Part 1: Introduction • Part 2: Objectives and Scope • Part 3: Methodology • Part 4: Findings • Part 5: Recommendations • Part 6: Appendices

Project Report: Part 6

• Reference List
• Appendix 1 - Interview guide questions
• Appendix 2 - Teacher Questionnaire - Learning Technologies
• Appendix 3 - Professional development activity

Secondary Teachers' Perceptions and Use of Learning Technologies

14th June 2000

Reference List

Babinec, T., and Mehta, C. (1999). Exploring exact statistics. [On-line]. Available: http://www.spss.com/newsltrs/kw/Kw58/StatSpeak.html.

Crawford, K., Gordon, S., Nicholas, J. and Prosser, M. (1994). Conceptions of Mathematics and How it is Learned: The Perspectives of Students Entering University. Learning and Instruction, 4, pp. 331-345.

DOE (Department of Education), (1998). Learning Technologies: Teacher Capabilities Guide. Melbourne, Vic.: Community Information Service.

DOE (Department of Education), (1999). SOFWeb Homepage [On-line]. Available: http://www.sofweb.vic.edu.au

b (1992). Improving the Quality of Student Learning, Bristol: Technical and Educational Services.

Johansson, B., Marton, F., & Svensson, L. (1985). An approach to describing learning as change between qualitatively different conceptions. In A.L. Pines & L.H.T. West (Eds.), Cognitive structure and conceptual change (pp. 233-258). New York: Academic Press.

Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10, 177-200.

Marton, F. (1986). Phenomenography - a research approach to investigating different understandings of reality. Journal of Thought, 21 (3), 28-49.

Marton, F. & Booth, S. (1997). Learning and Awareness, Mahwah, N.J.: Lawrence Erlbaum.

Patrick, K. (1998). Teaching and learning: the construction of an object of study, unpublished PhD thesis, University of Melbourne.

Prosser, M., and Trigwell, K. (1999). Understanding learning and teaching: the experience in higher education. Philadelphia, PA: Society for Research into Higher Education & Open University Press.

Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.

Trigwell, K., Prosser, M. and Lyons, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education, 37, 57-70.

Appendix 1

Interview guide questions

1. What do the words "learning technologies" mean to you?

2. Can you give me an example of a learning technology.

3. What makes your example a learning technology and how would you use the learning technology in your teaching and how would students use your example in their learning?

4. What impact would your example have on your students learning?

5. What do you mean by student learning or what do you attempt to achieve with your teaching?

6. The Government proposes that learning technologies bring about enhanced learning. What do you think the government means by enhanced learning? Is this the same as what you think enhanced learning is?

7. Do learning technologies bring about enhanced learning?

8. Do you think a digital camera is a learning technology? Why/why not? What about a normal camera?

9. When learning to draw an object in front of you a pencil and paper are normally used. Would you consider the pencil and paper to be a learning technology? Why/why not?

10. What about the WWW, a photocopier, a CD-Rom encyclopaedia? Are they learning technologies?

11. If two students of equal ability completed a work requirement and one used learning technologies and one didn't, would you expect students to have different learning outcomes from the completing the work requirements?

12. What is not a learning technology? Why is it not a learning technology?

13. What are the critical distinctions between learning technologies and non-learning technologies or learning non-technologies?

14. How has the PD in Learning Technologies helped you this year.

Appendix 2

Teacher Questionnaire - Learning Technologies

The Research Project: A successful submission for $3000 has enabled us to undertake research into the impact and effective use of learning technologies in our college. The initial stage of this project aims to establish teachersÕ

1. current understanding of the term "learning technology". (by interview- 15 staff)
2. current use and expertise with learning technologies. (by written survey - all staff)

During Stage 2 (Term 4) staff will be given the opportunity to take on a range of professional development in learning technologies.

Anticipated outcomes from the research project:

• a greater understanding of the ways technology can enhance teaching and learning in our classes.
• increased opportunities for professional development involving technology.
• improved learning outcomes for students.
• a better understanding of research processes.
• ability to present findings of the research to appropriate bodies

Specific aim of this questionnaire: To establish teachersÕ current use and expertise in learning technologies.

Two areas of questions: A. Personal and Professional use: computer and technology skills; including the use of learning technologies for planning and administrative purposes.

This involves tasks utilising word processing, databases, spreadsheets, the Internet, e-mail and World Wide Web for communication and research.

B. Classroom Use: The use of learning technologies in the classroom to enhance teaching and learning. ________________________________________________________________

SECTION A: Personal and Professional Use:

(Please place a number in each box: 3 =Daily 2 =Weekly / regularly 1 = Occasionally during term 0 = Never )

1. Do you use the following hardware devices for personal use?

2. Do you use the following software types for personal use?

For the following questions, please circle Y / N (Yes or No)

3. Do you use the Internet for planning and professional development purposes? Y / N

4. Do you use email for administrative and professional development purposes ? Y / N

5. Have you accessed SOFWeb for.... (a) KLA information Y / N (b) VCE information? Y / N

6. Do you participate in professional newsgroups or online interaction networks on the Internet? Y / N If yes, please indicate details:______________________________________________________

7. Are you involved in publishing a web site on the Internet? Y / N

8. Do you coach / help other staff with the use of learning technologies? Y / N

Please indicate the area of help you have been involved in. ____________________________

9. Have you visited a local Science and Technology Centre? (eg. at Shepparton) Y / N Do you ..

10. ...use computer software to develop classroom handouts? Y / N

11. ...use computer software to prepare slide (data-show) presentations in the classroom? Y / N

12. ...use a database or spreadsheet to keep records of students and/or their progress? Y / N

13. ...use Kidmap for recording any student information? Y / N

14. ...write your reports using a database system? (FileMaker Pro?) Y / N

15. ...use the Curriculum Information System (CIS) to access:

(1) Student data? Y / N (2) CSF information? Y / N (3) Teaching Unit information? Y / N

16. ...design and implement databases to assist with administrative tasks? Y / N

17. ...use the VASS system to input and provide information for other staff? Y / N

18. ...use the CASES system in the general office ? Y / N

19a. ...use the Ôcc mailÕ in the general office ? Y / N

19b. ...use the timetable software (First Class) to produce lists and printed data? Y / N

20. ...use the timetable software (First Class) to produce a timetable? Y / N

21. ...use AwardMaker software to produce student awards? Y / N

22. ...use Job & Course Explorer software to produce career information? Y / N

23. ...use Course Scan software to produce career information? Y / N

24. ...use Library software for research and administrative purposes ? Y / N

SECTION B: Classroom Use

B. The use of learning technologies in the classroom to enhance teaching and learning. To achieve curriculum goals / learning outcomes.

(Please place a number in each box: 3 =Daily 2 =Weekly / regularly 1 = Occasionally during term 0 = Never )

1. Do you use computers in the classroom to aid in teaching and learning?

2a. Do your students use the following hardware devices in the classroom?

2b. Do your students use the following software types in the classroom?

For the following questions, please circle Y / N (Yes or No) Have you..

3. used any computer-assisted learning packages with your students? (eg. Reader Rabbit) Y / N

4. used video conferencing to enable teaching to remote sites? Y / N

5. integrated the use of e-mail and the World Wide Web into research projects? Y / N

6. undertaken a collaborative class project using the Internet? (eg. Global Classroom) Y / N

7. developed a class project using multimedia software? (eg. HyperStudio) Y / N

8. used any new technology to encourage students to communicate to schools interstate or overseas? Y / N

Appendix 3

Professional development activity

In small subject area groups teachers are required to brainstorm how the learning technologies in the left column might best be used to encourage the deep learning approach factors in the right column.

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