Organisational Analysis Assignment 1: Analyzing Scholarly Literature

This assignment requires a critical analysis of four provided readings, each addressing organizational analysis from different perspectives. The student needs to deconstruct the arguments presented in each paper, identify the methods used to convince readers, and then match these analyses to the four rationales of organizational analysis discussed in the lectures and in Hirschheim and Klein's (1989) paper on the four paradigms of information systems development. The analysis covers topics such as the integration of new technologies in education, the evolving language of learning, and the factors influencing the adoption of digital technologies in teaching and learning, as well as the impact of ICT on teachers. The student is expected to demonstrate a strong understanding of how knowledge is legitimized within these texts and reconcile the different perspectives presented, ultimately demonstrating the ability to critically evaluate and organize information related to organizational analysis.

Organisational Analysis

Given Paper 1
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
Intend of study was to derive how individuals perceive new technology and its
development in educational institutions. To achieve this scholar presented
discussion on new language of learning and rhetoric of information
communication technology.
2 What is the method - how do the author(s) convince their readers?
Information in study is critically discussed with the help if perspective of Biesta
where scholars scrutinised current trends of education and introduction of
information communication technology in educational institutions. Also, the
author found out correlation between teaching and learning.
However, the analysis of study is supported by main hypothesis of Biesta.
In accordance with the study it can be said that scholar recognised leaner of new
language to consumer where learning needs are fulfilled by teacher. New
language of learning needs to apply to general language of learning in
education. The study presented close connection between new language of
learning and ICT. New language learning in educational institutions is the
potential need of consumers that is learners and the providers are the educators
that are the individuals who aim at meeting meet needs of learners. In
accordance with this concept it is outlined that educational institution needs to
be flexible.
Further, Haugsbakk and Nordkvelle, 2007, outlined about rhetoric of ICT with
reference to case of interactivity. From the analysis it is identified that concept
of rhetoric can be discussed with the help of interactivity. It is derived that
every technology has interactive approach which is the biggest support to
educators. ‘Interactivity’ is a useful concept for marketing new technology. The
study outlined interactive programs which were available during 1980s and in
beginning of 1990s but were dominated by multiple-choice and drill; human–
machine interfaces which are quite simple structures. Learning management
system are foremost aspect of educational and technological developments. In
accordance with this Classfronter is known as the result of advanced

educational development which is used in institutions for group collaboration
and problem-oriented learning. From the correlation analysis it is articulated
that teaching and learning are the key terms of educational setting that is
classroom. However, emergence of computer set led to tremendous change for
learning and teaching. As per this analysis it can be said that new language of
legitimate learning is computer (Chapelle and Voss, 2016).
3 Drawing on your answers from analysing Q (1) and (2), critically analyse and
match your analysis to the rational given in Lecture 1 for Organisational
Analysis
In accordance with analysis of section 1 and 2, it can be said that discussion in
article was as per functional paradigm which encouraged learning and critical
analysis based on social integration, need satisfaction of learned by
incorporating use of ICT in educational institution. It emphasized on
collaborative working and learning from experiences via ICT.

Given Paper 2
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
The article discussed about language of learning which has become dominant in
past decades. The study outlined about possible language fir educating learners
like, responsibilities, trust, and violence are crucial components of learning. As
per study it is outlined by author it is identified that understanding learner’s
point of view is the critical aspect for educators and leads to major
contradictions.
2 What is the method - how do the author(s) convince their readers?
The information is an article is completely based on secondary sources like
books, journals and articles. The presentation of information is in form of
literature review which helped which supported critical analysis of findings.
New language of learning is considered as teaching learners from experience
and examples like adult education has become adult learning. It is identified
that it is important to encourage lifelong learning among by use experience and
different instances. Biesta, 2005, specified about learning direct which new
form of learning is. The concept is designed with mind and is a computer-based
course where the learners do not require any experience. This is all about
individual interests where educators promote learning step by step. Apart from
this, the study derived impact of postmodernism on there is educational theory
which depicts end of education and learning. This leads to several questions like
viability and possibility of education. While the study derived main problems of
new learning like potential and need of learners, ability to meet the needs of
learners, treating education as a commodity (Bayne, 2015).
Hence, from the study it is outlined that computer based has led to boost for
educational institutions by revolutionising way of interaction in learning and
teaching. In accordance with author new language of learning is an economic
exchange between consumers and providers. Hence, it can be said that
emergence of new learning languages needs to be unintended outcome for
modern education. Technological advancement has positive impact on
educations practices as it has enhanced the abilities of educational institution to

