Faculty of Education - Theses
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ItemLearning technologies and enhanced learning : an evaluation of the learning technologies policy and implementation strategies of the Victorian government 1994-2001( 2002)The Victorian government has embarked on a major initiative to introduce computers (New Learning Technologies) into state education system over the past eight years. This initiative has involved the commitment of expenditure from the education budget to the purchase of computers for use in schools and has been undertaken on the premise that the use of new learning technologies in schools will enhance student learning. It is the contention of this thesis that the manner in which the new learning technologies policy has been implemented is at cross purposes with the stated goal of enhancing learning. The thesis will develop this contention through an exploration of the stated goals of four Victorian government reports released in the past seven years. This exploration reveals that key elements in the Victorian government's policy on the use of new learning technologies was centred on a notion that these technologies would support enhanced learning through a constructivist teaching and learning approach. The initiatives that were implemented in response to these policies are reviewed and are found to focus predominantly on the installation of various network and computer technologies but are lacking in the attention they pay to the key teaching and learning issues associated with the stated policy of supporting the initiatives by encouraging a shift to constructivist teaching and learning practices. Constructivism, as a key condition to the realisation of the Victorian government's new learning technology policy, is a far broader concept than is indicated in the descriptions provided in the Victorian government documents referred to in this thesis. The breadth of Constructivism and the philosophical links it has with post-modernist thought are contrasted to the behaviourist practices that still predominate in teaching practice. These philosophical links make change from behaviourist to constructivist strategies more than just a methodological change, being cultural in nature. As such they are harder to make than is indicated in the Victorian government documents, which fail to acknowledge the cultural dimension of the change that they are suggesting. The implementation strategies that have been adopted from these policies also fail to address the requirement for a cultural shift to a more constructivist approach. The failure to address the need for a change in the culture of teaching has meant that school based cultural issues continue to stand in the way of the successful adoption of new learning technologies. The thesis concludes with a number of recommendations, key amongst them, the adoption of situated, authentic professional development of teachers in the use of new learning technologies in a constructivist manner.
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ItemEffective integration of learning technologies in the middle years of schooling: a case study at an independent K-12 coeducational college( 2002)This research explored the pedagogical and administrative practices that promote or hinder the implementation of learning technologies in years -5-9 of a Victorian Independent Coeducational College by using a single case study methodology involving interviews with nine key staff and review of relevant documents. It was found that the level of integration of learning technologies varied considerably at this college. Pedagogical issues emerged as the major area of concern. The college introduced strategies to help facilitate the pedagogical change required including introducing curriculum initiatives, increasing professional development and changing its organisational structure. The research found that the school administration supported the integration of learning , technologies but the organisational structures and processes in the Middle School itself hindered and diminished the implementation of some of these initiatives. It was also found that staff access to technology was a significant factor in limiting the integration of learning technologies across the curriculum. The middle management of the school tended to perceive less hindrance than did the college executive and the teachers.
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ItemAn investigation of the role description of the information and communications technology leader in secondary schools( 2008)While growing numbers of schools have an Information and Communications Technology leader, the role is defined in a variety of different ways. As position descriptions vary from school to school, there is surprisingly little consensus on who an Information and Communications Technology leader should be or what the position should entail. Although the role of the Information and Communications Technology leader in schools has not been formally investigated as much as that of Principals, some commentators have begun to suggest that Information and Communications Technology leaders have a crucial role to play. In Victoria, Australia, Information and Communications Technology leaders in secondary schools have been given a variety of position titles. In some schools the position is treated as a senior role, while in others it is not terribly important. Financial remuneration and time allowance for the Information and Communications Technology leader role varies. In addition, no system-wide description of the role or expectation of an Information and Communications Technology leader .exists. Moreover, there are differences in practice as to what kinds of experience and qualifications are necessary to undertake this role. In describing the Information and Communications Technology leadership role, the goal of this research was to obtain perspectives from a variety of personnel in key leadership positions in schools as well as teacher perspectives to evaluate: the similarity and differences of perspectives compared to the literature. For this purpose, comparisons were conducted across the seven schools. In all, a total of 51 questionnaires were completed by the participants: Heads of Departments, Deputy Principals, Classroom Teachers, Head Librarian, Computer Technicians, Principals, Network Administrators and Curriculum Coordinators. In addition, six people were interviewed from the pool of participants in the questionnaires. From the study it was identified that to be an effective Information and Communications Technology leader, one needs to have experience and skills in four specific areas. The four specific areas are: � Resources/Equity � Pedagogy � Professional Development � External Factors These specific areas are strongly connected to key aspects of the questionnaire and provide important points of amplification in terms of developing a position description. Additionally, the study identified that the Information and Communications Technology leader needs to as have the following components in the role: � Knowledge and Skills - both in terms of having a sound educational background and knowledge of hardware and software. � Team Leadership - with regards to technical team and Information and Communications Technology vision team and all staff in terms of professional development. � Leadership - with particular respect to vision and strategic leadership � Seniority - especially with respect to belonging on senior teams within a school and being able to have direct communication with the Principal. From this study, an Information and Communications Technology leader's role was derived and a position description produced which may be applied to schools.
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ItemWhat are the perceptions of changes in teacher and student use of information and communication technologies during the implementation of the Learning Technology Strategy Plan at a Victorian Catholic secondary college?( 2001)This research used an interactive evaluation methodology, to evaluate the impact of the Learning Technology Strategy Plan at a Victorian Catholic Secondary College on the classroom use of learning technologies by teachers and the extent to which learning technologies are used within all key learning areas. It gathers the perceptions of changes in teacher and student use of information and communication technologies through a teacher survey and a series of group and individual interviews of teachers, students and school leaders. The research found that the Learning Technology Strategy Plan had a significant impact on the use of learning technologies within the College. Students were openly accepting of the use of learning technologies in all key learning areas and wanted to use technology when it was available. There was a range of perceptions presented by staff members about the implementation of learning technologies in the classroom, with the majority extremely willing and capable to some staff reluctant and unsure. The research found that access to reliable and appropriate learning technologies needs to be improved. That teachers and students believe that they use learning technologies well when it is provided appropriately and is in working order. Schools are in the cusp of significant change and need to embrace learning technologies as part of the future schools agenda.