Faculty of Education - Theses
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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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ItemChanging schools: accommodating changes in learning theory( 1995)Change is a constant theme in our world today, so too in the world of education. While there are no certainties about our future, my concern is to try to make sense of our attempts to help students prepare for life in the 21st century. This study explores some of the global changes which are impacting on our schools and students, explores some of the literature increasing our understanding of learners, and examines some recent research on the learning process. It draws on contemporary literature and research and direct evidence from school experiences in an attempt to formulate a set of theoretical guidelines which schools might consider in their attempts to improve the quality of teaching and learning in educational settings. Contemporary research into learning has produced evidence to suggest that we should be heading towards a more independent learner model which employs social constructivist theory as its pedagogical base in order to equip students for the demands of the new millennium. This theory has a strong research base, but there are also other catalysts. Technological developments have brought the computer into the hands of individual students, which provides them with instant access to the most up-to-date information, but more importantly, empowers them as learners. At the same time research into the workings of the brain and how learning occurs and the theory of multiple intelligence are adding weight to the call for more effective teaching and learning strategies. My concern is to examine learning theory and its implications for classroom practice, but more particularly, the implications for school structures, work organisation and the management of schools which might better accommodate such changes to classroom practice. My thesis is that these structures need to change if we are to improve learning and therefore better prepare young people for their future.