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dc.contributor.authorWhipp, Keir
dc.date.accessioned2016-03-22T22:42:49Z
dc.date.available2016-03-22T22:42:49Z
dc.date.issued2015
dc.identifier.urihttps://hdl.handle.net/10652/3276
dc.description.abstractIncreasingly, schools across New Zealand are responding to a growing demand to implement modern learning practices, which include the adoption of a ‘bring your own device’ policy or the implementation of a 1:1 ratio of digital devices to students. This study will research problems faced by one secondary school in the course of changing pedagogy through the introduction of digital technology. The research aims to investigate the imperatives to implement e-learning, evaluate the implementation of innovative change, and make recommendations to strengthen future implementations. This is practitioner research, which employs the qualitative methods of interview and focus groups. I conducted four interviews with senior and middle leaders, and one teacher focus group interview and one student focus group interview. These methods were used to investigate perceptions of how the school currently implemented change in teaching practices what it did that helps and what it did that hinders their implementation, and what it can do to improve in the future. The key findings show that leaders, teachers and students agree e-learning has the potential to increase student engagement, and that it develops in students the skills for further education and the workforce. Leaders and teachers recognise professional learning can be improved when it is part of an inquiry and can be linked to performance appraisal. Both teachers and students value how e-learning privileges student-centric and discursive teaching practices. This research has implications for the practice of executive leaders, teachers and students. Executive leaders have to develop a shared vision for e-learning, teachers have to include e-learning pedagogies in their teaching programmes, and students have to adopt digital devices and digital citizenry in their learning both at school and at home. This research recommends practitioner-research models for the evaluation of future innovation implementations. Furthermore, professional learning should be inquiry-based and linked to performance appraisal. It also recommends every student has the opportunity to engage in e-learning in each year of their schooling.en_NZ
dc.language.isoenen_NZ
dc.subjectSouth Aucklanden_NZ
dc.subjectsecondary schoolsen_NZ
dc.subjectelearningen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectorganisational changeen_NZ
dc.subjectchange managementen_NZ
dc.titleEvaluating the implementation of an e-learning innovation in a South Auckland secondary schoolen_NZ
dc.title.alternativeResearch question 1: What government, staff and student expectations and aspirations are held of my school to implement an e-learning innovation?en_NZ
dc.title.alternativeResearch question 2: In what ways is this innovation implementation perceived by staff and students as successful?en_NZ
dc.typeMasters Thesisen_NZ
thesis.degree.nameMaster of Educational Leadership and Managementen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.subject.marsden130106 Secondary Educationen_NZ
dc.identifier.bibliographicCitationWhipp, K. (2015). Evaluating the implementation of an e-learning innovation in a South Auckland secondary school. An unpublished thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management Unitec Institute of Technology.en_NZ
unitec.pages122en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalCardno, Carol


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