Switching to an updated synchronous platform catalysed the teacher's ongoing teaching innovation¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The teacher's voluntary switch to the new version of Collaborate in Week 3 preceded and supported increased innovation and growing proficiency in technology and andragogy. → Qi 2022

Evidence¶

Qi 2022¶

Qi, G. Y., & Wang, Y. (2022). Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom. The JALT CALL Journal, 18(1). https://doi.org/10.29140/jaltcall.v18n1.569

q2 · i? · qualitative · r3

Findings from Period 2 of the case study: after testing the updated Collaborate with the course convenor and students, the teacher switched in Week 3, attended a non-compulsory workshop, and began experimenting with new activity designs embedding the new features.

"The new affordances in Collaborate empowered a more effective environment to develop her agency, resulting in her increased proficiency and knowledge in technology and andragogy."

Discussion¶

Related Claims¶

• Challenges of blended delivery catalyse opportunities for teacher agency growth — a broader claim this one bears on
• Teachers' voluntary individual adoption activities fall into two categories — investigating new computer resources and experimenting with altered teaching methods and classroom arrangements — associated with informational through consequence stages of concern — related
• Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception — related
• Colleges adopted new technology platforms to increase efficiencies, but face challenges sustaining their use after the grant ends — related
• The teacher's agency system reached dynamic stability at the edge of chaos in the final period — related