Part 1: Introduction • Part 2: Objectives and Scope • Part 3: Methodology • Part 4: Findings • Part 5: Recommendations • Part 6: Appendices
14th June 200
To investigate teachers' perceptions and use of learning technologies a longitudinal study was implemented. The perceptions and use of learning technologies of a group of secondary teachers at ESC were investigated at the beginning and end of a two year period. During the two year period two intensive professional development programs were run. More than 90% of staff successfully completed the Learning With the Internet (12 hours) and Computers Across the Secondary Curriculum (8 hours) programs. Also during the research period most of the teachers studied received laptops as part of a DOE initiative.
Perceptions were investigated by analysing the transcripts obtained from 31 in-depth, semi-structured interviews with a group of teachers. Two pilot interviews were held; 15 teachers were interviewed at the beginning of the research period; and 14 of the same teachers at the end. A series of guide questions (Appendix 1) which provided an impetus for teachers to reflect on their perceptions of learning technologies were designed, piloted and refined. Responses to the guide questions were probed during the interview until an understanding was achieved between the interviewer and the teacher whereupon the next guide question was introduced. The interviews were recorded and transcribed. The transcripts were analysed using a phenomenographic research approach as described by Marton (1986). This approach sought, in the ESC research project, to analyse the distinctly different perceptions of learning technologies evident in the combined before and after interview transcripts and to identify the relationships between the different perceptions. For the analysis the combined interview transcripts were considered to represent a large pool of statements about learning technologies. Analysis was an iterative process of considering and comparing statements in the transcripts many times to get a feel for the different perceptions of learning technologies underlying the teachers' statements. Part of this process involved considering the relationships between the various perceptions identified.
Use of learning technologies was investigated through administering a questionnaire (Appendix 2) to 28 staff at the beginning of the research period and 26 of the same staff at the end. The questionnaire was in three sections Ð personal use, professional use and classroom use. Each section consisted of some initial questions which investigated frequency of general use of learning technologies. Frequency was recorded as daily, weekly/regularly, occasionally during term or never. The remaining questions in each section of the questionnaire were Yes/No questions investigating use of specific learning technologies, for instance video conferencing to enable teaching to remote sites. The questionnaire responses were tallied and graphed using a spreadsheet. The amount of usage questions were tallied on the basis of daily and weekly/regularly representing a ÔYesÕ and occasionally and never representing a ÔNoÕ.
The same questions were used on the before and after questionnaire data collections. The interview guide questions were slightly modified for the end interviews on the basis of an initial analysis of the beginning interviews.
Investigating change in perception of learning technologies over the research period involved classifying the perception of learning technologies underlying each interview transcript against the different perceptions identified in the analysis of the combined interview transcripts. The group of teachersÕ perceptions before and after the research period were then compared qualitatively and quantitatively to identify change.
Investigation change in use of learning technologies involved a Wilcoxon Signed Ranks test to compare the usages before and after the research period to see if any changes were statistically significant. Modern exact statistical techniques (Babinec and Mehta, 1999) were used to cater for the small sample sizes.
| May 1997. | Application for research accepted |
| June 1997 | Pre-research : Research advisor contacted. Visit to La Trobe University, Bendigo to discuss research aims and methodology. Redefining of original research aims and questions. |
| July- August 1997 | Research assistant employed to conduct interviews. Pilot exercise to test interview questions Ð two interviews conducted. |
| September 1997 | Major investigation started: 15 staff interviewed. 1st questionnaire conducted on 28 staff (90%) |
| November 1997 | ÔWork in ProgressÕ Report to other Research and Development Schools Ð Treasury Place Melbourne |
| February 1998 | All staff undertake two significant professional development learning technology programs over a period of 14 months |
| March 1998 | Learning With The Internet (LWTI) Learning with the Internet is a six module professional development program which aims to assist teachers to integrate into the school curriculum learning activities and experiences that are available through use of the Internet. The course is intended to be presented in six 2 hour sessions by trained leaders. It is based on case studies of the use of Internet in Victorian schools, providing a strong curriculum focus. Internet skills are developed through modelling of classroom activities. DOE (1999). |
| June 1998 | Report and Seminar on findings from first set of interviews at Regional Professional Development Day at Seymour Ð delivered by Mr. Chris Cope, research advisor. |
| November 1998 | Staff at ESC receive laptops from Department of Education |
| February 1999 | Research Update presented to staff at special meeting |
| March 1999 | Computers Across the Secondary Curriculum CASC is a hands on learning technology professional development program. The program involves the modelling of classroom activities so participants develop a capability in the classroom implementation of learning technologies and skills in using some of the software involved. The program included content and activities so participants developed their: o understanding of how learning technologies can contribute to learning generally and in the specific Key Learning Areas of the units, o knowledge of classroom organisation strategies that facilitate learning which utilises learning technologies and, o skills at using appropriate computer software. DOE (1999) |
| October 1999 | 14 staff re-interviewed.2nd questionnaire conducted on 26 staff. |
| December 1999 |
Staff Professional Development Seminar given by research advisor entitled " Enhanced Learning Ð Deep and Shallow Approaches"Analysis of second set of interviews and questionnaire |
| May-June 2000 | Review and compilation of report. |
Table 1: Sense of the project over time