TEACHERS INTEGRATING ONLINE TECHNOLOGY IN TAFE

Ian Robertson BVSc, GradDipEd, MDEd, GradDipEdAdmin

Submitted in fulfillment of the requirements for the degree of Doctor of Education

Faculty of Education

Monash University

2006

TABLE OF CONTENTS ABSTRACT .................................................................................................. v SIGNED STATEMENT ............................................................................viii ACKNOWLEDGEMENTS.........................................................................ix LIST OF FIGURES....................................................................................... x LIST OF TABLES ......................................................................................xii LIST OF ACRONYMS..............................................................................xiii CHAPTER ONE - INTRODUCTION............................................................ 3 INTRODUCTION......................................................................................... 3 BACKGROUND........................................................................................... 3 RESEARCH QUESTIONS........................ Error! Bookmark not defined. DEFINING THE TERRITORY ................................................................... 7 Technical and Further Education (TAFE) and Vocational Education and Training (VET)............................................................................................................................7 Online Technology.......................................................................................................8 THEORETICAL FRAMEWORK.............................................................. 10 JUSTIFICATION FOR THE RESEARCH……………………………...16 OVERVIEW OF THE THESIS.................................................................. 19 CHAPTER TWO – THE POLICY CONTEXT.......................................... 23 INTRODUCTION....................................................................................... 23 IDEOLOGICAL PHASES OF TECHNICAL AND VOCATIONAL EDUCATION 1945 - 2005 .................................................................................................. 24 Summary of Section ...................................................................................................30 COMPETENCY BASED TRAINING, FLEXIBLE LEARNING AND ONLINE TECHNOLOGY.......................................................................................... 32 VICTORIAN STATE POLICY.................................................................. 34 CONCLUSION ........................................................................................... 37 CHAPTER THREE – A REVIEW OF LITERATURE ............................ 40 INTRODUCTION....................................................................................... 40 INNOVATION, TAFE TEACHERS WORK AND PRACTICE: CBT, FD, OLT ...................................................................................................................... 42 Introduction ................................................................................................................42 The Impact of CBT, Flexible Delivery and Online Technology on TAFE Teachers Work and Practice ......................................................................................................43 MODELS OF ONLINE TECHNOLOGY IMPLEMENTATION ........... 46 Integration and Functionality Models........................................................................47 Pedagogic Models ......................................................................................................48 THEORIES ON THE INTEGRATION OF INNOVATION.................... 52 Introduction ...............................................................Error! Bookmark not defined. Technological Determinism and Technological InstrumentalismError! Bookmark not defined Diffusion of Innovation Theory .................................................................................54 Summary of Section ...................................................................................................57 TEACHER’S DEEP SEATED NOTIONS OF WHAT CONSTITUTES GOOD TEACHING PRACTICE ............................................................................ 58 Summary of Section ...................................................................................................63 BASIL BERNSTEIN AS A SOCIOLOGICAL THEORY OF PEDAGOGY 64 Introduction ................................................................................................................64 Classification and Framing ..................................................................................73

