Faculty of Education - Theses
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ItemUneasy lies the head : the repositioning of heads of English in independent schools in Victoria in the age of new learning technologies( 2004)This study explores the discursive practice of six Heads of English in Independent Schools in Victoria during a period of major cultural change. This change has been associated with huge public investment in New Learning Technologies and shifting perceptions and expectations of cultural agency in communities of practice such as English Departments in Schools. In this social milieu tensions exist between the societal rhetoric of school management and marketing of the efficacy of NLTs as educational realities and discursive practices at a departmental level, embodying and embedding academic values and attainments. In their conversations with the author, the Heads of English reveal much about themselves and the nature and distribution of their duties and responsibilities within the local moral order of their schools and with their individual communities of practice. A model is developed of the dual praxis of the Heads of the Heads of English, mediated by autobiography and historically available cultural resources in a community of practice. As agents concerned to both maintain and transform their local culture of English teaching, and consequently the whole school culture, the Heads of English account for themselves as responding to their own `sense of place' in their own community of practice, but also the `structure of feeling' of the period by which their achievements and standing are known. This study of the persons of the English co-ordinators draws upon both Positioning Theory and critical realism to reveal the dynamic nature of both their identity and the social organization of English teaching in schools.
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ItemThe morning after : a novella based on a study of a drama performance exploring young people's views of teenage pregnancy( 2004)This thesis is in two parts. Firstly I describe my research, which centred on a Drama performance devised for the 2002 Monash Schools Drama Festival. The performance project was coordinated by myself, as the school Drama teacher, and involved twelve students from Years 9 and 10. The performance focused on the theme of teenage pregnancy and explored some of the difficulties a young girl encounters when faced with an unplanned pregnancy. The story created for the performance project then became the basis for the second part of this thesis, a novella - 'The Morning After'. As a practitioner teacher-researcher, I collected data through interviews with my students and observations of their work in drama as they created the storyline and constructed the performance for the Monash Drama Festival. Through the process of discussion and improvisation, students revealed their perceptions, life experiences, questions and concerns around the issue of teenage pregnancy. These insights were reflected in the play and then this data was analyzed, organized into themes, interpreted and transformed into the novella - The Morning After'. This study reveals a need for more effective forums for discussing sex education and teenage relationships and pregnancy with young people in schools. The Morning After' aims to preserve the story at the heart of the students' play by offering it in fictional form to other young people.
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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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ItemUse of computers in mathematics teaching and learning : transition from grade 6 to year 7( 2001)Over the past ten years computer resources within Victorian schools have improved. Adequate level of facilities and resources has enabled teachers and students to use computers in the teaching and learning of mathematics. However it appears that computer skills acquired during primary years are not always the basis for further and continuous development of skills in the early years of secondary schooling. Research shows that during transition from grade 6 to year 7 there is need for stability and a sense of continuity in the adolescents' education and this applies to the area of mathematics as well. To gain further insight, this research investigated the use of computers in mathematics in a group of feeder primary schools and their linked secondary school. The study initially investigates whether the computer skills introduced in primary schools were known or built upon in secondary schools. The research then makes recommendations to the network of schools involved concerning continuity in teaching and using computer skills in the teaching and learning of mathematics during the transition years. This study was qualitative and involved parents, students and teachers. Questionnaires, interviews and classroom observations were used to obtain data. Recommendations include the need for continuous communication between grade 6 and year 7 mathematics teachers to form and maintain links regarding the development of computer skills, the need to develop a common goal for all grade 6 teachers in terms of teaching computer skills to prepare students for secondary school and finally, the need to increase computer literacy of primary and secondary mathematics teachers and make hardware and software available and accessible to all.
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ItemNew tools for an old craft : introducing information and communication technologies to Victorian schools( 2001)Many teachers in Victorian schools are using information and communication technologies (ICT's) in their teaching. This study investigates the relationship between the use of ICT's and teachers' work practices. The first part of the thesis (sections one and two) outlines the prevailing stories associated with ICT's and the various perspectives on technology. Different perspectives of technology are explored to show how they influence what we believe can be achieved with the use of ICT's in the classroom. The second part of the thesis (sections three and four) uses actor network theory (ANT) to build a local network of teachers and machines. The aim is to show that the relationship between teachers and ICT's may be better conceived as a 'sociotechnical' network of people and technical objects. The work concludes by examining the political implications of a sociotechnical network on the practices of teaching and explores the available opportunities for teachers to re-fashion their craft.
