Organizational Analysis: Critical Analysis Assignment, Semester 1

This assignment requires a critical analysis of four research papers related to organizational analysis, focusing on the application of four key paradigms: Functionalism, Social Relativism, Radical Structuralism, and Neohumanism. The student analyzes each paper, addressing the authors' argumen...Read More

Running head: ORGANIZATIONAL ANALYSIS
ORGANIZATIONAL ANALYSIS
Name of the Student
Name of the University
Author Note

1ORGANIZATIONAL ANALYSIS
Given Paper 1 - Teaching in Technology-Rich Classrooms: is there a gap between teachers’
intentions and ICT practices?
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
Answer :
The arguments have been placed by the authors with the help of proper analysis
of the responses that have been provided by the teachers who have been a part of
the Norwegian school system. The interviews that were conducted with teachers
have provided basic information related to the use of ICT practices in the
schools and the impact that they have on the study process of students. A
composite research method has been implemented by the authors in order to
enhance the validity of the study (Almas and Krumsvik 2008).
2 What is the method - how do the author(s) convince their readers?
Answer :
The data that has been taken into consideration for the purpose of completing
the analysis in the article consist of teachers who are a part of the Norwegian
school system. The priority that is provided by Norwegian schools to the
implementation of ICT in the study process has been discussed in the article.
The authors have tried to convince the readers with the help of detailed analysis
of the implementation of ICT and complex activities that are a part of the
teaching process (Huda et al. 2018). The informants who have been included in
the study are able to provide responses based on the study process that is

2ORGANIZATIONAL ANALYSIS
implemented in the Norwegian Schools. The authors have conducted the study
based on the interviews of teachers and the videotaped discussions as well. This
has been able to provide authentic information related to the changes that have
taken place in the industry due to implementation of ICT (Almas and Krumsvik
2008).
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
Answer :
The article is mainly based on the era after the Second World War and the
curricula in Norwegian schools as well. The subject integration and active
learning of students have also been taken into consideration and analysed in the
article. The lack of implementation of modern learning techniques in the
Norwegian schools have been discussed in the article as well. The research has
stated that huge discrepancies exit between the vision of policy makers in the
schools and the general use of ICT by the students (Almas and Krumsvik 2008).
The paradigm that can be implemented with respect to the situation that has
been explained in the article is the neo-humanist paradigm. This paradigm is
mainly based on the psychological compulsions that teachers will have to face
due to implementation of changes (Hirschheim and Klein 1989). The teachers of
Norwegian schools have faced immense levels of stress due to increased use of
ICT and need for changes in the teaching process as well. The differences that
exist in the ideologies of teachers regarding use of ICT in the teaching activities

3ORGANIZATIONAL ANALYSIS
can also be linked with the neo-humanist paradigm (Almas and Krumsvik
2008).

4ORGANIZATIONAL ANALYSIS
Given Paper 2 - The Rhetoric of ICT and the New Language of Learning: a critical analysis
of the use of ICT in the curricular field.
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
Answer
The argument that has been presented in the article is mainly based on the
perceptions related to technological development and new technologies within
the educational settings. The article aims at applying the viewpoint of Biesta
related to changes that have taken place in the learning process of students in
different parts of the world. The authors have tried to explain the viewpoint
formed by Biesta related to different aspects of learning and the ways by which
technology has influenced the learning process as well (Haugsbakk and
Nordkvelle 2007).
02 What is the method - how do the author(s) convince their readers?
Answer
The article is able to provide support to the hypothesis that had been developed
by Biesta and the use of technology and ICT in the learning activities as well.
The implementation and importance of ICT in learning activities performed by
the students has been discussed by the author. The Norwegian National
Curriculum that had been issued in the year 1997 and the process of its
implementation has also been discussed in the article. The processes that have
the ability to speed up ICT implementation in the learning activities have also

5ORGANIZATIONAL ANALYSIS
been analysed by the authors in detail (Haugsbakk and Nordkvelle 2007).
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
Answer
The functionalist paradigm can be linked with the situation that has been
explained in the article. The social order, social integration, need satisfaction,
rational and consensus have been taken into consideration as a part of the article
in order to understand the use of functionalist paradigm. The use of ICT in
different aspects related to the changes that have taken place in the learning
process of individuals can be linked to the functionalist paradigm (Haugsbakk
and Nordkvelle 2007). The viewpoint that has been stated by Biesta can also be
understood in an effective manner with the help of different aspects that are a
part of the functionalist paradigm. The change in education system of a single
organization can further lead to the implementation of changes in the learning
process of different organizations that are a part of the industry(Hirschheim and
Klein 1989). The analysis is also able to support the viewpoint that has been
previously stated by Biesta. The changes that have to be made in the interaction
process between the students can also be understood with implementation of the
ICT based activities (McKnight et al. 2016).

