Faculty of Education - Theses
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ItemPrimary teachers and the Information and Communications Technology domain: figuring worlds, identities, knowledge and practices( 2010)This study investigates the development of teacher professional practice in the context of government education policy in Victoria (Australia) that aims, through the education of its youth, to shape a successful economy that capitalises on information and communications technology (ICT). Specifically, the study examines how selected primary teachers from an ICT network conceptualise, articulate and develop a body of knowledge to teach and implement the Information and Communications Technology domain of the Victorian Essential Learning Standards (Victorian Government, 2005) curriculum framework. Through a constructivist grounded theory approach, the study investigates the practices of six female teachers in three government primary schools as they implement changes to curriculum in response to government reforms and local expectations. The three primary schools are within close proximity of each other in a residential growth corridor on the fringes of metropolitan Melbourne, and serve a diverse and multicultural community. Innovation with ICT is seen as necessary for addressing the challenges that arise from the social and economic context of the research sites, and is integral to improvement plans in each of these schools. The participating teachers are regarded as leaders with ICT within their schools and their efforts are deemed intrinsic to their school’s plan. Rich descriptive data of these six teachers and how they construct their worlds is utilised to develop a theory of how teachers learn to teach with ICT, with a view to understanding how they continue to learn in the context of these changes. Change efforts often focus on the importance of knowledge building to empower professionals for new directions, however while a critical component, knowledge is not the only factor in increasing capability. The study highlights that learning to teach the ICT domain is more complex than developing content knowledge, pedagogical repertoire and skills in the use of ICT. It involves networked learning where values, beliefs, vision, practice and identities are made and remade. In making changes, teachers consider new ideas in light of the old, and through the lens of their core values and beliefs, they figure a technologically rich world of vast imaginings that they can embody. They author identities to assert themselves in relation to imposed positioning and prior conceptualisations. Through changed activity related to ICT, they redefine their conception of teaching and inhabit it with their activity and energy.
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ItemLearning with laptops: the impact of the ILP on gendered primary classrooms( 2010)Information and Communication Technology (ICT), an increasingly pertinent aspect of society, surrounds us and requires competency in order for us to function in our world. For many years, computers have been a constant for students within a classroom environment as has been the expectation of competency. Research has demonstrated however, that gender inequalities exist in the access, use, interest and perceived/actual ability of students using computers. If equality in the technological classroom is not achieved, females may be significantly disadvantaged and disengaged. Conducted under a qualitative framework, this longitudinal case study explored gender differences in two diverse technological environments at an Independent School in Melbourne’s southern suburbs, further examining the relationship between access, gender and student engagement. Data, in the form of interviews, surveys, observations and questionnaires, was collected from both students and their parents, and analysed with the assistance of the qualitative data analysis program QSR Nvivo8. When analysing and comparing data collected across the two stages of this project, it was found that the Independent Laptop Program (ILP) had positive effects on students’ knowledge, usage, access and ability in computers, and enabled participants to gain new knowledge whilst being involved in the study. In addition, there was a dramatic increase in personal satisfaction, student ability, and time spent with computers. The results indicated that there had also been a change in the ways in which computers were used by each gender. Furthermore, this study confirmed that when technical issues were encountered, students involved in this ILP were more willing to attempt to resolve the problem themselves, before asking for assistance from friends, family or teachers. These students still, however, continued to look towards men, whether at home or in the classroom, if they were unable to resolve the problem or if support was required. The results also indicated that older siblings, especially males, played a key role in influencing students with computers. Although positive changes became evident within the results collected in this study, the gender differences evident in Stage One of the project did not diminish with the introduction of the ILP. Thus, a new model of Engagement – the Cognitive, the Volitional and the Emotional – was proposed. Each of these areas needs to be addressed in an ILP classroom, in addition to providing adequate support structures and language reinforcement, in order to provide a successful program which minimises gender difference.
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ItemPedagogical strategies and the techno-savvy student: an investigation into the pedagogical strategies used by secondary school teachers( 2010)This study investigates the pedagogical strategies used by teachers in the classroom to cater for the techno-savvy secondary school student. The research in this study supports this view and provides the implications this has on teaching and learning in today’s classroom. The thesis seeks to explore the pedagogical strategies teachers use in the classroom and identify potential practices deficient in the use of ICT by teachers, along with the reasons behind this. The aim of the study was to consider how current pedagogy can improve the student learning environment, encourage self-motivation and engagement within the classroom. This thesis argues that students have a close relationship with technology, one that has begun at a young age. Their fascination with technology is cultured by a medium which allows them to express themselves and to communicate with a complex world. By using ICT within the classroom, teachers are able to tap into this, which in turn, can increase student participation, motivation and engagement. The research process comprised of gathering information through a series of interviews with teachers and students over a two month period. The significance of this study is that it has shown that students prefer to work with technology when completing class work, rather than more traditional methods of reading a textbook, copying down notes from the board and writing in their exercise book. This study has shown that traditional teaching approaches need to be reconsidered by teachers and contemporary approaches using ICT along with the right pedagogical strategies can change the face of teaching for the better.
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ItemThe impact of school leadership upon the successful integration of ICT across the curriculum in secondary schools( 2009)The question addressed in this study was “To what extent does the nature of school leadership influence the successful integration of ICT (Information and Communications Technology) across the curriculum?” I was led to my research questions through my passion for ICT and my commitment to and concerns about its usage in all areas of learning at the secondary school level. Furthermore, through my experiences as an Information Technology teacher and more significantly as a Technology Coordinator and a board member of the Victorian Information Technology Teachers’ Association, I have come to understand that ICT is more likely to be embraced and effectively implemented across several key learning areas if school leaders are willing to invest time, money and other resources into schooling educators about how to utilise ICT tools in their classrooms. A vital element of this investment is the nature of the support offered staff in learning about useful and new technologies and the way in which professional development is presented in this area. The study was significant because currently The Victorian Essential Learning Standards (VELS) is the mandated curriculum for all Victorian secondary schools, and ICT is a fundamental component of the Interdisciplinary Learning Strand that “…identifies a range of knowledge, skills and behaviours which cross disciplinary boundaries and are essential to ensuring students are prepared as active learners and problem-solvers for success at school and beyond” (VCAA, 2006). This suggests that ICT is a domain that is critical in all learning areas so that students are equipped to face the global environment which they encounter on a daily basis and which is rapidly expanding and permeating all facets of life. The methodology employed in this research was primarily qualitative, as I looked to present an interpreted understanding of a school culture in which ICT is not fully integrated across the curriculum, and to then effect change in that culture and curriculum by fostering the knowledge of school leaders in ICT. To this end, I hoped to more deeply inform the participants of the obstacles to ICT integration, and how these obstacles can be overcome, by engaging in dialogue with them about my analysis of observed and documented events. The outcomes suggested that ICT integration requires a whole school approach, guided by far-sighted leadership that is not afraid to investigate and enhance critical elements such as provision of targeted professional development for educators in the use of ICT tools and resources, is creative with budgets and overall models effective ICT use.