Organization Analysis Assignment: Comparing Perspectives & Analysis

This assignment provides an in-depth analysis of four research papers related to organizational analysis, focusing on the integration of Information and Communication Technology (ICT) within educational settings. The analysis critically examines the arguments presented by the authors in each paper, evaluating their methodologies and the ways in which they convince their readers. Furthermore, the assignment connects the findings of each paper to the four rationales for organizational analysis, namely the neohumanist paradigm, the radical structuralist paradigm, functionalism, and social relativism. The papers explore topics such as the factors influencing ICT integration, the gap between teachers' intentions and ICT practices, the rhetoric of ICT and its impact on learning, and the role of language in education. The assignment highlights the different perspectives and assumptions underlying each paper, providing a comprehensive understanding of organizational analysis in the context of educational technology and leadership management.

Organization Analysis Assignment 1
ORGANIZATION ANALYSIS ASSIGNMENT
By (student’s Name)
Professor’s Name
College
Course
Date

Organization Analysis Assignment 2
ORGANIZATION ANALYSIS ASSIGNMENT
Given Paper 1:
‘Working System: Development of a system model of technology integration to inform
learning task design
Question In your lectures, four rationales for organizational analysis are
described.
1 Critically discuss the argument presented by the author(s).
The authors of the article, Howard et al., presented their argument through
the use of an ICT model. These authors state in their discussion that despite the
increasing range of sustainability and development, many sectors within the
society still take a long time to embrace change thus student and teacher factors
affect the integration of ICT into the system of education.
Citing Jones and Thompson (2014), the authors argue that integration of
the ICT system into the education system was negatively perceived and delayed
based on the fact that the previous model was only conceptualized at the design
artifact level without the consideration of three primary standards such as learners
preference, resource component level and the level of learners engagement and
the perception of the ICT system. The article authors in the attempt to present their
justification as to why it has been challenging to integrate the ICT system into the
educational system without the consideration of learners employ richer and more
nuanced theoretical lenses.
In the argument, the authors state that for the educational system to adopt

Organization Analysis Assignment 3
and effectively integrate ICT into the education system, teachers must consider
learners preferences, the frequency of ICT as well as learners computer ability and
ICT engagement. And in the attempt to justify their argument, the authors used
real-life scenarios and three sources to affirm their case.
2 What is the method - how does the author(s) convince their readers?
The authors employed a diversified approach in the attempt of convincing
the readers of their article. The authors first designed an online task that enabled
them to assess the three major components of ICT integration where learners who
are the critical study subjects were allowed to undertake the task, and their
activities analyzed based on the designed artifact. The data relied on by authors
included frequency of ICT use by the leaners, computer efficacy of the learners,
learners ICT preference, and ICT engagements.
To attain the response and facts regarding the sty question, the authors
used the data which was obtained by the Australian Digital Education Revolution
initiative. The authors used the data set from questionnaire B data from the year
201 2, which was given to both teachers and students. And the obtained data tested
the relationship between learning and technology and was assigned completed by
approximately 45% of learners in NSW.
The authors used an efficient data analysis procedure which was conducted
in three significant faces: (one) generation of factors, (two) Fuzzy set creation and
(three) setting mining association rules. The authors then based on the Fuzzy

Organization Analysis Assignment 4
representation, used association analysis to identify the existing patterns and
relationships between antecedents and the consequences. The authors, based on
the results from their analysis, used theoretical lenses to justify their school
thought. Nonetheless, the study conclusions as derived from the results is open for
challenge and improvement.
3 Drawing on your answers from analysing Q (1) and (2), critically
analyze and match your analysis to the rationale given in Lecture 1 for
Organisational Analysis
Neohumanist paradigm:
Concerning my understanding of the four perspectives of Burrell and
Morgan, the authors of the analysis of various factors involved in the ICT
integration into the education system can be based be best explained through the
neohumanist perspective. This paradigm tends to investigate radical changes, its
potentiality, and emancipation. This rational also focus on teaching the effect or
roles played by different forces within the organization in understanding change.
Since the whole article is focused on understanding various factors that hinder and
determine ICT integration into the education system and seeks to create a useful
model of ICT integration, the content matches the neohumanist paradigm which
also aims to investigate the potentiality of a radical change as well as its
detrimental effects to the society.

