Ubiquitous Learning with Laptops
Education Professionals and Technological Change
In summer 2003, I took the Advanced Topics in Education: Conceptual Frameworks in Education Leadership in which I had to create my first attempt at a concept map for my dissertation research. Since that time, my research topic has become much more defined and focused, although remants of this initial concept map remain.
In creating a conceptual framework for investigating
the concept of change capital, it is helpful to approach such a task from
different perspectives as embodied within two key questions: "What
is the nature of change in the early 21st century and how is it manifested?"
and "What is change capital and how might it assist teachers in their
classrooms to manage successfully the challenges of 21st century change?"
The purpose of the first question is to provide a context for the urgency
of developing skills to manage change, particularly for the classroom
teacher. The purpose of the second is to gain an understanding of how
to develop such skills so that teachers can successfully build connections
to the future for their students. A conceptual framework has been constructed
that will guide investigating initial answers to these two pivotal questions
and will provide a structure that facilitates integrating the two areas
into a coherent whole. It is this conceptual framework that will become
the foundation of future research.
This framework is designed to look at change from a multi-level perspective,
including the nature of 21st century change and how it is manifested at
the macro, meso, and micro levels. The final level is from the viewpoint
of change capital; a tool that is applicable to any of the levels, but
for the purposes of this paper will be examined in terms of the classroom
AT THE CROSSROADS: Education Professionals
and Technology is a variance model that illustrates different influences
on the level of technological skill an education professional may have.
Those influences that come from within educators include their experience
with, knowledge about, beliefs/attitudes towards, and adult learning skills
in technological and educational integration. An education professional
such as a teacher with a low level of technological expertise may not
know much about how the world is changing, may believe that education
is fine just the way it is, may have had poor experiences with using technology
in the past and undergoes little adult learning beyond the required pro
forma professional development. Conversely, an educator/ teacher who has
a high level of technological skill may be very familiar with all the
changes going on in the world, believes that technology is crucial in
the classroom to improve learning opportunities, has used technology successfully
in the past and has personally taken a number of courses and seminars
on a variety of topics.
Below is the latest rendition of the concept map for my dissertation research
A document created for the Advanced Applications of Qualitative Research Methods class, Spring 2004