6ORGANIZATIONAL ANALYSIS
Given Paper 3 - Working the system: Development of a system model of technology
integration to inform learning task design.
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
Answer
The authors have presented an analysis based on the ways by which integration
of digital technology has an impact on teaching and learning. The complexity of
the levels of integration of digital technology in teaching activities have been
discussed by the authors in the article. The link formed between technology and
the proper process of learning is discussed in the article by authors (Howard et
al. 2017).
2 What is the method - how do the author(s) convince their readers?
Answer
The authors have tried to convince the readers with the detailed analysis that is
provided about different technologies that are mainly used for proper
improvement of learning process. The technological integration within different
learning based activities have been explained to the readers as well. The author
have also been successful in attracting the readers so that they are able to learn
about revised model that is used for demonstrating the effect of student
experiences in the technologically integrated tasks of group of learning (Howard
et al. 2017).
3 Drawing on your answers from analysing Q (1) and (2), critically analyse and

7ORGANIZATIONAL ANALYSIS
match your analysis to the rational given in Lecture 1 for Organisational
Analysis
Answer
The social relativist paradigm can be linked with the situation that has been
explained in the article. The levels of subjectivity and individual consciousness
have also been a part of the analysis that is made in the article. The methods that
are mainly used for the purpose of addressing the complex systems required for
understanding interplay between leaning, teaching and the digital technologies
have been discussed in the article. The Australian study related to technology
innovation has been taken into consideration for the purpose of understanding
the complexity levels (Mayes 2018). The data mining based techniques that are
used for the proper identification of patterns of the technologies used by
students have also been discussed in the article. The individual consciousness of
teachers related to use of new technologies can be linked in an effective manner
with the mentioned paradigm. The proper engagement of students in the
learning process and effective technological integration are the major parts of
the discussion that has been made in the article (Domingo and Garganté 2016).
The sample size has an impact on the analysis that is made with respect to the
association of technologies in enhancing the use of technologies. The proper
incorporation of new data and deep understanding of different factors can also
influence the levels of complexity that are a part of the learning activities of
students and the decision making of teachers as well. The changes in perceptions
of students thereby have to be taken into consideration by the teachers in order

8ORGANIZATIONAL ANALYSIS
to understand the complex processes of teaching (Hirschheim and Klein 1989).

9ORGANIZATIONAL ANALYSIS
Given Paper 4 - Against learning - Reclaiming a language for education in an age of
learning - The language of education
Questio
n
In your lectures, four rationales for organisational analysis are described.
1 Critically discuss the argument presented by the author(s).
Answer
The argument that has been presented by the authors is mainly based on the
analysis of “new language” and its use in the modern learning process as well.
The importance of language in education has been discussed in the article and
the author has tried to link this with the age of learning. Language is considered
to be a major factor that has an impact on the education process of students in
different parts of the world. The educational relationships that are formed
between the students and teachers are also discussed by the authors in the article
(Biesta 2005).
2 What is the method - how do the author(s) convince their readers?
Answer
The method that has been used by the authors to convince readers regarding the
analysis of the argument is mainly related to the responses that are provided by
different teachers. The use of a possible language for the purpose of providing
proper education to the students have been discussed in the article by authors.
The article is also focussed on the levels of violence, trust and responsibility that
are a major part of the relationships developed between the teachers and
students(Biesta 2005).

10ORGANIZATIONAL ANALYSIS
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
Answer
The paradigm that is related to the situation discusses in the article is radical
structuralist paradigm. The radical structuralist paradigm is mainly based on the
proper reduction of limitations that exist in the organizational and social
arrangements. This is focussed on the analysis and the structure of economic
power based relationships. The article is related to the analysis of the use of a
particular language for the purpose of completing the learning process in an
effective manner (Biesta 2005). The relationships that are formed between the
students and teachers are mainly based on the economic exchanges that take
place between them. The teachers and students are thereby considered as
provider and consumer. The effect that the use of a particular language can have
on the learning process has been discussed by the authors in a detailed manner.
The teachers have to aim at meeting the needs of the learners with the
knowledge that is provided to them. The learners have the power of decision
making related to the purpose and the content of education. The educational
relationships ate considered to be important for the learners and teachers so that
they are able to provide the required levels of contribution. The major
constituents that are a part of different relationships have been discussed and
analysed by the author as a part of the article (Fu and Hwang 2018). The
changes in education process have mainly taken place due to the increasing

11ORGANIZATIONAL ANALYSIS
demands of the learners and the changing relationships with teachers as well.
The informed decisions that are taken place by the learners have been able to
influence the use of language in the education process. Educational relationships
have an impact on the learning process and a particular language that is used for
the purpose of developing communication between teachers and the students in
different universities (Hirschheim and Klein 1989).

12ORGANIZATIONAL ANALYSIS
References
Almas, 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): 103–121.
Biesta, G., 2005. Against learning. Reclaiming a language for education in an age of
learning. Nordic Studies in Education, 25: 54–66.
Domingo, M.G. and Garganté, A.B., 2016. Exploring the use of educational technology in
primary education: Teachers' perception of mobile technology learning impacts and applications'
use in the classroom. Computers in Human Behavior, 56, pp.21-28.
Fu, Q.K. and Hwang, G.J., 2018. Trends in mobile technology-supported collaborative learning:
A systematic review of journal publications from 2007 to 2016. Computers & Education, 119,
pp.129-143.
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): 1–12.
Hirschheim, R., and Klein, H. K., 1989. Four paradigms of information systems
development. Communications of the ACM, Vol. 32(10): 1199-1216.
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): 326–341.

13ORGANIZATIONAL ANALYSIS
Huda, M., Maseleno, A., Atmotiyoso, P., Siregar, M., Ahmad, R., Jasmi, K. and Muhamad, N.,
2018. Big data emerging technology: insights into innovative environment for online learning
resources. International Journal of Emerging Technologies in Learning (iJET), 13(1), pp.23-36.
Mayes, T., 2018. Learning technology and learning relationships. In Teaching & learning
online (pp. 16-26). Routledge.
McKnight, K., O'Malley, K., Ruzic, R., Horsley, M.K., Franey, J.J. and Bassett, K., 2016.
Teaching in a digital age: How educators use technology to improve student learning. Journal of
research on technology in education, 48(3), pp.194-211.