Pedagogic Device.................................................................................................75 The Application of Bernstein to Education and Technology....................................77 Using Bernstein’s Theoretical Framework in the Current Research79Error! Bookmark not de Summary of Section ...................................................................................................81 CONCLUSION ........................................................................................... 81 CHAPTER FOUR - CONSTRUCTIVISM AND THE RESEARCH OF TEACHER’S PRACTICE.............................................................................. 84 INTRODUCTION....................................................................................... 84 SELECTION OF RESEARCH PARTICIPANTS..................................... 84 JUSTIFYING THE CONSTRUCTIVIST PARADIGM........................... 86 THE CONSTRUCTIVIST PARADIGM AND NATURALISTIC INQUIRY ..................................................................... Error! Bookmark not defined. Natural Setting............................................................................................................90 Human as Instrument .................................................................................................90 Tacit Knowledge and Qualitative Methods ...............................................................91 Purposive Sampling....................................................................................................93 Inductive Data Analysis .............................................................................................93 Grounded Theory ......................................................Error! Bookmark not defined. Emergent Design ........................................................................................................94 Negotiated Outcomes .................................................................................................98 Case Report.................................................................................................................98 Ideographic Interpretation and Tentative Application ..............................................98 Focus Determined Boundaries...................................................................................99 Trustworthiness ..........................................................................................................99 ETHICAL CONSIDERATIONS..............................................................101 CHAPTER FIVE – HOW TAFE TEACHERS COME TO ONLINE TECHNOLOGY ............................................................................................104 INTRODUCTION...................................... Error! Bookmark not defined. GENERAL BIOGRAPHY........................................................................104 Lim............................................................................................................................104 Jenny .........................................................................................................................105 John...........................................................................................................................105 Susan.........................................................................................................................106 Sally ..........................................................................................................................107 Sharon .......................................................................................................................108 Scott ..........................................................................................................................108 Overview and Analysis of Participant Biographies ................................................109 UPTAKE OF ONLINE TECHNOLOGY ................................................110 Lim............................................................................................................................110 Jenny .........................................................................................................................111 John...........................................................................................................................111 Susan.........................................................................................................................112 Sally ..........................................................................................................................112 Sharon .......................................................................................................................113 Scott ..........................................................................................................................114 Overview and Analysis of Participant’s Uptake of Online Technology ................115 COMPARING MY MODEL OF UPTAKE WITH ROGERS’ MODELS OF ADOPTION...............................................................................................118 ii

CONCLUSION .........................................................................................121 CHAPTER SIX – RESEARCH RESPONDENTS SELF-DECLARED METAPHORS AND PREFERRED TEACHING PRINCIPLES ..........123 INTRODUCTION.....................................................................................123 SELF-DECLARED METAPHORS AND PREFERRED TEACHING PRINCIPLES ....................................................................................................................124 Lim............................................................................................................................124 Jenny .........................................................................................................................125 John...........................................................................................................................127 Susan.........................................................................................................................128 Sally ..........................................................................................................................131 Sharon .......................................................................................................................132 Scott ..........................................................................................................................133 CONCLUSION .........................................................................................134 CHAPTER SEVEN – HOW PARTICIPANTS USE ONLINE TECHNOLOGY ..........................................................................................................................136 INTRODUCTION.....................................................................................136 HOW PARTICIPANT’S USE ONLINE TECHNOLOGY ....................137 Lim............................................................................................................................137 Certificate III and Certificate IV in English Second Language........................137 Occupational Preparatory Program ...................................................................141 Jenny .........................................................................................................................145 John...........................................................................................................................150 Susan.........................................................................................................................153 Sally ..........................................................................................................................158 Sharon .......................................................................................................................163 Scott ..........................................................................................................................166 Summary of Participants Use of Online Technology…………………………..167 DISCUSSION............................................................................................171 CONCLUSION .........................................................................................172 CHAPTER EIGHT - THE DYNAMICS THAT SHAPE TEACHING PRACTICES ..........................................................................................................................174 INTRODUCTION.....................................................................................174 Introducing the Model ...............................................................................176 CASE EXAMPLES: THE SHAPING OF TAFE TEACHER’S PEDAGOGIC PRACTICES..............................................................................................179 Lim............................................................................................................................179 Jenny .........................................................................................................................184 John...........................................................................................................................187 Susan.........................................................................................................................190 Sally ..........................................................................................................................194 Sharon .......................................................................................................................196 Scott ..........................................................................................................................198 EXAMINING EXAMPLES OF CONGUENCE AND INCONGRUENCE BETWEEN PREFERRED AND IMPLEMENTED TEACHING PRINCIPLES 201 OFFICIAL INFLUENCES AND THE SHAPING OF TAFE TEACHER’S PEDAGOGIC PRACTICES .....................................................................204 iii

OFFICIAL INFLUENCES, TEACHING SPACES, TEACHER DISPOSITION, AGENCY AND THE SHAPING OF TAFE TEACHER’S PEDAGOGIC PRACTICES..............................................................................................208 CONCLUSION .........................................................................................212 CHAPTER NINE – DISCUSSION OF RESEARCH FINDINGS AND METHODOLOGY ........................................................................................214 INTRODUCTION.....................................................................................214 RESPONSE TO THE RESEARCH QUESTIONS .................................215 METHODOLOGY AND THEORETICAL FRAMEWORK …………217 SOME PRACTICAL IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT ....................................................................................................................221 APPENDIX ONE – PLAIN LANGUAGE STATEMENT...........................224 APPENDIX TWO – INFORMED CONSENT FORM .................................227 APPENDIX THREE – INTERVIEW GUIDES……………………………229 REFERENCES ......................................................................................................

