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dc.contributor.authorWilliams, Rachel
dc.date.accessioned2017-03-09T19:07:42Z
dc.date.available2017-03-09T19:07:42Z
dc.date.issued2016
dc.identifier.urihttps://hdl.handle.net/10652/3653
dc.description.abstractTechnology innovations have been introduced into Auckland secondary schools to meet the needs of 21st Century learners. All secondary schools in New Zealand are required to critically and strategically review their practice to best meet the needs of their school community. Auckland secondary schools are introducing numerous innovations that support technology enhanced teaching and learning with minimal thought being allocated to the evaluation of these innovations. This lack of evaluation means that schools are uncertain as to whether innovations are improving student outcomes. This research seeks to investigate the practices of evaluating innovations that support technology enhanced teaching and learning with the aim of identifying barriers to evaluation as well as successful evaluation practices. This research adopted a qualitative approach to investigate the practices of evaluating innovations that support technology enhanced teaching and learning in two Auckland secondary schools using two research methods. Semi-structured interviews were conducted with the Principal and the Senior Leader from each of the two schools purposively selected. Four focus group discussions were conducted, one Middle Leader group and one Classroom Teacher group from each of the two selected schools. This research found that Google applications and Bring Your Own Device were the most common technology innovations introduced. As a result of the technology innovations being introduced into secondary schools this research found that teacher’s pedagogy had evolved. Findings from this research identified that evaluation of technology innovations is currently being done on an ad hoc basis and when it is being conducted it is mainly through the ‘Teaching as Inquiry’ cycle and online surveys. This research finds that there has been an explosion of technology innovations into schools, however, the evaluation practices used to assess the effectiveness of these innovations has been poor. The development of a school wide evaluation framework and the allocation of time to conduct evaluation would help schools better quantify the use of technology innovations. It is recommended that secondary schools spend time developing suitable online surveys to help with evaluation processes. Improving evaluation practices would enable teachers to identify which technology innovations were worth implementing into their classrooms.en_NZ
dc.language.isoenen_NZ
dc.subjectAuckland, New Zealanden_NZ
dc.subjectNew Zealanden_NZ
dc.subjectNew Zealand secondary schoolsen_NZ
dc.subjectdigital technologyen_NZ
dc.subjectinformation and communications technology (ICT)en_NZ
dc.subjectICTen_NZ
dc.subjectevaluationen_NZ
dc.subjectICT implementationen_NZ
dc.titleTechnology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schoolsen_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.identifier.bibliographicCitationWilliams, R. (2016). Technology innovations that support technology enhanced teaching and learning and their evaluation in two Auckland secondary schools. An unpublished thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management Unitec Institute of Technology, New Zealand.en_NZ
unitec.pages124en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalCardno, Carol
unitec.advisor.associatedBassett, Martin


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