Action research MEd thesisKevin Maguire (abstract)
The introduction of information technology to middle years primary school students: a case study
Kevin J. Maguire
Thesis available at La Trobe university library
Descriptors
action research, primary school instruction, information technology
Geographic location
Bulleen, Victoria
Award, institution granting award, and year of award
MEd., La Trobe University
Methodology used
Action research as outlined by Kemmis et. al.
Abstract
The Framework curriculum guides produced by the Ministry of Education (Victoria) during the mid-eighties provided a wealth of information concerning the introduction of computer technology into the public school system. These guidelines, in regard to the utilisation of computer technology were not generally taken up by the majority of school teachers. A number of questions was drawn from the literature and the guides and provided a background to the present case study. An Action Research paradigm was adapted for the study. Prior to the commencement of the study, all parents were informed (in general terms) of the scope of the curriculum to be followed.
A composite grade of twenty-two Year 3 and 4 students were taught in an information technology intensive classroom environment. The areas covered in this case study included:
- touch typing;
- process writing;
- Logo;
- graphics; and
- hypertext.
To assist students in the use of this technology handbooks, record books and worksheets were prepared by the teacher/researcher. In addition to the extensive use of computer technology by the students, the teacher/researcher made use of a computer and printer to prepare all class material and records.
Each plan of action, together with the observations, is presented for each of the curriculum areas covered in the study. These results indicate that these students were able to cope adequately with the demands of the curriculum. Whilst all students benefited from the experience, some students produced outstanding examples of work.
The findings of the case study suggest that, in order to fully utilise information technology, there needs to be a re-appraisal of the school curriculum to determine what areas of curriculum are relevant to education in the late 1990 s. The continuing professional development of teachers is seen as an important contributor to the successful introduction and expansion of information technology.
Other information
The thesis was carried out be a teacher/researcher striving to introduce information technology to young children enrolled in a state primary school. The basis approach to the introduction of this medium was to use action research as a mean of ensuring the success of the program.
The study was carried out within the primary school classroom and using the works of Kemmis et al. and other researchers the 'cycle' of action research was followed at each step of the program.
Criteria of success were established for each of the relevant dimensions of class syllabus (please bear in mind that this was a Masters thesis and not a PhD) and each cycle in the action research process was planned by the teacher/researcher working alone prior to the commencing the next cycle. The teacher was the sole researcher and had only the supervisor to assist in working through the cycles.
Students were 'taught' in the teacher's own classroom using the school's computers. The established curriculum was used with initially only minor alterations being included to adapt to the use of technology. The diagram or action research was followed.
Not only were the questions posed regarding the introduction of this technology successfully answered but certain features of the action research cycle were of immence benefit to myself - the notion of reflection. I find that most teachers use an 'action research' paradigm though without the deleberate reflection phase of the cycle. Teacher do reflect upon the success or otherwise of their pedagogy but not to the extent of deliberate reflection and the effect this has upon future planning of subsequent lessons that action research brings to the teaching situation. I found that the process was so successful that I am planning to use a similar methodology in my PhD.
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