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ABSTRACT This research investigates the dynamics that shape TAFE teacher’s pedagogic practices when online technology is integrated into their teaching practice. That individuals practice within local and discipline based networks, institutional contexts and within the broader social, cultural and economic context is operationalised through the use of Basil Bernstein’s pedagogic device. Using constructivist epistemology and naturalistic inquiry I have conducted semi-structured interviews and gathered evidence of preferred and implemented practice from seven TAFE teachers. Technological determinism and technological instrumentalism, and Rogers’ Diffusion of Innovation are used to inform my theorisations of individual’s responses to and uptake of innovation. My ill-defined concept of deep-seated notions of what constitutes good teaching practice is conceptualised through the concepts of values, beliefs, principles, teacher’s knowledge, personal practical knowledge and personal practical theories. In order to explicate these otherwise tacit concepts I have used teacher’s self-declared metaphor and response to a scenario. Through descriptive analysis of the general biographies of the research participants I have developed a model that represents the conditions that support the uptake of online technology by TAFE teachers. This model proposes that the factors of priming, opportunity and support are set against a background of personal disposition towards the use of online technology. Descriptive analysis also reveals that variation in teaching practices associated with online technology is achieved through: the adoption of differing online functionalities; the variable application of online technology to teaching and/or assessment; and variation in the level of integration into teaching practice. Comparison of the research participant’s self-declared metaphors and preferred teaching principles shows that there is no evidence of inconsistency between the two. This analysis

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demonstrates the trustworthiness of the data relating to the idea of teacher’s notions of good teaching practice and establishes a solid foundation for my research. The research participants preferred and implemented teaching principles are then compared in descriptive terms and according to the strength of teacher control (framing) of content, sequence, pace and criteria. Examples of programs characterised by congruence and incongruence between preferred and implemented teaching principles are revealed. I find that the location of learning, the specific preferred teaching principles of the research participants, and contextual influences are not reliable determinants of incongruence. There are examples where official influences do not overwhelm and do overwhelm teacher autonomy. Both of these circumstances may result in either congruence or incongruence between practitioners preferred and implemented teaching principles. That is, TAFE teachers can be active agents in the maintenance or the compromise of their preferred teaching principles in the presence or absence of overwhelming contextual influences. In the absence of overwhelming official influence, teachers with a strong positive disposition to the use of online technology may compromise their preferred teaching principles in order to take advantage of an opportunity to use the technology. In the presence of overwhelming official influence, some teachers are able to maintain their preferred teaching principles in some aspects of their practice. This agency is achieved through the development or use of existing teaching spaces that are insulated (strongly classified) from teaching spaces where their agency in ineffective. These examples demonstrate the complex nature of the dynamics that shape teacher’s pedagogic practices. Based on the case examples of the research participants, Basil Bernstein’s pedagogic device informs the development a model that represents the dynamics that shape TAFE teacher’s pedagogic practices when online technology is integrated into their teaching practice. Whilst this model is depicted as a neatly constructed diagram any notion that its operation is a logical-rational process is incorrect.

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The thesis finishes with a discussion of the implications of my research, particularly as they relate to professional development of TAFE teachers. The methodology and theoretical framework that underpin my research are reviewed along with the limitations of the research. Suggestions for further research are proposed.

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SIGNED STATEMENT

I affirm that: 1. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university or other institution, and 2. That to the best of my knowledge, the thesis contains no material previously published or written by another person, except where due reference is made in the text of the thesis.

