Faculty of Education - Theses
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ItemThe use of laptop computers in the year 10 mathematics classroom( 2002)Laptop computers have been used in mathematics classrooms for approximately 10 years and there has not been a comprehensive study into how laptop computers are used, teachers' attitudes towards laptop computer use, and perceived student benefits. This study focuses on: i) How laptop computers are used in the mathematics classroom, concentrating on the types of software used and the type and the activities conducted. ii) Teachers' attitudes towards the use of laptop computers in the mathematics classroom, in particular how their attitudes and experiences may effect the use of laptop computers. iii) Teachers' perceptions of student benefits in terms of understanding and performing mathematical tasks using laptop computers. This study shows that there is a wide variety of software used and a large number of activities completed in mathematics classrooms with laptop computers. Teachers favoured using spreadsheets above any other type of software and tended to use the laptop computers for computational, open-ended activities rather than conceptual tasks. Teachers had varying attitudes about how and when laptop computers should be used in the mathematics classroom. There appeared to be connections between a teacher's own use of the computer and the way the teacher used the laptop computer in the classroom. Some teachers used the laptop computer very frequently whilst others used them sparingly. The most valuable type of in-service about using computers came from the teacher's own faculty, through formal and informal discussions. Finally, not all teachers believed there were benefits for their students from using laptop computers. There was no conclusive evidence about whether teachers believed their students had an increased ability to understand mathematics due to using laptop computers, but, there was evidence of increased student motivation.
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ItemLaptop computers: changes in teachers' practice( 1998)This thesis tracks the chain of events which led to the introduction of a laptop computer program at an independent boys' school. Initially it examined the implementation of the program and its effects on teachers and students. To explain these patterns, the study then examined the way the school prepared itself to implement the use of laptops. In seeking to understand the reasons underlying the preparation for implementation strategies, the study then examined the key adoption decisions taken by the school. Thus, the thesis traces a set of interrelated phases of implementation, adoption and use. The study should be regarded as an evaluation because the findings presented here have been reported to the school. One aim was to 'lay out' what had happened up to a particular point in time, June 1997. Laying out the findings, or providing an illuminative analysis was a means chosen by which the school could come to grips with what had happened to this time. In addition, the study provides a more formative element through the synthesis of literature designed as a basis for improving the existing curriculum. The literature is linked to the findings of the empirical part of the study throughout the thesis. Having access to the findings of what has occurred so far, and the relevant literature, was seen as a way by which the evaluation can influence the future laptop program of the school.
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ItemTeachers concerns in the implementation of laptop computers: four case studies( 1995)This study examines the concerns four teachers experience when confronted with technological innovation: the introduction of the laptop computer into their classroom. It attempts to define the factors which inhibit or encourage the move from an emphasis on personal concerns to ones which focus on the student as learner and finally lead to the teacher reflecting on their own practices and being able to share new knowledge with others. Through interview; observation and discussion this study explores these teachers' feelings and reactions to what is happening in their classrooms. The study is located in the social action of the teachers in their schools. It has chosen to emphasise the institutional factors in particular rather than looking to social uses the computer has been put to in classroom.