Evaluating the implementation of an e-learning innovation in a South Auckland secondary school

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Authors
Whipp, Keir
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Degree
Master of Educational Leadership and Management
Grantor
Unitec Institute of Technology
Date
2015
Supervisors
Cardno, Carol
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
South Auckland (N.Z.)
secondary schools
elearning
New Zealand
organisational change
change management
Citation
Whipp, K. (2015). Evaluating the implementation of an e-learning innovation in a South Auckland secondary school. An unpublished thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management Unitec Institute of Technology.
Abstract
Increasingly, schools across New Zealand are responding to a growing demand to implement modern learning practices, which include the adoption of a ‘bring your own device’ policy or the implementation of a 1:1 ratio of digital devices to students. This study will research problems faced by one secondary school in the course of changing pedagogy through the introduction of digital technology. The research aims to investigate the imperatives to implement e-learning, evaluate the implementation of innovative change, and make recommendations to strengthen future implementations. This is practitioner research, which employs the qualitative methods of interview and focus groups. I conducted four interviews with senior and middle leaders, and one teacher focus group interview and one student focus group interview. These methods were used to investigate perceptions of how the school currently implemented change in teaching practices what it did that helps and what it did that hinders their implementation, and what it can do to improve in the future. The key findings show that leaders, teachers and students agree e-learning has the potential to increase student engagement, and that it develops in students the skills for further education and the workforce. Leaders and teachers recognise professional learning can be improved when it is part of an inquiry and can be linked to performance appraisal. Both teachers and students value how e-learning privileges student-centric and discursive teaching practices. This research has implications for the practice of executive leaders, teachers and students. Executive leaders have to develop a shared vision for e-learning, teachers have to include e-learning pedagogies in their teaching programmes, and students have to adopt digital devices and digital citizenry in their learning both at school and at home. This research recommends practitioner-research models for the evaluation of future innovation implementations. Furthermore, professional learning should be inquiry-based and linked to performance appraisal. It also recommends every student has the opportunity to engage in e-learning in each year of their schooling.
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