meet the needs of learners. Computer based learning opportunities has provided
flexible learning opportunity and environment to learners
3 Drawing on your answers from analysing Q (1) and (2), critically analyse and
match your analysis to the rational given in Lecture 1 for Organisational
Analysis
In accordance with analysis it is outlined philosophy of article was based on
neo-humanist paradigm as it empathised on new langue of learning which can
be computer-based learning. As per discussion new language of learning is
about exchanges of ideas and experience between teacher and students. The
study specified bout different concept impact educational theories like
postmodernism, silent explosion, etc. The study helped in developing
understanding on critical analysis of different facts and findings. As per the
study it is stated that new language of learning led to positive impact on
educational practices.

Given Paper 3
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
The aim of article was to outline factors affecting integration of digital
technology in teaching and learning. The focus of scholar was to understand
education system with continuous advancement in learning and education
techniques. The major question of study was to derive how digital technologies
can be used to enhance education system. Virtual classroom learning has
become integral part of institutions, as it connects and allows meeting the needs
to learners according to convince of students. It encourages implied and
collaborative learning and therefore it is important to outline the factors which
are impacting integration of virtual learning.
2 What is the method - how do the author(s) convince their readers?
Analysis in study is drawn from data of large-scale Australian study on
technology innovation that is (N57406). The scholar incorporated use of Data
mining techniques which were used to identify patterns of technology used by
students and perceptions on collaborative working.
The study argued on different factors which impact integration different of
digital technology in education system. Technology has become integral part of
teaching and learning therefore the study presented critical analysis on interplay
between learning, digital technology and teaching.
In accordance with the study it is identified that technology has continuously
become integral part of teachers in teaching and learners in learning (Godwin-
Jones, 2015). However, the process of teaching and learning is social and
therefore requires flexibility, which is encouraged and supported by virtual
learning, computer-based teaching, etc. (Chun, Kern and Smith, 2016)
Therefore the study derived about system model of integrating technology in
education practices. This model provides an understanding on process of
integrating technology in teaching. The aim of model is to provide a
presentation of difficulty in key factors when integrating technology design
decisions. On the other hand, teacher model presents complexity of technology
integration. In contrast, it is outlined that Constructing a system model is a

multistep process. The models promote learning by considering perception and
viewpoint of learners as well as teachers. Thus, as per the findings and variance
of study it is assumed that if students are taught via information communication
technology the individual are more engaged in technology rather than learner
and therefore teachers believe the learners are less involved in leaning are more
focused on exploring the use of ICT.
Howard and et.al., 2017 outlined key factors which student use in digital
technology are, computer efficacy, frequent use of ICT, learning beliefs, subject
areas, ICT engagement, etc. The scholar derived that attitude of teachers on
digital technology is completely different from subject areas and therefore
impacts student’s engagement in area of learning. From mined data it has been
found out that students’ beliefs on team task and use of ICTs and level of
engagement with digital technology and perceptions over use of ICTs are
frequent. Thus, it can be said that learners use of ICTs factor are originated
from system model.
3 Drawing on your answers from analysing Q (1) and (2), critically analyse and
match your analysis to the rational given in Lecture 1 for Organisational
Analysis
In accordance with analysis 1 and 2, the philosophy of study was based on
radical structuralist paradigm where scholar focused on existing factors
affecting integration of digital technology. It is identified that collaborative
working crucial aspect of teaching and learning via digital technology. Also, the
study helped in logical reasoning as it outlined large data set where results were
derived from traditional statistical approaches. It was a quantitative study which
helped in learning technology integration on educational practices. It specified
about development of a system model of digital technology for integrating task
design for learning.

