Open Learning Technology And The Rural School: The Effects On Classroom Practice

Open Learning Technology And The Rural School: The Effects On Classroom Practice Summary:

Open Learning Technology And The Rural School: The Effects On Classroom Practice
Lesley Richardson
Med., Graddipedtech., Bed., Highdipsecteach
Centre For Professional Practice In Leadership Education And Training
Faculty Of Education, Queensland University Of Technology
Richardson, Lesley; Australasian Digital Theses Program 2001
Communication and Information Technologies (CIT), Open Learning Technology, Learning Environments (technology rich), Open learning, Innovation, Rural Schools, Educational Change, Organisational Change, Educational Leadership.

Abstract New developments in information and communications technologies have rapidly made their way into the forefront of educational concerns. With exciting possibilities for global communication, access to vast amounts of information and new approaches to teaching and learning practices, a small number of schools have integrated the technology into the school environment. However, the majority of schools are just feeling their way and this is particularly so in small rural schools which are removed from the high technology communications networks of the capital cities. This study placed open learning technology into three rural schools where the teachers had control over its use. Using qualitative multi-site case study techniques, the effect of the technology on the planning and teaching strategies of the teachers, classroom organisation and management, changes in teacher-student interactions, student motivation, curriculum enhancement and/or extension, the role of the teacher, and professional development issues was investigated. It was found that the use of the technology had a positive effect on encouraging open learning and student-centred approaches to lesson delivery. The Internet and e-mail were accepted by the teachers and the wider school community and became part of normal classroom activities. Staff development opportunities figured largely in the outcomes of this study being revealed as a necessity for teacher adoption of the innovation. The leadership role of the principals emerged as an important theoretical construct influencing the implementation of the innovation. Finally, the introduction of the technology was found to contribute to breaking down the barriers of distance that are a characteristic of rural and isolated schools. By providing teachers in rural schools with access to open learning technology that can be readily integrated into teaching activities, it is likely that lasting change in attitude to the legitimacy of information gained through the technology, and a greater level of independent student classroom activity, will occur. Contents:
Front Cover
Title Page
Abstract
Keywords
Table Of Contents
List Of Figures
List Of Tables
Acknowledgements
Chapter 1 Introduction
     1.1 The Research Problem
     1.2 The Contexts
          1.2.1 Rural And Remote Education In Queensland
          1.2.2 Technology And Society
          1.2.3 Technology And School
          1.2.4 The Challenge To Schooling
     1.3 Research Questions
     1.4 Significance Of The Study
     1.5 Summary
     1.6 Organisation Of Thesis
Chapter 2 Review Of The Literature
     2.1 The Concept Of Openness In Education
          2.1.1 Open Learning And Distance Education
          2.1.2 Open Learning And Student Centredness
     2.2 Pedagogy And Open Learning
     2.3 Models Of Teaching
          2.3.1 Models Of Teaching And Open Learning
     2.4 Access And Equity
     2.5 Government Initiatives For Implementing Technology Into Schools
          2.5.1 Australian Policy Initiatives Concerning The Introduction Of Technology Into Schools
          2.5.1.1 Technology Implementation And Cross-sector Collaboration
          2.5.2 Queensland Policy And Projects Concerning The Introduction Of Technology Into Schools
          2.5.3 Constraints To Implementation
     2.6 Implications For Teaching Practice Of The Introduction Of Technology Into Schools
          2.6.1 Classroom Organisation And Management
          2.6.2 Instructional Processes
          2.6.3 Classroom Processes
          2.6.4 The Teacher’s Role
          2.6.5 Preparing Teachers For Working With Technology
          2.6.5.1 A Model For Teacher Professional Development
     2.7 Summary
Chapter 3 Theoretical Framework
     3.1 Educational Change
     3.1.1 A Brief History Of Educational Change
     3.1.2 Successful School Improvement: Lessons From History
     3.2 Changing The Teaching/learning Paradigm
     3.3 Summary
Chapter 4 Research Methodology
     4.1 The Qualitative And Quantitative Paradigms
     4.2 The Case Study Method
          Unknown
               4.2.1 Multi-site Case Study
     4.3 Dimensions Of Variation In Research Techniques
     4.4 Research Design In The Present Study
     4.5 Methods Of Ensuring Research Credibility In The Case Studies
     4.6 Context of the Study
     4.7 Conduct Of The Study
          4.7.1 Selecting The Schools
          4.7.2 Selecting The Teachers/classes
          4.7.3 Participants
          4.7.4 Resources For The Schools
          4.7.4.1 Equipment And Facilities For The Project
          4.7.4.2 Funding On-going Expenses
          4.7.5 Role Of The Researcher
          4.7.6 Intervention
          4.7.6.1 Introductory Workshops
          4.7.7 Data Collection Techniques
          4.7.7.1 Interviews
          4.7.7.2 Questionnaire
          4.7.7.3 Teachers’ Diaries
          4.7.7.4 Collection Of Artefacts
          4.7.7.5 Video Recording