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ItemPreparing teachers and students for a digital age: fostering the development of a technological and information literate school community( 2004)Information and communications technology has become commonplace in secondary schools. However, how this technology is used to enhance teaching and learning varies amongst schools, teachers and classrooms. In 2001, a single site case study was conducted at MacKillop College, a Catholic secondary school, to identify the factors that influence the development of a technological and information literate school community. That is, a community in which teachers and students utilise print and electronic forms of information effectively, and use computer and communications technology to perform day-to-day tasks. This study involved Year Seven students and their teachers. Data was gathered using both qualitative and quantitative methodologies to identify: school administration support required to facilitate the development of a school community that is technologically and information literate; the relationship between teacher professional development in ICT and the use of ICT in curriculum planning and implementation; and the relationship between teacher ICT skills and that of their students. The full support of administrative bodies governing educational institutions is essential to ensure the seamless integration of information literacy skills and ICT into school curricula. The literature surrounding ICT and information literacy in schools identifies support from school Principals and school administration bodies as contributing factors in the development of an ICT learning community. The findings from this research support this view, suggesting that school administration plays a very influential role in the successful implementation of ICT within a secondary school, corroborating research conducted by McKenzie (1999) and Meredyth (et al. 1999), highlighting the lack of adequate support for teachers in the use of ICT as one of the major obstacles to the integration of ICT in a school environment. Lemke (1999), McKenzie (1999) and Rogers (1994) suggest the way in which the professional development for teachers is presented, and the expectations placed on teaching staff with regard to their own learning and skill development plays an important role in the ongoing participation in ICT professional development. Over a period of four years the ICT resources at MacKillop College were upgraded, and professional development activities in ICT were organised for teaching staff. Professional development in ICT succeeded in increasing teacher skill, however this was not reflected in an increase in the use of ICT by teachers in the classroom, or an increase the use of ICT in curriculum planning and delivery. The findings of this research concur with those of Meredyth (1999) and McKenzie (2001) who suggest that the money spent on technology infrastructure within schools has had minimal impact on the daily practice of teachers and the use of ICT in the classroom. Becker, Ravitz and Wong (1999) have also concluded that only one-third of teachers encourage students to use ICT on a regular basis in the classroom. At MacKillop College student access to ICT was increased, however teacher access was not. Without adequate teacher access to technology and technical support, ICT at the school was under utilised. These findings are similar to those found by McKenzie (1999) who suggests that the downfall of many ICT plans is their emphasis on hardware and software, with little consideration given to the support required by teachers to utilise ICT effectively. The findings of this research reinforce studies conducted by Ronnkvist, Dexter and Anderson (2000), strongly reinforcing the need for teachers to have adequate access to technology, identifying support staff, professional development and facilities as key determinants to the successful development of a technological and information literate school community. The results of this study support the findings of Todd, Lamb and McNicholas (1993). Students entering Year Seven were proficient in basic computer applications, but lacked information literacy skills. They were able to locate information successfully, however, they relied heavily on electronic information. Without adequate skills in defining, synthesising and evaluating information, students tended to produce work that was poorly written, and many tasks were an assembly of information taken directly from the Internet or other electronic medium such as a CD-ROM. The findings of this research indicate that many teachers did not have a clear understanding of the information literacy process, nor were they comfortable with the use of electronic resources such as the Internet, electronic libraries and CD-ROMs. As a result they were unable, or reluctant, to instruct their students in the use of these resources. The findings of this research suggest a link between student ICT skills and the skills of their teachers. Teachers who were confident and competent in ICT, utilised ICT on a regular basis in their classrooms, and modelled these skills to their students. These teachers were also more likely to design ICT inclusive programs, and encourage the development of these skills in their students. Similar findings have been reported by Downes (1990) and Campbell (1996), confirming a relationship between teacher familiarity with hardware/software, use of computers in the classroom and the link between information literacy and ICT. Lanksher (2000) and Duckett (1994) also suggest teachers confident in their own ICT skills are more likely to engage their students in activities that involve the use of ICT. The Real Time Report (Meredyth et al. 1999) suggests many schools have experienced issues similar to those documented in this research, such as computer access; hardware/software issues, maintenance and support, with secondary school Principals in Victoria identifying ICT as one of the highest budget priorities within their schools. This research supports the current literature surrounding the use of ICT in schools, highlighting the importance of an integrated approach to ICT, and identifies many of the obstacles that inhibit the development of a technological and information literate school community. The recommendations from this research promote the need for continual evaluation of ICT within schools, focusing on infrastructure, professional development for teachers, access to technology, and technological and administration support.
