Browsing by Author | މުސައްނިފުން "Adam, Aminath Shafiya"
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Item 2 - ޝާފިޔާގެ އެދުރު އަށި: ސްޓްރަކްޗަރޑް ޑިސްކަޝަން ކިޔަވައިދިނުމުގައި ބޭނުންކުރުން(އާފަތިސް, 2021-05-10) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem The challenges related to offering of online teacher education programmes : a study in a Maldivian university(DEANZ 2016 conference proceeding, 2016-01-01) Adam, Aminath ShafiyaThe Maldives with its geographical uniqueness (a chain of islands spread out and far from each other), could place e-learning in a central position to offer higher education opportunities for teachers. This paper explains challenges associated with offering of online teacher education programmes in a Maldivian university context. The study adopted an ethnographic approach, gathered data from eleven teacher educators through interviews, focus group conversations and hanging out approaches. The findings highlight a number of challenges related to geographical, infrastructural and cultural. These challenges were analysed via Bourdieu’s (1986) three forms of capital (economic, social and cultural) attempting to understand the aspects involved in the practicality of offering e-learning programmes in this specific context. The paper contributes to understanding the limitations related to online programmes in small island communities and specific cultures. While using three forms of capital to examine these factors, this study provides a new theoretical understanding for designing e-learning in various contextsItem Cultural impact on teacher-educators’ use of technologies in their pedagogical practices : a study in the Maldives(Joint AARE-NZARE 2014 Conference, 2014-01-01) Adam, Aminath ShafiyaA substantial body of literature discusses the complexity of integrating technology into teachers’ pedagogical practices. However, the literature provides limited understanding about the impact of teachers’ culture on their use of technologies. I argue that technological and pedagogical practices of teachers cannot be fully understood without considering the social and cultural norms of their specific cultures. This paper aims to explain the impact of Maldivian culture on teacher-educators’ technological and pedagogical practices. My research used an ethnographic methodology linked with Bourdieu’s (1977) habitus as a lens. The data were gathered from eleven teacher-educators who work in a Maldivian university context. The process of ethnography took place during two visits to the research site. In the first visit, I spent six weeks “hanging out”1 with the participants, interviewed them individually, and observed six participants’ classroom teaching. In the second visit, I spent five weeks hanging out and organised focus groups with ten participants. Accordingly, follow-up interviews were carried out with five participants to clarify the main understanding of teacher educators’ habitus. The finding was generated through various strategies adhering to grounded theory. Key findings demonstrated that teacher-educators’ technological and pedagogical habitus was influenced by the cultural practice related to their learning norms and some aspects of their institutional context. The study revealed that teacher-educators adopted specific technologies available in their workplace relying on benefits gained for their pedagogical purposes. However, these pedagogical purposes were much influenced by the social cultural norms of the Maldives. As a result, the participants formed technological (PowerPoint-assisted) and pedagogical (content-oriented) habitus. This study offers valuable insights for understanding the impact of culture and habitus on teachers’ practices and their use of technologies both in schools and university contextsItem Experiences and concerns during the COVID 19 pandemic a qualitative research with employees in the tourism sector of the Maldives(The Research Centre, Maldives National University, 2020-08) Adam, Aminath Shafiya; Riyaz, Aminath; Mohamed, Shazla; Sobir, Rania; Abdul Muhaimin, Fathimath Nasiha; Sudha, Aminath; Shadiya, FathimathThe Maldives is a small country, solely, dependent on the tourism sector for its economic growth. The first known case of COVID‑19 in the Maldives was reportedly a tourist from Italy in March 2020. As a result, the government implemented an overseas travel ban. Presumably, the effect of overseas travel ban was inevitable, which resulted in a complete shutdown of resorts. This paper covers a component from a research project conducted March-May 2020, by the Ministry of Economic Development with technical assistance