Use of authentic ICT tasks in New Zealand Secondary Science classes.

Show simple item record

dc.contributor.advisor Hope, J en
dc.contributor.author Victor, Geraldine en
dc.date.accessioned 2017-02-17T01:55:34Z en
dc.date.issued 2017 en
dc.identifier.uri http://hdl.handle.net/2292/31870 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract It has been argued that it is not the digital device that one uses but how the device is used that allows students to reap the most benefit (Cox & Marshall, 2007; Eng, 2005; Higgins, 2003; Mwalongo, 2011; Passey, Rogers, Machell, McHugh & Allaway 2003; Phillips & Gilding, 2002; Somekh, 2008). In New Zealand (NZ), the Ministry of Education (MoE) has been promoting the use of Information and Communication Technology (ICT) in the curriculum for nearly three decades. This Thesis is a personal journey to discover what authentic ICT tasks are and to investigate how widespread the knowledge and incorporation of authentic ICT tasks are in Secondary Science teachers’ practice in New Zealand (NZ). Utilising the Substitution Augmentation Modification Redefinition (SAMR) theoretical model, which offers a method of evaluating the impact of technology-based teaching and learning, this study used quantitative methodology to attempt a stock-take of the ways in which ICT is used in NZ Secondary Science classes. ICT tasks at the Modification and Redefinition levels were considered authentic, as these tasks could not be done without the aid of ICT and also allow for the integration of 21st century skills: creativity, collaboration, communication and critical thinking. The simple descriptive statistical analysis of the data from this study showed that while all participants used some form of ICT in the classroom, less than half used ICT at the Modification and Redefinition level. The data also suggested that the participants’ attitude towards the integration of ICT in enhancing their students’ learning were generally positive. However, the data showed that though there is interest and motivation among the participants to improve their use of ICT in classrooms, the required effective professional development and learning opportunities for teachers are lacking. This Thesis discusses reasons why authentic ICT use is low and provides recommendations towards a higher level of its incorporation in the teaching programme. Key words: Information and Communication technology; ICT in Secondary Science education; Impact of ICT on student learning; Substitution, Augmentation, Modification Redefinition; SAMR, Students’ ICT skills; 21st century skills; ICT PLD for teachers. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264893708402091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Use of authentic ICT tasks in New Zealand Secondary Science classes. en
dc.type Thesis en
thesis.degree.discipline Educational Leadership en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 613833 en
pubs.record-created-at-source-date 2017-02-17 en


Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Browse

Statistics