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ItemA case study in identifying institutional influences on why female students at a private co-educational school do not elect to study Information Technology at senior secondary level( 2000)This thesis is a study of the patterns of female enrolment in Information Technology in a co-educational private school in the Eastern suburbs of Melbourne. What makes this school so interesting is that few girls elect to take any of the Information Technology subjects in Years 11 and 12. This study set out to explore the reasons for these striking statistics in the light of the research which has already been undertaken as well as indicating areas for future research. The first chapter provides a basic introduction to the study outlining the context in which the research took place. Chapter Two sums up the theoretical writings and research findings conducted by others in the field of females not studying Information Technology. What emerges is that the literature is categorized into the seven factors and each factor is discussed in turn. Chapter Three outlines the method of evaluation of the history of the introduction of Computer Science at Wrixon Grammar. The method of evaluation was by case study. The case study which is Chapter Four reconstructs the history and development of Computer Science at Wrixon Grammar. Chapter Five analyses the case study in Chapter Four and compares it to the current literature in Chapter Two. The seven factors which became apparent in Chapter Two form the basis for the analysis. The findings suggest that rather than identifying only sociological factors in the reasons why females do not elect to study Information Technology, more research needs to be conducted on school based/institutional factors which have an impact on Information Technology enrolments. In the final chapter, the conclusions and recommendations for further research and practice are presented.
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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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ItemThe impact of the group dynamic in the drama classroom( 2004)This study investigated the impact of the group dynamic in the collaborative context of the drama classroom. Involved in the study were seventeen year nine and ten students (ages 14 to 15) enrolled in an elective subject "Community Drama" at a coeducational Secondary College in Melbourne, Australia. I spent a semester as a 'student' in the class integrally involved in all classroom activities. Literature in the field of Drama in Education mentions participants working in group formation but it appears that drama educators do not overtly incorporate group development theory in their teaching practice. The study explores the benefits of incorporating group development theory in the context of Drama in Education, and invites drama educators to consider explicitly using group development theory in their work with students and participants in their classrooms and workshops. The study focuses on the patterns of group development for this class. Using ethnographic methods, I set out to describe and interpret the patterns of meaning that informed the student's actions and made up the culture of the group. Participant observation techniques, interviews, audience and completion surveys were used as part of the data collection process to expose the theme of belonging that governed the behaviour of the class.
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ItemThe good language learner: students of Italian in an Australian secondary school( 2000)The present study profiles nine high school good language learners in an Australian Year 8 Italian class. These learners were making good progress in assessment tasks and tests and indicating a desire to continue with their language study beyond the compulsory years. There were no obvious attributes among them to explain their success. The central focus was to examine the notion of the good language learner in the school context and to ascertain whether there exist common personal characteristics and commonly employed learning strategies. The overall objective was to identify factors which might usefully be taught to enhance the success of many other learners. The findings reveal that the support of family and friends are pre-eminent factors in the learners' motivation and success, and that the learners exhibit a range of language learning strategies. The present group was too small to be statistically significant and further research is required to check these findings. However, the study does suggest that although some important factors may lie beyond their reach, there are ways teachers may foster the success of all students through establishing a certain classroom culture and providing strategy training.