          4.7.8 Data Analysis Procedures
          4.7.8.1 Organising And Presenting The Data
          4.7.8.2 Interpreting The Data
          4.7.9 Timeline For The Research
     4.8 Limitations Of The Study
     4.9 Summary
Chapter 5 Case Study Report: Cross-case Activities
     5.1 Preparatory Phase Of The Project / Workshops
     5.2 On-going Project Activities
     5.3 Summary
Chapter 6 Case Study Report: Kerringar State School
     6.1 Kerringar Town And District
     6.2 Kerringar School
     6.3 Establishing The Project Within The School
          6.3.1 The Teachers And Technology
          Unknown
     6.4 Classroom Organisation
          6.4.1 Location Of Equipment
          6.4.2 Management And Access
     6.5 Curriculum
     Planning And Implementation
     6.6 Using The Open Learning Technology
          6.6.1 Audiographics And Teleconferencing
          6.6.2 The Internet And E-mail
          6.6.3 Other Uses
     6.7 Technology And Teaching Practice
          6.7.1 Instructional Processes
          6.7.2 Classroom Processes
          6.7.3 The Teacher's Role
     6.8 Staff Development
     6.9 Postscript 2000
     6.10 Summary
Chapter 7 Case Study Report Mosswell State School
     7.1 Mosswell Town And District
     7.2 Mosswell School
     7.3 Establishing The Project Within The School
          7.3.1 Teachers And Technology
     7.4 Classroom Organisation
          7.4.1 Location Of Equipment
          7.4.2 Management And Access
     7.5 Curriculum Planning & Implementation
     7.6 Using The Open Learning Technology
          7.6.1 Audiographics And Teleconferencing
          7.6.2 The Internet & E-mail
          7.6.3 Other Uses
     7.7 Technology And Teaching Practice
          7.7.1 Instructional Processes
          7.7.2 Classroom Processes
          7.7.3 The Teacher's Role
     7.8 Staff Development
     7.9 Postscript 2000
     7.10 Summary
Chapter 8 Case Study Report Yennvale State School
     8.1 Yennvale Town And District
     8.2 Yennvale School
     8.3 Establishing The Project Within The School
          8.3.1 The Teachers And Technology
     8.4 Classroom Organisation
          8.4.1 Location Of Equipment
          8.4.2 Management And Access
     8.5 Curriculum Planning And Implementation
     8.6 Using The Open Learning Technology
          8.6.1 Audiographics And Teleconferencing
          8.6.2 The Internet And E-mail
          8.6.3 Other Uses
     8.7 Technology And Teaching Practice
          8.7.1 Instructional Processes
          8.7.2 Classroom Processes
          8.7.3 The Teacher's Role
     8.8 Staff Development
     8.9 Postscript 2000
     8.10 Summary
Chapter 9 Enhancing Theoretical Sensitivity: Analysis And Interpretation Of The Data
     9.1 The Theoretical Base
     9.2 Analysing The Data Against Theories Of Change
          9.2.1 Change And Willing Participation
          9.2.2 Change In Behaviour And Beliefs
          9.2.3 Hostility To Large-scale Change
          9.2.4 Active Initiation And Participation
          9.2.5 Pressure And Support
          9.2.6 Problem Of Ownership
          9.2.7 Administrators’ Perceptions
          9.2.8 Change And Durability
          9.2.9 Working Collegially
     9.3 Analysing The Data Against Imershein’s Theory Of Changes In Ways Of Knowing And Doing
     9.4 Analysing The Data Against Explanatory Categories
          9.4.1 Classroom Organisation And Management
          9.4.1.1 Location Of Equipment
          9.4.1.2 Seating Arrangements
          9.4.1.3 Timetable Arrangements
          9.4.1.4 Classroom Access And Supervision
          9.4.2 Instructional Processes
          9.4.2.1 Legitimacy Of Other Sources Of Knowledge
          9.4.2.2 Lesson Preparation
          9.4.2.3 Teaching Strategies
          9.4.3 Classroom Processes
          9.4.3.1 Classroom Interaction
          9.4.3.2 Motivation And The Learning Experience
          9.4.3.3 Collaboration
          9.4.4 Teacher’s Role
          9.4.5 Staff Development
     9.5 Developing Theoretical Constructs: Towards Conceptual Explanations
          9.5.1 Fithe Leadr As ‘renaissance Man
          9.5.2 Fiinnovationcontinuityfl
          9.5.3 Fitechnological Competencefl And Fitechnological Conencefl
          9.5.4 Fithe Student Voicef
          9.5.5 Fivirtualproximityfl
     9.6 Summary
Chapter 10 Summary, Recommendations And Conclusion
     10.1 Summary
          10.1.1 Concerns Of The Study
          10.1.2 Research Methodology
          10.1.3 Conduct Of The Study
     10.2 Findings
          10.2.1 Open Learning Technology And Change Theory
          10.2.2 Open Learning Technology And A Paradigm Shift
          10.2.3 Open Learning Technology And Explanatory Categories
          10.2.4 Open Learning Technology And Theoretical Constructs
     10.3 Discussion
          10.3.1 Access And Use: Classroom Organisation And Management
          10.3.2 Changing Teaching Practices: Teachers’ Instructional Processes And The Role Of The Teacher
          10.3.3 Extending Classroom Processes
          10.3.4 Teacher Preparation And Development
          10.3.5 Leadership
     10.4 Recommendations
     10.5 Conclusion
Appendix 1 Glossary Of Terms
Appendix 2 State And Territory School Technology Strategies
Appendix 3 List Of Participants
Appendix 4 Data Collection Instruments Interview Schedule
Appendix 5 Diary Of Events
Appendix 6 Activity Log
Bibliography
Keywords:
Communication and Information Technologies (CIT).
Open Learning Technology
Learning Environments (technology rich).
Open learning.
Innovation.
Rural Schools.
Educational Change.
Organisational Change.
Educational Leadership.

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