Ian Robertson Date

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ACKNOWLEDGEMENTS Whilst the completion of a doctoral thesis is an often solitary experience it is a project that cannot be completed without the support and assistance of others. Some, like Peter Rushbrook and Anne Jones were influential in prompting me to commence this degree. Others, such as Michelle Simons, Maddy Harford, Damon Cartledge, Mike Brown, David Hodges, Laureen Vaughan, Damon Anderson and Peter Smith have offered encouragement over the course of my journey. Some such as Anna Morais, Cathy Jordon and John Loughran have provided specific advice when it was most needed. My research would not have been possible without the assistance of the research participants. Although the real identities of Lim, John, Jenny, Susan, Sally, Sharon and Scott with remain confidential I thank them for their generosity is assisting me. Whilst this thesis represents my own work I have been supported throughout by my supervisor. Professor Terri Seddon has provided me with guidance in respect to the process of doctoral research as well as the ideas that are represented in this thesis. Terri has provided guidance in conceptualizing and completing my research. Through our partnership I have developed as an educator and as a researcher. I am thankful for her contribution. In the domestic context, the completion of doctoral research would not be possible without the support of family and friends. I thank them for the patience in what must often seem like an idiosyncratic endeavour. In particular I thank Chris, my wife, partner and friend for her support and the time that she spent editing this thesis. There will be others who I have forgotten to thank. To you, I apologise.

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LIST OF FIGURES Figure 1: Source: Rogers, E. (1995, p.262) Figure 7-2: Adoption Categorization on the Basis of Innovativeness.............................................Error! Bookmark not defined. Figure 2: Source: Rogers, E. (1995, p,163) Figure 5-2: A Model of Stages in the Innovation-Decision Process.....................................Error! Bookmark not defined. Figure 3: Source: (Marland, 1997, p.41). Figure 2.1 Model of teachers’ practical theories – components and structure.......................................Error! Bookmark not defined. Figure 4: Source: (Schoenfeld, 1998, p.14) Figure 3 Aspects of a model of teaching in context........................................................................Error! Bookmark not defined. Figure 5: Factors influencing the uptake of online technologyError! Bookmark not defined. Figure 6: Transformational facilitation of learning. Major characteristics (Source: Susan’s documented teaching philosophy) ............................Error! Bookmark not defined. Figure 7: Home page for Australian Studies 4 (Certificate IV in ESL)Error! Bookmark not defined. Figure 8: Project web page Australian Studies 4. Aboriginal and Torres Strait Islanders culture ........................................................................Error! Bookmark not defined. Figure 9: Project web page, Australian Studies 4. Holiday in AustraliaError! Bookmark not defined. Figure 10: Australiana quiz web page. Australian Studies 4 Error! Bookmark not defined. Figure 11: Occupational Preparatory Program. Course content web pageError! Bookmark not define Figure 12: Occupational Preparatory Program: Practice spelling test web pageError! Bookmark not d Figure 13: Occupational Preparatory Program. Arithmetic diagnostic test web pageError! Bookmark Figure 14: E-Commerce Technology. Web page .................Error! Bookmark not defined. Figure 15: Research. Use of web sites for information ........Error! Bookmark not defined. Figure 16: E-Village case studies ..........................................Error! Bookmark not defined. Figure 17: E-Commerce Technology. Self-evaluation checklistError! Bookmark not defined. Figure 18: E-Business Project. Self-evaluation checklist..... Error! Bookmark not defined. Figure 19: E-Business case Study. Part 1..............................Error! Bookmark not defined. Figure 20: E-Business Case Study. Part 2.............................Error! Bookmark not defined. Figure 21: Present a sales solution. Learning objectives ......Error! Bookmark not defined. Figure 22: Present a sales solution. Lecture outline .............Error! Bookmark not defined. Figure 23: Present a sales solution. Major points slide.........Error! Bookmark not defined. Figure 24: Certificate IV in Health - Nursing (RN Div2). Sample of competency standard and session plan.........................................................Error! Bookmark not defined. Figure 25: Certificate IV in Health - Nursing (RN Div 2). State and federal government role assignment..........................................................Error! Bookmark not defined. Figure 26: Certificate IV in Health - Nursing (RN Div 2). Key issues in facing older people.........................................................................Error! Bookmark not defined. Figure 27: Certificate IV in Health - Nursing (RN Div 2).Interview an older personError! Bookmark Figure 28: Certificate IV in Health - Nursing. Theories of nursingError! Bookmark not defined. Figure 29: Certificate IV in Health – Personal image .......... Error! Bookmark not defined. Figure 30: Roster staff. Unit content web page ....................Error! Bookmark not defined. Figure 31: Roster staff. Typical text based web page...........Error! Bookmark not defined. Figure 32: Roster staff. Computer marked test .....................Error! Bookmark not defined. Figure 33: Roster staff. Case study .......................................Error! Bookmark not defined. Figure 34: Manage quality customer service. Use of rolloverError! Bookmark not defined. x

