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Exploring Technology Integration in Teachers' Classrooms in NSW Public Exploring technology integration in teachers’ classrooms in NSW public schools Jane Louise Hunter Doctor of Philosophy University of Western Sydney 2013 ii Dedication This PhD is dedicated to Noel, Patrice, Claire and Will. iii Acknowledgements Doing this research has been stimulating, hard work; such is the road of the PhD traveller. Thank you, to the University of Western Sydney and the Research Committee in The School of Education for giving me the opportunity to conduct the study. The supervision I received from Associate Professors Geoff Munns and Bronwyn Cole in the College of Arts was extraordinary; these two people are great teachers and their humility and insight made each PhD meeting a learning experience, which I will miss. The excellent support from administrative staff, like Ms Markie Lugton in the research office was very much appreciated. My family is a wonderful group of individuals and I thank all of them for the moral support to keep my study going, especially in 2012 when my father was very ill. Thank you to my children, Claire and Will, who are making a difference to the world in which we live. Thanks to my mother, Patrice, who relentlessly encouraged me and to Noel: you are remarkable parents – how lucky I was to have chosen you. Thank you to my cousin Lynne and wonderful friends Simon, Linden, Phil, Lou, Ed, Cath, Susan, Kaylene, Mikie, Fiona, Cheryl, Frances, Kerry S, Kerry H, Barb, Harsukh, Christina, Nicole and Judy who often asked about and encouraged, my study. And, to Professor Judyth Sachs for getting me started. I take responsibility for the contents of the thesis, including its flaws and I trust that the four teachers who let me into their classrooms feel I have honoured their practice. I will always treasure the data collection and cross-case phases of the study. Thank you also to the students in each of the classrooms, the four school principals and the NSW DEC for approving the study in the first place. iv The work presented in this thesis is, to the best of my knowledge and belief, original except as acknowledged in the text. I hereby declare that I have not submitted this material, either in full or in part, for a degree at this or any other institution. Signed Jane Louise Hunter v Table of Contents Dedication ............................................................................................................................................. iii Acknowledgements ............................................................................................................................... iv List of Tables...................................................................................................................................... x List of Figures ................................................................................................................................... xi Chapter1: Australia, NSW and technology integration: towards a fresh approach. ............................... 3 1.1 The current technology context in classrooms in Australian schools ........................................... 4 1.2 Pedagogy, content and technology ............................................................................................... 6 1.3 Significance of the problem ....................................................................................................... 10 1.4 Aim of the research .................................................................................................................... 11 1.5 Overview of the methodology .................................................................................................... 12 1.6 Thesis overview ......................................................................................................................... 12 Chapter 2: Literature review ............................................................................................................... 14 2.1 Background and significance of the TPACK framework in technology integration .................. 15 2.1.1 The TPACK framework ...................................................................................................... 18 2.1.2 TPACK from 2008 - 13 ....................................................................................................... 19 2.2 Major policies and reports on technology integration ................................................................ 27 2.2.1 The United Kingdom ........................................................................................................... 27 2.2.2 The United States ................................................................................................................ 31 2.2.3 Australia .............................................................................................................................. 34 2.3 Major issues and debates ............................................................................................................ 39 2.3.1 Technology integration approaches used in classrooms ...................................................... 39 2.3.2 Teachers and social networking tools for learning .............................................................. 42 2.3.3 21st Century learning: fact or fiction? ................................................................................. 43 2.3.4 Technology integration and student achievement ............................................................... 44 2.3.5 Professional development for preservice and experienced teachers .................................... 46 2.4 Creativity .................................................................................................................................... 47 2.4.1 Definitions of creativity, creative learning and other creative … things ............................. 48 2.4.2 Craft, Gardner and Robinson … a few creative minds ........................................................ 50 2.4.3 Creativity, media and digital cultures research ................................................................... 55 2.5 Futures ........................................................................................................................................ 56 2.5.1 Big learning for the future ................................................................................................... 56 2.5.2 Spaces for the future ............................................................................................................ 58 2.5.3 Thinking for the future ........................................................................................................ 59 2.6 Conclusion.................................................................................................................................. 62 Chapter 3: Methodology....................................................................................................................... 65 vi 3.1 Qualitative research .................................................................................................................... 65 3.1.1 Case study ........................................................................................................................... 68 3.2 Research design .......................................................................................................................... 70 3.2.1 The context and the teachers ............................................................................................... 72 3.2.2 Multiple data sets including triangulation ........................................................................... 73 3.3 Data collection ........................................................................................................................... 74 3.3.1 Interviews ............................................................................................................................ 76 3.3.2 Observation ......................................................................................................................... 78 3.3.3 Focus groups with students ................................................................................................. 80 3.3.4 Field notes and document collection ................................................................................... 81 3.3.5 Validity, reliability and member-checking .......................................................................... 81 3.4 Data analysis .............................................................................................................................. 82 3.4.1 Cross-case analysis .............................................................................................................. 86 3.5 Assumptions and limitations ...................................................................................................... 87 3.6 Reflexive story ........................................................................................................................... 89 3.7 Conclusion.................................................................................................................................. 91 Preamble in reflexive mode .................................................................................................................. 93 Chapter 4: The Case of Gabby ............................................................................................................. 95 4.1 Introduction ...............................................................................................................................
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