Organization Analysis Assignment 5
Given Paper 2:
Teaching in Technology-Rich classroom: is there a Gap between Teachers' Intentions
and ICT Practices?
Question In your lectures, four rationales for organizational analysis are
described.
1 Critically discuss the argument presented by the author(s).
The authors of the study employ the use of simple language to present
their argument regarding information communication technology pedagogy. The
authors' arguments have raised awareness about the integration of ICT in various
Norway. Moreover, the discussion of the study authors I relation to ICT
questions expands knowledge and understanding of how multiple teachers in the
globe appreciate the possibilities of a technology-rich education environment.
Also, the authors of the study use the pedagogical theory of education to
elaborate on the advantages of technological advancement in the education
system.
The authors present their argument in a systematic manner where every
step in their writing eliminates various barriers and negativities that may oppose
the use of information technology in the classroom and justifies every claim with
regard to the teacher pedagogical knowledge framework. Almas and Krumsvik
have also exploited various sources to support their arguments throughout the
study.

Organization Analysis Assignment 6
2 What is the method - how does the author(s) convince their readers?
To convince readers of in support of their argument, the study duo
employed a more composite study approach. Notably, the overall study is based
on the generic qualitative research design developed by Merriam in the year
1998. The study relied on both primary and secondary data, and four techniques
of data collection were employed to obtain the data. These include document
analysis, classroom observations, and recall interviews with the aid of videos
conducted both within the classroom and groups as well as semi-structured
interviews. This type of data collection method employed by the authors is
unique and ensure data validity as the shortcoming of one technique is
compensated by the strength of the other technique. The study presents valid
arguments based on the findings on how change should be presented, however,
being that the authors were not able to accurately measure thinking of the
teachers, I believe that the study is open for challenges and further elaborations.
3 Drawing on your answers from analysing Q (1) and (2), critically
analyze and match your analysis to the rationale given in Lecture 1 for
Organisational Analysis
Radical structuralist paradigm:
The authors of the article tend to be driven by the need to
overthrow the existing limitation that bares the effective use of
information technology within the education system. Moreover, the
authors of the study use systematic techniques in their arguments in the
attempt to transcend the limits that exist within the education system to

Organization Analysis Assignment 7
enable teachers to accept changes as they have the desired pedagogical
knowledge reading the new language. Further, the article exploits various
instances which shows the development, steps, and the scope of ICT
usage within the classrooms.
Given Paper 3:
The Rhetoric of ICT and the New Language of Learning: A Critical Analysis of the
Use of ICT In Curricular Field
Question In your lectures, four rationales for organizational analysis are described.
1 Critically discuss the argument presented by the author(s).
The authors of the study Haugsbakk and Nordkvelle employ the use of the
rhetoric question to convince the readers of their argument regarding technological
development and the adoption communication technology within the education setting
which they termed as the new learning language. These two authors in their school of
reasoning argue that learners currently take the center of learning and that by being the
significant consumers of education their demands, as well as interest, must be attained.
The duo, therefore, exploits the perspective of Biesta on the new language of learning.
However, the authors expand Biesta's hypothesis, further connecting it to the use of
ICT and curricular development. In an attempt to defend their arguments, the authors
used more profound learning theories and Gert Biesta's seminal article of the year 004
as a crucial reference source.
2 What is the method - how does the author(s) convince their readers?

Organization Analysis Assignment 8
The authors of the article adopt a qualitative approach as the mode of
convincing their readers. The duo employed the use of critical examination of various
cases and past literature. The methodology employed in this article is, therefore,
qualitative. However, it has been done in a unique manner where the authors have
used critical literature examination and case studies.
The data used within the study was obtained from the BIBSYS library
databases, which contains information from all sources from journals, to periodicals,
research papers, and other relevant sources. The authors then used a bibliometric
analysis to explore the practical effects relating to the learning and development of
new language in various learning institutions in Norway ad compared the obtained
data to the knowledge of the new language and ICT integration of other nations. The
authors examined the changes in the education system since the 1980s, and their
findings confirmed the assumption that there has been the development of new
language learning. However, the authors, in their concluding remarks, state that they
have the topic of computer push concerning new language learning and that the
findings are subject to challenge as well as advancement by future studies.
3 Drawing on your answers from analysing Q (1) and (2), critically analyze
and match your analysis to the rationale given in Lecture 1 for Organisational
Analysis
Functionalism rational:
Based on the four rationales discussed in lecture one and the critical
examination of the article, it can be noted that the study employed functionalist meta-
theoretical assumptions or perspective. The author of the study was majorly concerned

