http://citers2014.cite.hku.hk/no-lone-rangers-a-qualitative-exploration-of-pedagogical-technologists-ego-networks-in-schools/ This study explored how pedagogical technologists (PTs), as coordinators of pedagogy and technology, contribute to changes in teaching and learning practices through schools’ social networks. Two PT ego networks in two schools were constructed from unstructured and semi-structured interviews with PTs and other school stakeholders, participant observation at events, and document analysis. The study proposes several degrees and types of PT centrality in school networks based on the flow of innovation through a PT ego network. This study recommends specific interaction mechanisms and relationships to strengthen PT ego networks and school social networks for technological pedagogical change.

1. –David woo
about.me/davidwoo
No Lone Rangers: A qualitative exploration of
pedagogical technologists’ ego networks in
schools

2. David
Glenn
Matt
Patrick
David
writing
group
PRC
Board
meetings
Confirmation
seminars

3. PEDAGOGICAL TECHNOLOGIST

4. RESEARCH
PROBLEM
• 21st century learning
and society
• Literature deficit and an
emergent occupational
group
• Extending ecological
and (qualitative to
quantitative) networks
perspectives

5. –Research questions
How does a school ecology change with the
presence of a pedagogical technologist? How
do they co-evolve?

6. MORE RESEARCH QUESTIONS
• What is the pyramid of number, that is, the food
chain?
• What are the interactions of the PT species?
• What is the ecological impact of the PT species?

7. ECOLOGICAL NETWORK
FRAMEWORK
Units
Roles
Meetings
Information flow

8. RESEARCH PROTOCOL
• Complexity theory:
unpredictable, emergent, self-
organizing and creative
• Grounding data collection and
analysis; and interview types
• Axial coding of events
(formality; frequency),
organizational units, roles,
individuals, and innovation foci
• Strength but not direction of
ties

9. QUALITATIVE-INDUCTIVE APPROACH
TO EVALUATION RESEARCH TABLE
segm
ent
ID
Source Evidence Event (context) Focus
nature of
conflict link to (seg ID) Outcome
End of Year
Resolution PT Scarlett
1
Interview
Scarlett
12.11.12
Let’s put it
this way,
they don’t
have a
Board meeting
Curriculu
m
From
private
curriculum
to public
New principal
and
recognizing a
need for
A chosen
curriculum
and
rudiments of
2
Interview
Principal
28.1.13
Put
yourself in
my
Board meeting iPads
Ornamenta
l iPads
versus
Recognizing
need for IT
and iPads but
Mixed iPad
usage:
grade-level
3
Interview
Principal
28.1.13
So just to
give you
the history
of how we
Board meeting;
Informal
iPads;
Finding a
PT and
building
Ornamenta
l iPads
versus
instrument
2
Recognizing
need for IT
and iPads but
unresolved
Mixed iPad
usage:
grade-level
and
1
4
Interview
Scarlett
12.11.12
I ask how
Scarlett
and Mira
first met. I
Informal
Finding a
PT and
building
ICT
Ornamenta
l iPads
versus
instrument
4
Successful
contact, job
offer and
acceptance
Mixed iPad
usage:
grade-level
and
1
5
Interview
Scarlett
22.9.12
It
depends.
It is
exciting if
there is a
Informal
Purchasin
g and
piloting
iPads
Ornamenta
l iPads
versus
instrument
al iPads;
Partial
purchase and
piloting of
iPads
Mixed iPad
usage:
grade-level
and
individual
1
6
Interview
Scarlett
22.9.12
But
anyway,
that’s
where we
Informal
Purchasin
g and
piloting
iPads
Ornamenta
l iPads
versus
instrument
6; 8; 10
!
Partial
tempering of
expectation
Mixed iPad
usage:
grade-level
and
1
7
Interview
Scarlett
12.11.12
What are
your
profession
al goals, in
Informal
Purchasin
g and
piloting
iPads;
Ornamenta
l iPads
versus
instrument
7; 6; 1; 2; 3
Partial
tempering of
expectation
Mixed iPad
usage:
grade-level
and
1
8
Interview
Scarlett
22.9.12
We’re
targeting
kindergart
Teacher
meeting
Mapping
iPads in
Kindergart
Ornamenta
l iPads
versus
1; 2; 3; 10; 7; 6
Partial
tempering of
expectation;
Mixed iPad
usage:
grade-level
1
9
Interview
Scarlett
12.11.12
So I’ve
come in.
Teachers
Teacher
meeting
Mapping
iPads in
Kindergart
From
private
curriculum
1; 9; 2; 3; 7; 6
Partial
tempering of
expectation
ICT
facilitator
leaves and
1
10
Interview
Scarlett
22.9.12
And
Hebrew?
Because
Informal
iPads and
Hebrew
language
From no
Hebrew
language
6; 7
Resolved
Hebrew
language
Unknown
continuity of
Hebrew
1
11
Interview
Scarlett
22.9.12
They
already
see that
Lessons iPads
Ornamenta
l iPads
versus
1; 2; 3; 6; 7; 8; 9; 10
Mixed results
of iPad
professional
Mixed iPad
usage:
grade-level
1

10. RESEARCHPROTOCOL

11. ECOLOGICAL MAP OF PEDAGOGICAL TECHNOLOGISTS
Expansion ExtinctionReplacement

12. Pre-technologist Post-technologist
Extra-school Intra-school extra-school Intra-school
21CLHK conference Lessons Job interviews Principal meetings
Informal mechanisms Teacher meetings
School head meetings
Parent meetings
Case A2 Events Co-Evolution and Ecological Impact

15. Pre-technologist Post-technologist
Extra-school Intra-school extra-school Intra-school
Master’s program conferences techsperts
conferences Lessons tech mentors
gcc meetings team time
inset pd days ict showcase
extra-curricular activities
residential trips
Case F Events Co-Evolution and Ecological Impact

17. Special thanks to Dr. Anatoliy Gruzd @gruzd

19. Special thanks to Dr. Anatoliy Gruzd @gruzd

20. DISCUSSION
• Lessons are the key
teaching and learning
event.
• School events change with
a PT role but the PT role
alone doesn’t change a
school.
• Systematic, compulsion,
conflict and systemic are
positively correlated.
• A PT does not guarantee
sustainable, scalable
innovation impact in school

21. Level Conflict
Society
• From monism to pluralism
• From a culture of tradition to a culture
innovation and competition
Organization
• From private curriculum to public curriculum
• From no curriculum team to a curriculum team
• From no ICT organizational unit to an ICT organizational unit
• From private to public ICT policies
• From totalitarian leadership to distributed leadership
• From staff turnover to staff retention
Interpersonal
• From private professional development to public professional
development
• From teacher-centred teaching to student-centred teaching
Intrapersonal
•From unrealistic to realistic
expectations
Technology
• From partial iPad deployment to complete iPad deployment
• From ornamental iPads to instrumental iPads
• From whiteboards to Samsung and Apple TV

22. CONCLUSION
• Corporate is better than individual; public is better than private
• Compulsory innovation is better than voluntary innovation
• Compulsory meeting is better than voluntary meeting
• Systematic role participation is better than random role participation
• Pre-existing meeting is better than creating meeting
• Regular meeting is better than irregular meeting
• Lesson-linked meeting is better than lesson and meeting
disconnection

23. CHALLENGES
• Incomplete data
• Standard,
consistent
granularity (e.g.
time;
organizational
units)
• Complete
network strength
limitation
• Metaphor limitation