CONVERSAN ACERCA DE LAS MEDIDAS QUE DEBEN TOMARSE PARA EVITAR ACCIDENTES y PROMOVER LA SALUD.

The final survey was a self-developed Guardians‟ Survey (see Appendix 5) which was comprised of 12 questions organized into 4 sections. The first section (4 questions) ascertained student access to ICT in the home by asking closed questions (―Yes‖ or ―No‖ type questions). Section Two (5 questions) asked parents to inform the researcher what ICT related activities and skills their child should be doing at school using open-ended response questions. For example, question number 8 ―What do you think the school could be doing to increase students‘ access to technology? (Please list)‖. This section also asked parents about how satisfied they were with their level of involvement in school ICT decisions. Section Three (2 questions) used stem questions to ascertain current guardian‘s perception of their child‘s ICT use at school; whilst the last section used an open-ended question to ask parents‘ to predict how they believe ICT will be used in the classroom in the near future.

119

Test case process

All four surveys and the teachers‘ interviews were pilot-tested and slight variations made in the questions asked and in how they were administered prior to the current study commencing, as discussed below.

The field procedures and instrumentation were piloted for several months in a school in which the researcher was previously employed, to further refine the survey tools and procedures with the selected cohort.

A key requirement from the test case school to participate in the study was the need for the study to be based on a sound research design. To this end, a detailed research proposal (study protocol) was prepared. Yin (1994) recommended the use of a case study protocol as part of a carefully designed research project. This included an overview of the project (with project objectives and case study issues), field procedures, questions and a guide for the report. Next, the case studies have to be designed, carried out and analysed. The analysis of the case study is the critical factor in this research. In relation to this, Yin (1994) identified five components of research design that are important for case studies:

 the study‘s questions;  its propositions (if any);  its unit(s) of analysis;

 the logic linking of the data to the propositions, and  the criteria for interpreting the findings.

Another approach is presented by Soy (2003), who draws upon the work of Stake (1995) and Yin (1994). She proposed six steps in conducting case study research:

120 1. determine and define the research questions;

2. select the cases and determine data gathering and analysis techniques; 3. prepare to collect data;

4. collect data in the field;

5. evaluate and analyse the data, and 6. prepare the report.

To address the issues raised by Yin (1994), Soy (2003) and Stake (1995), formal university and school-based (e.g. Department of Education, Catholic Education Office and individual school) ethics applications were submitted and subsequently approved. These applications essentially set out the research design, purpose, information on how to participate, and what would happen to the research data.

As a result of the piloting several questions were rewritten or omitted altogether. It was also decided that the interview reminder letters or emails would be sent to teachers two weeks, then one day, before their scheduled interview. The reason for this was to aid the teachers‘ memory and allow them time to re-read the interview questions to be better prepared for the interview.

In an interview situation the claim is that the interviewer can directly or indirectly influence the person‘s responses (Bell, 1992; Benbasat et al., 1987; Neuman, 2003) These influences included observer/recorder bias, obtrusive influence, language assumptions and the Hawthorne effect (making changes because of being in the study or observed) (Marsh, 1987). All of which can affect the reliability and validity of the data collected. Such influences are considered to be reduced when there is a focus on ethical behaviour and trust in the interview situation (Lincoln & Guba, 1985).

121

Collection and Organisation of Data

In designing case study research Yin (1994) indicated that the researcher needs to avoid becoming dependent on a single informant or source of data, but to seek the same data from other sources to verify its authenticity. In this research, documents (participant surveys) and archival records (such as, number of staff and students, number of computer facilities) were used. Direct observations and collecting physical artefacts was not be used unless a case study site offered them (for example, if the respondents demonstrated a particular new form of digital technology used in their teaching). Interviews were only conducted with participants who indicated that they wish to be interviewed (as indicated in the teachers‘ survey). Figure 3.1 depicts the data collection methods utilised in the current study.

Figure 3.1 Data collection methods used in each school School recruited & principal distributes surveys to:

Random sample of 10% of teaching staff complete

Teachers’ Survey

One class of students complete Students’

Survey in class

Interviews conducted with self- selected teachers (Teachers’

Interviews)

Guardians of class students given Guardians’ Survey and reply paid envelop to return the completed survey directly to the researcher.

Teachers self-select to be interviewed

Interview transcripts checked and returned

Principal completes

122 During the data collection phase, which spanned 13 months, a range of data were collected. Patton (1990, 2002) observed that when voluminous data are collected it needs to be well organized to avoid problems arising during subsequent analysis. To overcome potential problems surveys were numbered and placed into satchels, corresponding to each type of survey, (i.e. teacher or guardian), and each satchel was placed into a corresponding document storage box corresponding to the appropriate school from which the surveys originated from. Telephone interviews were audio taped, where consent was given and notes were taken verbatim, and immediately transcribed when the interviews were conducted. The transcripts were then sent back to the interviewee for cross-checking and validation. During this transcription process, Patton‘s (2002) observation about this process was supported, in that ―…the grammar in natural conversations comes out atrocious when transcribed. Sentences hang incomplete, interrupted by new thought before the first sentence was complete‖ (p. 411). That is, where possible the interviewee‘s natural grammar and interrupted speech (thoughts) were kept. Interview transcripts were then placed in satchels and into corresponding document boxes according to school. Data collection for this study began in July and concluded 13 months later in August. Data were predominantly collected from primary resources, including interviews and surveys.