SINTOMATOLOGÍA DE LA VIRUELA

The research project presented in this thesis investigated how secondary school technology teachers could be supported to expand and enhance their use of WBRs in the classroom. This chapter explored literature relating to four key aspects of the study. First, an overview of the introduction, implementation and revision of technology education in the New Zealand Curriculum was presented. The nature, purpose and challenge of the revisions encompassed in the current version of this curriculum were discussed. Thereby, insights into the context of the participants in this study were provided and the potential value of WBRs for technology education was highlighted.

The second section focused on theoretical perspectives of learning. It provides an overview of the three main learning theories that have been evident in education since the early twentieth century, with a particular focus on constructivism and sociocultural perspectives, which are considered more relevant in contemporary education. Literature linking learning theories to different approaches to using ICT was explored and the sociocultural perspective adopted in the design and methodology of this investigation is justified.

The third area of focus in this literature review was ICT and education. As the main goal of this research was to develop an intervention to support teachers to implement WBRs in the classroom, key literature relating to integrating ICT in education was explored. The literature reveals a disparity between the transformative vision for ICT in education which aligns with contemporary learning theory and the profound impact of ICT on our lives, and the current reality that is predominant in classrooms. The barriers constraining ICT integration and perpetuating the dominant technocentric approach were considered. Consideration of enabling factors associated with effective ICT integration highlighted that no single factor on its own is likely to lead to significant change. Changing teacher beliefs to develop more student-centred pedagogy was identified as of central importance along with various other factors. The significant challenge that integration poses for classroom teachers, both in terms of the broader knowledge base required and their role in effecting high-level uses of ICT was emphasised, providing some insights into likely reasons for the current status of ICT in education. TPACK was introduced as an emerging framework for defining the complex knowledge requirements for effective ICT integration.

The fourth main focus of this chapter was teacher professional development. Contemporary literature identifying a range of characteristics that contribute to effective professional development, including ICT professional development, was reviewed and the alignment of these characteristics with sociocultural theories of learning was highlighted. Several examples using the TPACK framework as a tool to support the development of teacher knowledge were discussed, and a learning by design approach was identified as providing an authentic and challenging context for teacher professional development, resulting in deeper understanding of effective integration. Although literature relating specifically to professional development to support teachers in using WBRs is scarce, this section highlighted some of the issues that the scope and instability of the Internet pose for teachers using WBRs in the classroom, and indicated a need for teacher support in this area.

This study is framed within a sociocultural perspective and as such takes account of components of effective teacher professional development that reflect the situated and social nature of learning. In particular, it is informed by key ideas from contemporary research on teacher professional development for effective ICT integration. These ideas were incorporated into the planning and implementation of the Intervention programme and included: authentic tasks situated in relevant contexts; commitment to a professional learning community for discussion, support and feedback; opportunity for sustained periods of participation in professional development; and opportunities for reflection. Further, TPACK was used as a theoretical framework to support planning for the professional development component of the Intervention and as a tool for communication and analysis of the components of teacher knowledge and their interactions in effective ICT integration.

The next chapter, Chapter 3, explains the research methodology and design underpinning this investigation.

CHAPTER THREE

RESEARCH METHODOLOGY AND DESIGN

3.0 Introduction

This chapter explains the research methodology and design used to investigate an effective means of supporting teachers to enhance their use of web-based resources (WBRs) in secondary technology education classrooms.

Section 3.1 begins by explaining the purpose of methodology. It positions this research in the interpretive tradition and explains the philosophy and common assumptions underpinning interpretive research. Qualitative research is compared and contrasted with quantitative research, and the features, approaches and methods typical of qualitative research are discussed. A case is made for credibility as a more appropriate evaluation criteria for qualitative research.

Section 3.2 discusses issues relating to evaluating the quality of qualitative interpretive research. It discusses issues with applying the criteria of validity and reliability, which originated in quantitative research, to judging the quality of qualitative research. Alternative views that favour diverse approaches and argue that issues of quality are also about emerging criteria are presented, and criteria used to guide quality in this research are explained.

Section 3.3 explains the case study approach used in this research and analyses the methods of data collection employed. The key features, strengths and weaknesses of case study research are described and the parameters of the cases in this research are explained. Then the purposive approach used to select and recruit participants in this research is described and justified.

Section 3.4 discusses the approach used for analysing the data. Data analysis involved coding and interpretation of data from each round of interviews, which were the main source of data; analysis of classroom observations, field notes and teacher planning documents as a means of triangulation; and analysis of audio recordings of the workshops.

Section 3.5 explains the ethical considerations applicable in this research. The ethical considerations include informed consent, privacy and confidentiality, and minimisation of harm. Finally, Section 3.6 provides a chapter summary.