from UNDP, as a rapid livelihood impact assessment of COVID‑19 in the Maldives.The data reported in this paper is concentrated on the qualitative dataset collected to investigate the experiences and concerns of resort employees at the onset of COVID‑19 pandemic. A total of 31 participants across 13 resorts were randomly selected. The data were generated through in-depth interviews which lasted 40-60 minutes either by conference calls or Zoom meetings based on preferred choice of the participants. Detailed notes were made during the conversation and were analysed thematically using the topics from the structured interview guide from the rapid livelihood assessment. The findings highlight the employees’ heightened anxiety about the exposure to COVID‑19 and its possible impact on their health and safety. The findings also highlight the economic impact on the resort workers because of the restrictive pay packages offered by the resorts in dealing with the sudden closure of the resorts in the wake of the coronavirus pandemic. The findings have useful inputs and implications on future strategic plans of small countries such as the Maldives that depend predominantly on a volatile tourism sector susceptible to external shocks such as the unforeseen COVID‑19 pandemic.Item A framework for seeking the connections between technology, pedagogy and culture : a study in the Maldives(DEANZ 2016 conference proceeding, 2016-01-01) Adam, Aminath ShafiyaEducational technology researchers often overlooked the impact of culture on teachers’ use of digital technologies in their pedagogical practices. This also includes a number of technology integration models (e.g. TAM and TPACK) that have failed to explain the connections between technology, pedagogy, and culture. This paper argues that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. This study adopted an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context). Through this finding, this research proposes a framework, namely, Pedagogical and Technological Cultural Habitus (PATCH) for understanding teachers’ pedagogical and technological habitus in various contexts. The PATCH framework is, theoretically useful for designing technology-oriented professional development for professionals in various pedagogical contexts including virtual and blended pedagogical spaces. It also contributes to TPACK framework by adding an outer layer to its current theorisation to represent teachers’ backgrounds and habitus when examining their practicesItem Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices(Waikato Journal of Education, 2014-01-01) Adam, Aminath Shafiya; Wright, NoelineBourdieu’s concept of habitus has been widely discussed as a means of understanding cultural habits and practices in various contexts. This article identifies some of the characteristics of Maldivian teacher educators (TE) in terms of their habitus when they incorporate information and communication technology (ICT) in their teacher education programmes. In the Maldives, education is, broadly, teacher-centric and exam-focused. The TEs have this deeply ingrained in their teacher education practices. The findings, generated through an ethnographic approach using narrative interviews, observations and focus group discussions, suggest that TEs generally adopt ICT to make their own roles more efficient without necessarily changing their pedagogy, thus embracing teachercentrism. This article highlights issues linking cultural capital and the formation of specific ICT habitus within this context, thus contributing to understanding of habitus as it applies to teacher education in the MaldivesItem Managing insider issues through reflexive techniques : an insider-researcher’s journey(Te Kura Kete Aronui, 2013-01-01) Adam, Aminath ShafiyaExperiences of conducting research vary according to the researcher’s position in the research process. This paper discusses the experiences and valuable insights of a researching journey with colleagues who share commonalities with the researcher. This is often described as an insider-researcher’s experience, in which the researcher conducts research into intimately-known communities, such as one’s own profession, workplace, social grouping, or a specific aspect of their culture. Although it is possible to generally define the characteristics of an insider-researcher, the issues and challenges experienced by individual researchers vary according to their contexts. This paper highlights a number of issues and challenges which emerged during an ethnographic data collection process. These issues were primarily associated with the researcher’s own insider knowledge, entanglement, and role ambiguity. This paper describes these issues and how they were managed through several reflexive techniques such as writing a field-journal, the ‘think aloud’ approach, and diagramming. Exploring these issues and challenges may contribute to a wider understanding of insider-researcher perspectives in the research journeyItem Understanding teacher educators’ pedagogical and technological cultural habitus (PATCH) : an ethnographic study in the Maldives(The University of Waikato, 2015-01-01) Adam, Aminath ShafiyaA substantial body of literature discusses the complexity of integrating technology in teachers’ pedagogical practices (Mishra & Koehler, 2006). The literature over the last two decades, specifically suggests that teachers and teacher educators have shown limited pedagogical changes regardless of their frequent use of technologies in their teaching. However, the literature overlooks the impact teachers’ culture may have when investigating their use of technologies in their practices. Bourdieu (1977) argues that people’s practices are embodied within their cultures; hence they form habitus through their past and present experiences, both consciously and unconsciously. I argue that teachers’ pedagogical and technological practices cannot be fully understood without considering the social and cultural norms of their specific cultures. My thesis aims to explain the impact of Maldivian teacher educators’ culture and background on their pedagogical and technological practices. The main research question therefore is: How do teacher educators’ pedagogical and technological practices form in the Maldives? Subquestions arising from this are: 1) What are the social and cultural learning norms that influenced teacher educators’ use of technologies in their pedagogy? 2) How does the institutional context influence teacher educators’ use of technologies in their pedagogical practice? 3) How do teacher educators form their pedagogical and technological practice? My research used an ethnographic methodology, linked with Bourdieu’s (1977) habitus as a lens for exploring teacher educators’ practices in the Maldives. Data were gathered from eleven teacher educators who work in a Maldivian university context: using interviews, observations, focus groups and the hanging out approach. The findings were generated through grounded theory for capturing an in-depth understanding of how these teacher educators’ pedagogical and technological practices were formed. Key findings demonstrated that teacher educators’ pedagogical and technological practices were influenced by their own culture, early learning experiences in the Maldives, and their workplace (institutional context). The study revealed that these teacher educators selected and used specific digital technologies available in their workplace to deliver content. As a result, they formed their pedagogical (content-oriented) and technological (PowerPoint-assisted) cultural habitus that most often mirrored their existing pedagogical thinking. This study has contributed to the research field by recognising the impact of these teacher educators’ culture and background on their pedagogical and technological practices. It fills a critical gap (i.e. a connection between technology use, pedagogy, and culture) which has been neglected in the technology integration research and models. My research therefore, contributes a PATCH framework for understanding teacher educators’ pedagogical and technological habitus and an additional layer into the TPACK framework to represent teacher’s PATCH. Through applying Bourdieu’s habitus lens, I have devised a conceptual framework for investigating pedagogical contexts, an outline of ethnographic process and an analysis model for understanding qualitative data using various technological tools.Item Using qualitative data analysis tools ‘fit for purpose’ for making sense of teacher educators’ use of digital technologies in their pedagogical practices(Maldives National Journal of Research, 2017-06-01) Adam, Aminath Shafiya; Falloon, GarryThis article describes the analysis process associated with an ethnographic study in which data were generated through interviews, observations, focus groups and hanging out techniques. The purpose of the study was to make sense of how teacher educators’ specific technological and pedagogical practices were formed, with particular focus on the possible influence of their culture. The researcher used various analysis strategies involving the integration of a number of digital data tools (NVivo-10, Mindjet, Inspiration-8-IE, and Microsoft applications) that