Faculty of Education - Theses
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ItemRelationships between modernism, postmodernism, new technologies and visual culture in Victorian secondary visual arts education( 2001)This study investigates relationships between computer technologies, modernism, postmodernism, visual culture and visual arts education. The literature research focuses on relationships between modernism and new technologies, modernism and postmodernism, postmodernism and new technologies and art education and computer technologies. The field research consisted of three 'semi-structured interviews with secondary visual arts teachers in metropolitan Melbourne, Victoria. I investigated selected teachers' perceptions of the extent to which they addressed computer technologies, modernism, postmodernism and visual culture in their visual arts curricula. Initially I aimed to discover the extent that they included computer technologies and postmodern theories into their visual arts curricula. I used a combination of research methods when undertaking this study and in particular when analysing the field research findings. The deductive method of Orientational Qualitative Inquiry was combined with the inductive method of grounded theory. Whilst investigating relationships between postmodernism and new technologies using Orientational Qualitative Inquiry I found that modernism impacted upon both postmodernism and computer technologies. I then used grounded theory to document the interrelationships between modernism, postmodernism, visual culture, new technologies and arts education. This study was limited by several factors, including the following. Firstly, I limited the investigation to only three participants. Secondly, there were flaws inherent in the combination of inductive and deductive research methods. Most significantly, I was limited by the fact that the three interviewees worked in modern institutions. The relationships between modernism and new technologies encountered in section 2.1 were echoed by the interviewees' comments, particularly in sections 4.1 and 4.2. The interviewees held strong modern values such as a belief in progress and the importance of originality. The investigations surrounding postmodernism and visual culture in sections 2.2 and 2.3 were less well established in the field research. However, these were still present, especially in section 4.3. Finally, the traditions of the incorporation of computer technologies established in Australian and American visual arts education in section 2.4 were continued by all three participants in chapter four and summarised in section 5.1. By exploring relationships between modernism, postmodernism, visual culture and new technologies in visual arts education I found that modernism and postmodernism are not mutually exclusive but rather deeply interconnected.
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ItemWhat are the blockers/facilitators for a science coordinator to integrate datalogging into science teaching( 2002)This project investigates a coeducational Secondary College Science Department that decided to introduce datalogging as a teaching tool. Datalogging is the electronic recording of data during an experiment using sensor probes. Decisions concerning the introduction of datalogging involved the science teaching staff, the laboratory technician and the Science Coordinator, all stakeholders in this process. This investigation was developed with the hindsight of a Literature Review, which provided the advice of others' experiences and catalogues the introduction in a case study format. Action research strategies were invoked through a series of focus interview questions, which provide a 'snap-shot' of the perceptions. From here a collaborative Change Management strategy of introducing datalogging into science teaching was produced. The factors that inhibited or prevented the use of datalogging in teaching were considered to be 'blockers'. Through interview questions the teachers and the laboratory technician were asked what they felt blocked their use of datalogging. The time required to become comfortable, familiar, confident and experiment with the equipment arose as the major concern for all teachers prior to using datalogging in science teaching, while the laboratory technician had more physical impediments. The technology capable participants did not encounter major hindrances. There was a constant limitation of equipment due to its expense, which was a factor accepted by all and where innovation in teaching style was required to overcome this impediment. However, all felt that visual 'memory-jogs' of the availability and uses of the equipment would encourage use. The factors that contributed to datalogging use were the 'facilitators'. These included a well rounded, informative and ongoing professional development strategy involving all staff members sharing knowledge combined with a laboratory technician who was conversant with the equipment, constantly promoting and encouraging usage and aiding the process. Throughout the project constant active problem solving emerged as a strategy by teachers whenever a 'blocker' was suggested. The advantage of collegial sharing through professional development was also recognised by staff and thought to integrate well when developing technology as a teaching tool. The process overall was time intensive due to lack of time in the working week when people are at different stages in embracing change and technology. Consequently whatever was learnt by individuals was regarded as worth sharing professionally.
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ItemAn analysis of the literature surrounding the theories of systematic design & constructivism to ascertain the relevance of each approach for the learning of soft skills-- Is the systematic model for designing Web-based training suitable for all learners?( 2002)The purpose of this paper is to analyse the literature surrounding the educational theories of systematic design and constructivism to ascertain the relevance of each approach to developing web-based training programs appropriate for both the development of soft skills in industry as well as appropriate to the needs of different learners. The systems approach, which advocates set objectives and criterion-referenced testing, has dominated the design of training for many years. However many current web-based training programs are not enabling learners to achieve the standards of performance required to compete in a global economy. Organisations are interested in developing employees who can solve complex problems and apply their knowledge to new situations. To achieve this goal organisations will need to utilise more Constructivist design strategies as they are best suited to complex, ill-structured knowledge domains. Emerging from the literature was support for the position that novices benefited from the more structured and linear approach of the systems model, whereas advanced learners required a more constructivist learning environment that advocates an open and problem-based approach, allowing more learner control and input.
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ItemDelineating usable interface characteristics of an online teaching and learning platform( 2004)Teachers are under enormous pressure to integrate learning technologies into the curriculum. Consequently, schools are turning to commercial providers as `off-the-shelf products require very little or no customisation and can be swiftly implemented. One such product, myclasses, offers an online delivery platform that can potentially meet schools' move towards incorporating technology across the entire curriculum. This study focuses on an Australian school that purchased the myclasses course management software and looks at the way the potential users (teachers) of the program interact with the software's interface. Specifically, the key question of this study is: Which elements or characteristics of an education-based software's interface are usable by educators? Several teachers participated in this study as `test users' to elicit rich data on human interaction with the program, which was subsequently analysed to determine which characteristics were usable by teachers. This was triangulated with a usability inspection method known as heuristic evaluation, which is widely used by human computer interaction (HCI) and usability experts. The findings indicate that most of the interface's characteristics were not usable by teachers; however, the relatively few usable characteristics that were delineated are important for practitioners and developers of education-based software, and specifically course management programs such as myclasses Further implications that emerged as a result of this study concern the ongoing challenge faced by educational institutions that have implemented course management systems under the misguided assumption that supplying staff and students with online content management software will automatically boost the innovation of educational programs
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ItemUsing computers in grade two: a case study of two teachers( 2001)The purpose of this study is to examine how a small group of Grade Two teachers are using computer technology with children in their classes. Computer technology has become a major focus as well as an integral part of teaching and learning within the Primary School. However, current studies into how teachers of junior primary grades are using computers in the classroom are scarce with the emphasis of research tending to be more concerned with the effects on the students. This study is based upon a series of interviews and observation sessions in which the participants reflected upon their beliefs about computer technology and its place within a junior primary classroom. The study identifies that teachers are aware of the importance of exposing their students to computer technology and are attempting to meaningfully embed the use of computers into the curriculum by planning activities that are relevant to the learning that is taking place within the classroom. It also identifies, however, that such use of computers is heavily dependent on the individual teacher. There is a need for a professional development program to be implemented that will assist the teachers to use computers to supplement and extend their students learning experiences.