Organization Analysis Assignment 9
with providing an explanation on language development within the education and
communication technology within the education system. As indicated in section 1
above, the authors also examined the interaction of various factors since the 1980s that
led to the inclusion of ICT into the curricular. Since functionalist paradigm focuses on
explaining social order, status quo, consensus, need for rational choice, and
intergradation, it is conclusive that it was the rationale behind the study. Moreover,
being that the study authors push for ICT integration through critical examination
conforms to the objective of functionalists’ perspective on how individual elements
interact to form one wholly integrated system.
Given Paper 4:
Against learning. Reclaiming a language for education in an age of knowledge
Question In your lectures, four rationales for organizational analysis are described.
1 Critically discuss the argument presented by the author(s).
The author of the article, Biesta, uses a personal point of view to present his
arguments to the readers. The author argues that language is one of the significant
factors that determine what is to be said and done by educators. Moreover, the author
systematically presents his standpoint to elaborate on the importance of education in
education and in so doing, explains how educators' language has changed to learning.
2 What is the method - how does the author(s) convince their readers?

Organization Analysis Assignment 10
The author of the article employs a simple qualitative stud, which is based on
a cross-section examination of various literature. The author exploited data from
multiple research to convince readers. Moreover, the author also used a previous study
extract to provide evidence to readers. The data collection strategy used in this study
is document analysis, and the method of analysis is empirical analysis. The survey by
Biesta forms the foundation of learning language study and has been cited by various
scholars; thus, arguably, its conclusion is limited to challenge.
3 Drawing on your answers from analysing Q (1) and (2), critically analyze
and match your analysis to the rationale given in Lecture 1 for Organisational
Analysis
Social relativism:
Drawing from the lecture one and the article content analysis, the most
appropriate perspective that forms the foundation of the article is social
relativism. This paradigm aims at the presentation of knowledge in relation to
the individual realm of consciousness as well as subjectivity. According to this
perspective, social institutions and roles occur as an expression of the
definition given by men. Thus, since the author investigates why educationist
language matter and gives assertion such as the description purpose of
language-based on one theoretical foundation social relativism. To this manner,
the role of educators and educators' language is grounded on the expressions as
well as the definition is given by educators.

Organization Analysis Assignment 11
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. Retrieved from;
https://journals.sagepub.com/doi/pdf/10.2304/rcie.2008.3.2.103
Biesta, G 2005, ‘Against learning. Reclaiming a language for education in an age of learning’,
Nordic Studies in Education, vol. 25, pp. 54-66. Retrieved from;
https://www.ltu.se/cms_fs/1.123949!/file/Article+Biesta+against+learning.pdf
Haugsbakk,G & Nordkvelle Y 2007, ‘The Rhetoric of ICT and the New Language of Learning:
A Critical Analysis of the Use of ICT In Curricular Field’, European Education Research
Journal, vol, 6, no. 1, pp. 1-2. Retrieved from;
https://www.researchgate.net/publication/250151805
Hirschheim, R. and Klein, H.K., 1989. Four paradigms of information systems
development. Communications of the ACM, 32(10), pp.1199-1216. Retrieved from;
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1.2177&rep=rep1&type=pdf

Organization Analysis Assignment 12
Howard, S.K., Thompson, K., Yang, J. and Ma, J., 2019. 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. Retrieved from;
https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12560
APPENDIX:
PARADIGMS
Paradigms are defined by Burrell and Morgan as “meta-theoretical assumptions about the
nature of the subject study. There are four paradigms which were developed by Morgan and
Burrell. These four paradigms include: Functionalist paradigm, the social relativist paradigm,
radical structuralism paradigm and The Neohumanist paradigm as in the diagram below: