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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 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 (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 ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ދަރިވަރުންނަކީ ރެސިލިއެންޓް / ކެރިހިތްވަރު ގަދަ ބަޔަކަށް ހާދާނީ ކިހިނެއް؟(އާފަތިސް, 2021-05-27) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ދަރިވަރުންގެ އުނގެނުމުގައި ބެލެނިވެރިންގެ ބައިވެރިވުން ހިމަނާނީ ކިހިނެއް؟(އާފަތިސް, 2021-05-17) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath ShafiyaItem ޝާފިޔާގެ އެދުރު އަށި: ދަރިވަރުންގެ ސެލްފް އެސްޓީމް ނުވަތަ އަމިއްލަ ނަފުސަށް އިތުބާރު އުފެއްދުން(އާފަތިސް, 2020-10-30) އާމިނަތު ޝާފިޔާ އާދަމް; Adam, Aminath Shafiya