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Secondary School Teachers Perception of Ict Usage in Tongan Schools

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Secondary School Teachers Perception of Ict Usage in Tongan Schools SECONDARY SCHOOL TEACHERS PERCEPTION OF ICT USAGE IN TONGAN SCHOOLS By Makalita Falasima Tu’ifua-Kautoke A thesis submitted in partial fulfilment of the requirements for the degree of Master in Education Copyright © 2015 by Makalita Falasima Tu’ifua-Kautoke School of Faculty of Arts, Law and Education The University of the South Pacific June, 2015 ACKNOWLEDGEMENT First and foremost, I thank God for His faithfulness, wisdom and grace that guided my study in the last five years. Glory and praise to God forever. To enable this study to complete, I acknowledged the support and guidance of my supervisors at various stages of my study. At the outset of the study, Dr Kevin Smith for the direction and identification of study areas. The late Dr Donasiano Ruru and Dr Giulio Masasso for the ongoing support in completion of my thesis in their professional guidance, valuable advices, beliefs and patience throughout. It is with deep regret that Dr Donasiano Ruru passed away after my thesis was submitted to the examiners. Rest in the love and peace of God Dr Ruru. As second language writer, I am grateful for the support of Dr. Ruth Toumo’ua, for proof-reading my chapters, to Dr. Se’ula Fua and Dr. Konai Helu Thaman for their valuable contributions in their theses and continuous support. To the Catholic Education system, Cardinal Soane Patita Paini Mafi, Director of Catholic Education, Soane Vahe for the approval of my study site. To the ‘Api Fo’ou College community, Principal Fr Seluini ‘Akau’ola, Deputies: Faleola Vahe, Sitani Paulo, Fositina Kama and all the teachers of ‘Api Fo’ou College for their generous contributions and allowing me to be part of your team during the time I conducted my studies. My deepest condolences to the Catholic Education system for the loss of a dear friend and colleague, Faleola Vahe whose support during my research was crucial to capturing the support of the staff. Rest in the love of God Faleola Vahe. To the Tonga USP campus staff at 'Atele for your support and kindness during my studies and especially facilitating transfer of readings online and notices. Finally, I would like to thank my dear husband, Paulo Kautoke for the full support and encouragement during the years of study. For my children: Esterlina and Solomone ii ‘Alipate, Staverton and Daphne Kautoke, Rose, John Henry, Patricia Siulolovao, Andrew and Fatuimoana John of God and grandchildren: Petra, Kalolaine, Tu’ihalafatai and Lupe Jr ‘Alipate, and my mother, Siulolovao Ngatuvai e Kakala ‘o Loto Mu’a Tu’ifua for your advice on Kakala. Without all your support, love, encouragement and prayers, my research would not have been possible. Malo ‘Aupito Makalita Falasima ‘Ofa- ki- Vava’u Tu’ifua-Kautoke Totus Tuus iii ABSTRACT Teachers’ perceptions of Information and Communication Technology (ICT) in Tonga are strongly influenced by the very context of their service: their ICT training; school systems; ministry of education policies and procedures; pre-service training; religion, culture and changes experienced in their society. ICT has become increasingly influential in teaching and learning in recent years. Numerous ICT development and initiatives have been adopted at many schools, and consequent results showed that teachers’ perceptions and beliefs were not included in the decision making. Thus, the main focus of this study is on Tonga secondary school teachers’ perception of ICT usage, based on an ethnographic study of ‘Api Fo’ou College (AFC). The school had recently introduced a whole school ICT development called the ‘Api Fo’ou Management and Monitoring Information System (AMMIS). This system aimed at monitoring and management of information at AFC that were linked to other ICT hardware like computers, wireless intercom, internet and laptops. In 2011, with the advent of the schools 125th anniversary celebration, ex-students and friends of the school funded the provision of all the necessary tools for the AMMIS. The study focused on teachers’ perceptions of ICT usage. The following methodologies were employed to collect the required information; observation, interviews, survey questionnaire and document analysis. The study revealed that teachers’ perception of ICT usage were influenced by the very context of their operation and were value-laden. The study identified three distinct groups of ICT users: (i) long service teachers (23%) who have no ICT competence, highly experienced, have strong beliefs and values and not convinced that ICT could add value to their practice. (ii) the professional ICT users (12%) which comprised mainly of graduates, who have acquired ICT competence from university and regularly apply them in their teaching practices and, (iii) the locally trained diploma holders (65%) who have very little or no ICT competence, enthusiastic and express strong desire to use ICT, who made up the majority of the cultural-sharing group. The perceptions, beliefs and attitudes of these groups were shaped by influential school conditions and teachers’ level personal ICT related factors. Key words: perceptions, beliefs, attitudes, ICT usage; cultural-sharing group; ethnography; information and communication technology. iv ACRONYMS 1. ADB -The Asian Development Bank 2. AFC -‘Api Fo’ou College 3. AMMIS -‘Api Fo’ou Management and Monitoring Information Systems 4. BECTA - British Educational Communications and Technology Agency 5. CDTC - Community Development and Training Centre 6. CS - Computer Studies 7. GDP - Gross Domestic Product 8. ICT - Information and Communication Technology 9. ICDE - International Council for Distance and Open Education 10. IMF - International Monetary Fund 11. ITU - International Telecommunication Union 12. MOE - Ministry of Education 13. NIS - National Information System 14. OECD - Organisation for Economic Co-operation and Development 15. Ofsed - Office for Standards in Education 16. PICs - Pacific Island Countries 17. PIFS - Pacific Islands Forum Secretariat 18. PTA - Parents and Teachers Association 19. TAM - Technology Acceptance Model 20. TIHE - Tonga Institute of Higher Education 21. TIOE - Tonga Institute of Education 22. TPD - Teacher Professional Development 23. TPB - The Theory of Planned Behaviour 24. TVET - Technical and Vocational Education and Training 25. UK - United Kingdom 26. UNESCO - United Nations Educational, Scientific and Cultural Organization 27. USA - United States of America 28. USP - University of the South Pacific v TABLE OF CONTENT ACKNOWLEDGEMENT ..................................................................................... ii ABSTRACT ........................................................................................................... iv ACRONYMS .......................................................................................................... v TABLE OF CONTENT ........................................................................................ vi LIST OF FIGURES ............................................................................................... ix LIST OF TABLES .................................................................................................. x NOTES ON TONGAN SPELLING ..................................................................... xi BACKGROUND ................................................................................................... xii Political Situation .................................................................................................. xiii Economic situation ................................................................................................ xiii Education System ................................................................................................... xv ICT Environment ................................................................................................... xvi Conclusion ............................................................................................................ xxii CHAPTER ONE: INTRODUCTION .................................................................. 1 1.0 Introduction ...................................................................................................... 1 1.1 Study Focus ................................................................................................... 1 1.2 Aim of the Study ........................................................................................... 6 1.3 Research Questions ....................................................................................... 8 1.4 Significance of the Study .............................................................................. 9 CHAPTER TWO: LITERATURE REVIEW ................................................... 12 2.0 Introduction ................................................................................................. 12 2.1 Part I: Teachers’ Attributes ......................................................................... 13 2.2 Part II: ICT-Related Factors ........................................................................ 29 CHAPTER Three: RESEARCH PROCEDURES (Toli) .................................. 41 3.0 Introduction ................................................................................................. 41 3.1 Theoretical Framework ............................................................................... 41 3.2 Qualitative Study ......................................................................................... 42 3.3 Kakala Research Framework ......................................................................
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