaknesses (by 4 teachers; Sch.A:2, Sch.B:1, Sch.E:1). 14

Conclusion 75% were asked to volunteer for the project but 90% had positive feelings. ◦ “I’m glad because I can gain knowledge, new ways of teaching using ICT”. 95% expected to benefit from the project in one way or another ◦ “..gain interesting method, skills, ICT skills mainly, friends from overseas and from other schools.” 15

Conclusion All of them 100% had positive views about collaboration with other teachers, being open in their blogs and online forums. “Maybe by sharing what other teachers are doing in the classroom… this way we can compare and see the advantages and disadvantages of using certain techniques, patterns used in the classroom.” They were all very sure they would be open to criticism “I hope I can accept it because sometimes we have to learn from others. Sometimes the criticism is not bad, sometimes it can be positive. We have to think positive.” 16

Conclusion Teachers were not sure about the project but they are willing to be involved as most of them think it will be interesting Teachers were concerned they may not be able to cope with project demands. Teachers are willing to put their trust in this project and they expect that their involvement can be beneficial for them and their students and therefore are ready to play a part in it. And according to Bransford et. al. (2000) this is very important as effective partnerships are based on trust. 17