Given Paper 4
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
The author tries posing the argument that whether there is gap between
Norwegian school’s intentions of teachers and ICT practices for enhancing
technology rich classrooms. The study is used to find out reasons of
pedagogical behaviour of Norwegian teachers by focus on their views and
thoughts on technological classroom by assessing how they enumerate them.
Further, informants used in the study had worked as teachers for at least five
years in the upper secondary schools. Hence, importance of technology for
classrooms is highlighted in this digital modern era.
2 What is the method - how do the author(s) convince their readers?
The method used in this study is secondary data and primary data both. In
relation to this, interviews conducted that showed struggle of teachers for
explaining their ICT use. This is because teaching is considered as difficult
activity and ICT is not away from it. Further, for maximising validity of
research in effective manner, another method used was data collection from and
reports and the researchers of school. Moreover, videotaped lessons, interviews
with teachers and discussions were attained where teachers are sharing
reflections with their colleagues (Almås and Krumsvik, 2008). In short, study
has been designed for employing qualitative research and case study analysis. It
combines nearly four data collection methods such as document analysis.
Observations and Semi-structured interviews in classrooms of Norwegian
student and recall interviews for both individuals and groups.
The participants’ selection was done on sample basis by implementing
purposeful sampling. Two teachers from two different upper schools of Norway
were selected for sample purpose. On the other hand, intention for selecting
teachers who are digitally competent was to find out teachers who are
comfortable in expanding pedagogical techniques where learners were with
their laptop and internet. In the manner, author tries to convince readers that
changing pedagogical practices is comprehensive and tough work. But teachers
have potentiality and experience to act according to appearance of tools and

welcome reforms. This shows that gap between ICT and teachers is prevailing,
but it showcases that this gap is on its downward way.
3 Drawing on your answers from analysing Q (1) and (2), critically analyse and
match your analysis to the rational given in Lecture 1 for Organisational
Analysis
From the analysis of above points, it can be said that legitimacy is accomplished
by obeying the transformations in the best manner possible. The philosophy of
article was based on social relativist paradigm where Almas and Krumsvik,
2008, identified that people should step up against wrong. By coming to the
journal, author has effectively recognised legitimacy that pedagogical approach
between teachers and students should be enhanced by way of initiating digital
or technology rich classrooms. ICT practices must be followed in logical
manner to derive best results (Elstad and Christophersen, 2017). This will
ensure that all teachers are digitally competent, and education is imparted in an
modernise way. Hence, organisational analysis is a crucial task to attain
legitimate knowledge in effective manner for upbringing of people. Thus,
rational behind legitimacy is well-structured in the journal highlighting the need
of technology rich classrooms.

REFERENCES
Almås, A. G. and Krumsvik, R. 2008). Teaching in Technology-Rich Classrooms: is there a
gap between teachers' intentions and ICT practices?. Research in Comparative and
International Education, 3(2), pp.103-121.
Bayne, S., 2015. What's the matter with ‘technology-enhanced learning’?. Learning, Media
and Technology. 40(1). pp.5-20.
Biesta, G. 2005). learning. Reclaiming a language for education in an age of learning. Nordic
Studies in Education. 25. pp. 54–66.
Chapelle, C.A. and Voss, E., 2016. 20 years of technology and language assessment in
language learning & technology. Language Learning & Technology. 20(2). pp.116-
128.
Chun, D., Kern, R. and Smith, B., 2016. Technology in language use, language teaching, and
language learning. The Modern Language Journal. 100(S1). pp.64-80.
Elstad, E. and Christophersen, K. A. 2017). Perceptions of digital competency among student
teachers: Contributing to the development of student teachers’ instructional self-
efficacy in technology-rich classrooms. Education Sciences, 7(1), p.27.
Godwin-Jones, R., 2015. Contributing, creating, curating: Digital literacies for language
learners. Language Learning & Technology. 19(3). pp.8-20.
Haugsbakk, G. and Nordkvelle Y. 2007). The Rhetoric of ICT and the New Language of
Learning: A Critical Analysis of the Use of ICT in the Curricular Field’, European
Educational Research Journal. 6(1). pp. 1–12.
Howard, S. K, Thompson, K., Yang, J. and Ma, J. 2017). Working the system: Development
of a system model of technology integration to inform learning task design. British
Journal of Educational Technology. 50(1). pp. 326–341.