Figure 35: Managing quality customer service. Web page with the use of graphics and links............................................................................Error! Bookmark not defined. Figure 36: Online facilitation course. Course outline........... Error! Bookmark not defined. Figure 37: Online facilitation course. Home page ................Error! Bookmark not defined. Figure 38: Online facilitation course. Initial posting for reflecting on own experienceError! Bookmar Figure 39: Online facilitation program. Initial posting for online communication topicError! Bookmar Figure 40: The dynamics of official and teacher influences.Error! Bookmark not defined.

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LIST OF TABLES Table 1: Observations, assumptions and theoretical resources informing my researchError! Bookmark Table 2: Four point scale of framing. Derived from (Morais, 2002; Morais & Miranda, 1996; Morais & Neves, 2001; Morais et al., 2001; Morais et al., 1999; Morais & Rocha, 1999)..............................................................Error! Bookmark not defined. Table 3: Participant's use of online functionalities ...............Error! Bookmark not defined. Table 4: Lim. Comparison of framing of preferred and implemented practiceError! Bookmark not de Table 5: Jenny: Comparison of framing of preferred and implemented practiceError! Bookmark not d Table 6: John: Comparison of framing of preferred and implemented teaching principlesError! Bookm Table 7: Susan: Comparison of framing of preferred and implemented teaching principlesError! Book Table 8: Sally: Comparison of framing of preferred and implemented teaching principlesError! Bookm Table 9: Sharon: Comparison of framing of preferred and implemented teaching principles....................................................................Error! Bookmark not defined. Table 10: Scott: Comparison of framing of intended and implemented teaching principlesError! Book Table 11: Summary of congruence and incongruence between preferred and implemented teaching practices ......................................................Error! Bookmark not defined. Table 12: Summary of comparison of preferred and implemented teaching principles using a four point scale of framing ...........................Error! Bookmark not defined.

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LIST OF ACRONYMS AARE

Association for Research in Education

ACE

Adult and Community Education

ACTU

Australian Council of Trade Unions

AFL Framework

Australian Flexible Learning Framework

ANTA

Australian National Training Authority

ANTAMINCO

ANTA Ministerial Council

AQTF

Australian Quality Training Framework

ARF

Australian Recognition Framework

AVETRA

Australian Vocational Education and Training Research Association

CBT

Competency Based Training

CD

Compact Disk

CD-ROM

Compact Disc-Read-Only Memory

DCM

De-centred-market pedagogic identity

DCT

De-centred-therapeutic pedagogic identity

DVD

Digital Video Disk

EdD

Doctor of Education

ERIC

Education Resources Information Centre

ESL

English as a Second Language

FLAG

Flexible Learning Advisory Group

ICT

Information Communication Technology

LAN

Local Area Network

MINCO

Ministerial Council

MOVEET

Ministers for Vocational Education Employment and Training

NAS

New Apprenticeship System

NCS

National Competency Standard

NCVER

National Centre for Vocational Education Research

NCVER-VOCED

National Centre for Vocational Education Research-Vocational Education Database xiii

NSW

New South Wales

NTB

National Training Board

NTF

National Training Framework

NTFC

National Training Framework Committee

NTQC

National Training Quality Council

NTRA

National Training Reform Agenda

OLT

Online Technology

OPP

Occupational Preparatory Program

ORF

Official Recontextualising Field

PBL

Problem Based Learning

PC

Personal Computer

PhD

Doctor of Philosophy

PI

Prospective pedagogic identity

PRF

Pedagogic Recontextualising Field

RI

Retrospective pedagogic identity

RMIT

Royal Melbourne Institute of Technology

TAFE

Technical and Further Education

TAFE SA

TAFE South Australia

TAFEVC

TAFE Virtual Campus

TDC

TAFE Development Centre

TPS

Totally Pedagogised Society

VCE

Victorian Certificate of Education

VET

Vocational Education and Training

WAN

Wide Area Network

WWW

World Wide Web

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