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A Social-Cognitive Study of Indonesian Google Educator Groups

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A Social-Cognitive Study of Indonesian Google Educator Groups A SOCIAL-COGNITIVE STUDY OF INDONESIAN GOOGLE EDUCATOR GROUPS By PRATIWI WINI ARTATI A thesis Submitted to Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education VICTORIA UNIVERSITY OF WELLINGTON 2019 Abstract Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed- tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining i positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice. Keywords: learning agency, ed-tech professional learning, informal learning groups, social cognitive theory, qualitative research ii Acknowledgement Undertaking this PhD journey has been a truly-life changing experience for me, and it would have not been possible without Allah SWT’s guidance and support from many people and significant others. To me, the PhD Journey is more than just obtaining a degree. Rather, it is a series of life lessons enriched by the wisdom of overcoming adversities and challenges within an academic journey. This journey has provided me with eye opening and immensely valuable experiences beyond my comfort zone. As a Javanese-Indonesian, the elders had taught me that ‘ilmu iku kalakone kanti laku’. The essence of this philosophy is about how knowledge is gained with endless effort and strong determination within which the soul will be enlightened and the wisdom it brings provides a guidance to the best version as a being. This philosophy has taught me that striving for excellence can never be done alone without guidance and support. Arriving to this point, I would like to take this opportunity to express my gratitude and appreciation to a number of people whose tremendous support had enabled me to complete this PhD journey. I would like to specially express my sincere gratitude and heartfelt appreciation to my primary supervisor, Dr. Louise Starkey and my secondary supervisor, Dr. Vicki Thorpe for the thoughtful guidance, wisdom, and endless support. Having them as my supervisors enabled me to meaningfully engage in the whole process of thesis writing from the initial to the final stage of my doctoral study. Their kindness, patience, and constructive criticism provided me with valuable tools for reflection and critical thinking. Their understanding towards my academic upbringing as an international student, whose first language is not English is also incredible, which makes me feel welcomed, appreciated, and acknowledged. I would also like to express my sincere gratitude to Indonesian Endowment Fund for Education (LPDP) for fully supporting and sponsoring my doctorate study at Victoria University of Wellington until it is finished. Similarly, I would like to extend my sincere gratitude and appreciation to the Doctoral examination committee chair as well as for the academic support system from Victoria University of Wellington and the Faculty of Education staffs, which facilitated me in completing the study. iii My immense gratitude also goes to all of my participants for their valuable time, knowledge, and experiences to participate in the study. This study would have not been completed without their generous contributions and assistance. May Allah SWT grant them rewards. I also truly appreciate the support from Centre for Data and Information Technology (Pusdatin) Ministry of Education and Culture Republic of Indonesia. Thank you to the Head of Pustekkom for giving me permission and encouragement to undertake my doctorate study as well as to all of my colleagues and co-workers who have been part of my incredible support system. To Helen McDonald, thank you for your professional assistance on proofreading my thesis. Your knowledge and expertise had helped me greatly in improving the quality of my thesis writing that suits to the New Zealand’s academic writing standard. To my dearest colleague and best friend, Sukuna, thank you for your tremendous support and encouragement that have helped me through this PhD journey. Thank you to my beloved Indonesian colleagues and friends in Indonesian Students Association in Wellington (PPIW), Indonesian Community Association in Wellington (KAMASI), and Indonesian Muslim Society in Wellington (UMI) for your incredible support. I would also like to extend my appreciation to Indonesian Ambassador and his family as well as Indonesian staffs in Indonesian Embassy who have become my inspiration during the period of my study here. I am also forever in debt of endless prayers, tremendous support and greatest encouragement from my family and relatives: my dearest mother, Sri Hendratmastuti. My late grandmother, Sarwosri Hendrokarjatmo. My sweetest sister, Prasasti Wini Lestari. My mother in law, Bekti Siswandari. My (step) father in law, Edy Waluyo. My late father in law, Achmad Said. My sister in law. My maternal aunts and uncles. My nieces and nephews. Finally yet importantly, I would like to sincerely express my highest gratitude and heartfelt appreciation to my dearest one and only husband, Okky Wahid Hidayat, for his endless prayers, incredible support, love, and patience. With you by my side, this PhD journey is more worthwhile. iv TABLE OF CONTENTS Abstract ......................................................................................................................................... i Acknowledgement ....................................................................................................................... iii LIST OF TABLES ..................................................................................................................... xii LIST OF FIGURES .................................................................................................................. xiii LIST OF ABBREVIATIONS................................................................................................... xiv Chapter 1 ..................................................................................................................................... 1 Introduction ................................................................................................................................. 1 Teacher professional development in Indonesia .............................................................. 1 The educational technology (ed-tech) professional learning in Indonesia ..................... 2 The challenges to ed-tech professional learning in Indonesia ......................................... 3 Internet connectivity and technology infrastructure ..................................................
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