Browsing by Author "Kamalodeen, Vimala"

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    Teacher Learning in Action Research - Insights from Information Technology (IT) Teachers in the Post-Graduate Diploma in Education Programme at the School of Education, The University of the West Indies, St. Augustine
    (School of Education, UWI, 2020) Kamalodeen, Vimala; Taylor, Michele
    The Action Research course, as part of the Post-Graduate Diploma in Education programme for in-service teachers, is conceptualised as research where in-service teachers investigate a problematic issue in their classroom/school. Action research expects a shift from practitioner to researcher, a journey that is often difficult for teachers, and presents opportunities for formal and informal learning through participation in the course. Using purposive sampling, 19 Information Technology/Computer Science teachers were selected to explore their learning in a blended Action Research course. Data were collected from online cross-sectional surveys, with closed- and open-ended questions, and qualitatively analysed for common themes. Findings revealed teacher learning occurred through participation in learning activities leading to desirable learning outcomes, such as change in knowledge, beliefs and practices. Teachers seemed committed to the action research process, appeared motivated during their learning and indicated a desire to continue to do action research. Four assertions about teacher learning are made, noting the importance of the learning environment in fostering teacher learning. Insights into teacher learning are useful for course lecturers, and recommendations are made to conduct further research into the teacher shift from practitioner to researcher.
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    Teacher learning in an online social networking website
    (School of Education, UWI, St. Augustine, 2014) Kamalodeen, Vimala
    This study was designed to explore teacher learning using an online intervention with in-service secondary teachers in Trinidad and Tobago. It has been argued that traditional teachers' professional development practices do not adequately meet the needs of today's practitioners and that new models of teacher learning need to be explored for in-service teachers. In addition, non-traditional learning spaces such as social networking sites are being currently debated for their use in education. In this paper, an online social networking site is considered as an alternative learning space, which is mediated through Web 2.0 tools and the Internet. Social constructivism provides a framework to understand teachers' participation on the site as they interact with colleagues and add content to the site. Data were collected directly from the site and analysed using a mixture of methods. Data consisted of digital text and mixed media such as pictures, videos, and hyperlinks. Findings indicated that teachers participated in activities across space and time, and preferred certain activities over others. They shared knowledge and opinions of their classrooms and schools, reflected on their practice, and connected with new people. Learning is concluded to have taken place through participation on the site. This study provides an avenue for further research on how teachers can experience a shift from traditional professional development