served different purposes at different times. The article argues that researchers should consider using an integration of different digital tools, applying them as ‘fit for purpose’ at various times during data analysis. It suggests doing this will assist researchers to seek a deeper understanding of qualitative data and manage the ‘messiness’ of analysis, while assisting with the complexity of the meaning making processItem (ރިމޯޓް ޓީޗިން) ޝާފިޔާގެ އެދުރު އަށި: ކޮވިޑް-19 ގެ ކުއްލި ހާލަތާއި ދުރުން ކިޔަވައިދިނުން(އާފަތިސް, 2021-06-14) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ރެސިޕްރޯކަލް ޓީޗިން / ރޯލްބަދަލުކޮށް ކިޔަވައިދިނުން(އާފަތިސް, 2020-12-25) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ބްރެއިން ބޭސްޑް ލަރނިންގ / ސިކުނޑީގެ މަސައްކަތްތަކާ ގުޅުވައިގެން އުނގެނުން(އާފަތިސް, 2021-03-05) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކޯ-ޓީޗަރުން ނުވަތަ އެކުގައި ކިޔަވައިދިނުން(އާފަތިސް, 2020-10-16) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem !ޝާފިޔާގެ އެދުރު އަށި: ކޮވިޑް-19ގެ ހާލަތާއެކު އޮންލައިންކޮށް ކިޔަވައިދިނުމުގައި ފައިހަމަކުރަމާ(އާފަތިސް, 2020-06-04) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކޮމްޕީޓެންސް ބޭސްޑް ޓީޗިން ނުވަތަ ގާބިލިއްޔަތަށް އަމާަޒުކޮށްގެން ކިޔަވައިދިނުން(އާފަތިސް, 2020-10-02) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކުދިންނަކީ ޢަޒުމު ވަރުގަދަ ބަޔަކަށް ހަދާނީ ކިހިނެއް؟(އާފަތިސް, 2021-07-12) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކުދިންގެ ސްކޫލު ބަންދަކީ ދުޅަހެޔޮ ދުވަސްތަކަކަށް ހަދާނީ ކިހިނެއް؟(އާފަތިސް, 2021-07-05) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކޮލެބޮރޭޓިވް ލަރނިންގ/ އެކުއެކީ ބައިވެރިވެ އުނގެނުން(އާފަތިސް, 2020-09-04) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކިޔަވައިދިނުމުގައި ދަރިވަރުންގެ ޕޯރޓްފޯލިއޯ ބޭނުން ކުރުން(އާފަތިސް, 2020-06-18) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކިޔަވައިދިނުމުގައި ޕްރޮފެޝަނަލިޒަމް / ފަންނުވެރިކަމަކީ ކޮބާ؟(އާފަތިސް, 2021-04-03) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކިޔަވައިދިނުގައި އެކްޓިވް ލަރނިން (ހަރަކާތްތެރި އުނގެނުން) ހިމެނުން(އާފަތިސް, 2021-04-12) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކިޔަވައިދޭއިރު ހަމައެކަނި ދަރިވަރުން ބައިވެރިކުރުމުގެ ބަދަލުގައި ބާރުވެރިކުރުވުން(އާފަތިސް, 2020-09-18) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކިޔަވާދިނުމުގައި ރިފްލެއްޝަން ބޭނުން ކުރުމުގެ މުހިއްމުކަން(އާފަތިސް, 2020-05-21) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ކިޔުމުގެ ރަނގަޅު އާދަތައް ހަރުލައްވާނީ ކިހިނެއް؟(އާފަތިސް, 2021-01-01) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އިންކުއަރީ ބޭސްޑް ލަރނިން / ހޯދައި ބަލައިގެން އުނގެނުން(އާފަތިސް, 2021-02-19) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އިންކްލޫސިވް އެޑިޔުކޭޝަން / ޝާމިލުކޮށްގެން ކިޔަވައިދިނުން(އާފަތިސް, 2020-09-11) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އުނގެނުމަށް ފަހި ވަޒަންކުރުން ރާވާނީ ކިހިނެއް؟(އާފަތިސް, 2020-06-26) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އުނގެނުމަށް ލޯބި ޖެއްސުން(އާފަތިސް, 2020-11-13) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އިންސިޑެންޓަލް ލަރނިންގ / މާ ބޮޑު ރޭވުމެއް ނެތި ހިނގާ އުނގެނުން(އާފަތިސް, 2021-01-29) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އެކްސްޕީރިއެންޝަލް ލާރނިންގ / ތަޖުރިބާކޮއްގެން އުނގެނުން(އާފަތިސް, 2020-08-28) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އިމޯޝަނަލް އިންޓަލިގެންސް ނުވަތަ ނަފްސާނީ ތޫނުފިލިކަން ދަރިވަރުންގެ ކިބައިގައި އިތުރުކުރެވޭނީ ކިހިނެއް؟(އާފަތިސް, 2020-10-23) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އެސެސްމަންޓް އޭސް ލަރނިންގ / އުނގެނެމުން ދާއިރު އެކުއެކީ ވަޒަންކުރުން(އާފަތިސް, 2021-04-20) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: އޮޓޮނޮމަސް ލަރނިން / ޒިންމާދާރު އުނގެނުން(އާފަތިސް, 2020-12-18) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ވިސިބަލް ލަރނިން ނުވަތަ ހާމަވަނިވި އުނގެނުން(އާފަތިސް, 2020-12) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: މުދައްރިސުން އަމިއްލަ ދިރާސީ މަސައްކަތް ކުރުމުގެ މުހިންމުކަން(އާފަތިސް, 2020-11-20) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: މުދައްރިސުން އަމިއްލަ ދިރާސީ މަސައްކަތް ކުރުމުގެ މުހިންމުކަން(އާފަތިސް, 2020-11-20) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: މަލްޓިޕަލް އިންޓެލިޖެންސް / ގުނަ ތޫނުފިލިކަން(އާފަތިސް, 2021-03-27) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ފަންކްޝަނަލް ބިހޭވިއަރ އެސެސްމަންޓް / ވަކި ބާވަތެއްގެ ސުލޫކު ދެނެގަނެ ވަޒަންކުރުން(އާފަތިސް, 2021-03-12) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ދަރިވަރުންނަށް ފީޑްބެކްދިނުން(އާފަތިސް, 2020-07-17) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ދަރިވަރުންނަށް ޑިޖިޓަލް ލިޓްރެސީ / ޓެކްނޮލޮޖީ ލިޔެކިޔުން ދަސްކޮއްދިނުމުގެ މުހިންމުކަން(އާފަތިސް, 2020-10-09) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath Shafiya