Implementing digital technologies in one New Zealand school : challenges and opportunities
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Citation:Corkill, J. (2018).Implementing digital technologies in one New Zealand school: Challenges and opportunities. An unpublished thesis submitted in partial fulfilment of the requirements for the degree of Master of Applied Practice, Unitec Institute of Technology, Auckland, New Zealand.
Permanent link to Research Bank record:https://hdl.handle.net/10652/4523
RESEARCH QUESTIONS: 1. What are teachers’ technology practices and understandings in this school? 2. What do teachers in this school identify as important in their own development around digital technologies in teaching and learning? 3. How can this school best support teachers to implement the digital technologies content of the revised technology curriculum area? The questions outlined above relate specifically to the environment of a low decile school with limited access to digital technologies. In New Zealand, and indeed globally, there has been a growing trend to incorporate the use of digital technologies into programmes of teaching and learning throughout all levels of education. A recent revision of the New Zealand Curriculum has resulted in the strengthening of digital technologies within the technology area of the curriculum and formalised the requirement for schools to integrate their use into programmes of teaching and learning. Using a practitioner research approach, this study explores the challenges experienced by one school which had previously possessed few digital resources, and little knowledge or experience at using them, as they begin to implement the use of digital technologies in the junior classes. Through semi structured interviews and documentary evidence, participants shared their experiences using technologies, identifying practices they had found effective and difficulties which had hindered their use. The study emphasises the need for effective and ongoing professional development to support teachers to develop their own digital fluency and the pedagogical knowledge needed to effectively implement the curriculum requirements. Also highlighted is the importance of adequate resourcing, and of technical support which allows resources to be managed effectively, while still allowing schools the autonomy to make decisions regarding their set up and use.