Abstract
This thesis explored the beliefs and understandings of a group of teachers in New Zealand (NZ) across the levels of compulsory schooling, regarding the use and cross-curricular integration of ICT. Two broad research questions were developed to determine what teachers from different school levels understood ICT and integration to mean, and how these understandings influenced their daily teaching practice. A conceptual framework for analysing the data was developed from a review of relevant literature.
A blended worldview of constructivism and social constructionism underpinned this emergent qualitative study. Data were initially collected through a self-administered survey that was sent out to 281 teachers at urban primary, intermediate, and secondary schools with 45 completed forms returned. The survey was followed by individual semi-structured interviews with 16 teachers. This data collection sequence was repeated with rural teachers to determine whether or not location was influential in ICT use and integration. Of the 74 survey forms sent out, 16 were completed and returned, and seven teachers were interviewed. The conceptual framework was used to analyse the survey data and the Technological Pedagogical and Content Knowledge (TPACK) framework used to analyse the interview transcripts.
The findings showed that NZ teachers’ understandings of ICT use and cross-curricular integration differed from teacher to teacher, and between the school levels. Conceptualisations of ICT were determined to be an element responsible for these differences, in addition to a perceived relationship between the idea of ICT as synonymous with the computer. Teacher’s understandings of ICT evolved from prior learning experiences, previous work or careers, teacher education, professional development, and interactions with colleagues, and students. A relationship between individual TPACK and institutional TPACK emerged, which could create tension between individual teachers and the school.
This research has implications for effective cross-curricular ICT professional development for teachers in New Zealand. It revealed the nature of the complexities, which existed within the different school contexts. As such, this multifaceted TPACK model could be used to identify and resolve tensions between an individual and an institution, thereby facilitating improved cross-curricular ICT integration.