Publications

TELA: Laptops for Teachers Evaluation—Final Report Years 9-13

TELA: Laptops for Teachers Evaluation—Final Report Years 9-13 The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of four years (2003-2006) and to record emerging changes in laptop use.

Author(s): Bronwen Cowie, Alister Jones, Ann Harlow, Clive McGee, Bev Cooper, Mike Forret, Thelma Miller, & Ben Gardiner

Date Published: June 2008

Professional Development for e-Learning: A framework for the New Zealand tertiary education sector

Professional Development for e-Learning: A framework for the New Zealand tertiary education sector This report was commissioned by the Ministry. It was undertaken by Otago University in collaboration with Massey University. Massey University’s contribution to the report and associated documentation was informed by collaboration with Canterbury University, Otago Polytechnic, The Open Polytechnic of New Zealand, and the Southern Institute of Technology.

Author(s): Prof Kerry Shephard, Dr Sarah Stein and Irene Harris from Otago University and Dr Juliana Mansvelt, Gordon Suddaby, Dr Amanda Gilbert and Duncan O'Hara from Massey University, Sue Dark and Cheryl Brown from the Open Polytechnic of New Zealand, Bronwyn Hegarty from Otago Polytechnic, Teri McClelland from the Southern Institute of Technology, Alison Holmes and Derek Chirnside from the University of Canterbury

Date Published: May 2008

Released on Education Counts: 16 November 2009

Evaluation of student facing web-based services

Evaluation of student facing web-based services This page provides access to the evaluation of student facing web-based services reports.

Author(s): Various

Date Published: Various

An investigation into current e-Learning activities in New Zealand Industry Training Organisations

An investigation into current e-Learning activities in New Zealand Industry Training Organisations This report was commissioned by the Ministry and undertaken by the Electricity Supply Industry Training Organisation in collaboration with the Waikato Institute of Technology.

The report identified and described how:
  • Information and communication technologies, software simulations and digital training packages are currently used within the industry training sector in New Zealand.
  • Information and communication technologies, software simulations and digital training packages are currently used within the vocational sector globally.
  • The industry training sector can be informed of, and implement efficiently, the most appropriate blend of e-Learning activities for their individual organisation.

Author(s): John Clayton & Richard Elliott and Leah Wood & Doug Pouwhare

Date Published: October 2007

Released on Education Counts: 16 November 2009

School ICT Network Infrastructure Upgrade Project: Evaluation of Early Impacts

School ICT Network Infrastructure Upgrade Project: Evaluation of Early Impacts This report reviews the early impacts of the Network Infrastructure Upgrade Project which provides small schools with either an upgrade to an outdated computer network, or installs a new network if none exists. 50 schools were selected to participate in this evaluation where either the principal or their representative were interviewed.

Author(s): L. Ward, B. Weston and T. Bowker

Date Published: March 2007

E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations

E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations This report was commissioned by the Ministry and undertaken by Massey University in collaboration with the Nelson Marlborough Institute of Technology, The Open Polytechnic of New Zealand and Otago Polytechnic.

The report provides a framework of the diverse e-Learner profiles found throughout the tertiary sector, taking into account:
  • Demographics.
  • Learning orientations (learning styles).
  • Readiness for e-Learning, and;
  • Experience of and attitudes to e-Learning.
It identified structural trends in the tertiary student body in recent years and changes in the students themselves in terms of attitudes, approaches to study, needs and aspirations.

Author(s): Lynn M Jeffrey, Clare Atkins, Axel Laurs, Samuel Mann

Date Published: October 2006

Released on Education Counts: 16 November 2009

E-Learning Maturity Model (Version Two) - New Zealand Tertiary Institution e-Learning Capability: Informing and Guiding e-Learning Architectural Change and Development

E-Learning Maturity Model (Version Two) - New Zealand Tertiary Institution e-Learning Capability: Informing and Guiding e-Learning Architectural Change and Development

This research report commissioned by the Ministry and undertaken by Victoria University of Wellington and e-Learnz Inc is a follow up to the one above. It builds on the first report above by taking the ideas of process capability maturity and using them as a foundation for a form of benchmarking. This is explicitly intended to improve the quality of e-Learning for the benefit of students, staff and institutions.

This further iteration of the model is based on software process maturity models that have been found effective in supporting the transfer of good practice between projects (Herbsleb et al. 1994; Lawlis et al. 1995) and in answering the questions (SECAT 1998):

  • Is the organisation successful at learning from past mistakes?
  • Is it clear that the organisation is spending limited resources effectively?
  • Does everyone agree which problems within the organisation are the highest priorities?
  • Does the organisation have a clear picture of how it will improve its processes?

Author(s): Dr. Stephen Marshall

Date Published: July 2006

Released on Education Counts: 16 November 2009

Global picture, local lessons: e-learning policy and accessibility

Global picture, local lessons: e-learning policy and accessibility This research report was commissioned by the Ministry and undertaken by Massey University. This examined the existing international state and federal/provincial policy in the area of e-Learning, and attempted to determine the outcomes of the policy implementation. It also considered subsequent and proposed amendments and the reasons for those. It determined the nature of government-funded infrastructural arrangements for e-Learning, focusing on the specific barriers and enablers faced by small and remote communities.

Both areas (policy and accessibility) included Australia, Canada, the UK, EU states, federal and state policy in the USA, and the more developed Asian nations. It also considered trans-national organisations as part of the context of policy formation e.g. the Commonwealth of Learning and UNESCO.

Author(s): Dr Bill Anderson (Project Director), Dr Mark Brown, Fiona Murray, Dr Mary Simpson, Mandia Mentis

Date Published: September 2006

Released on Education Counts: 16 November 2009

Creating digital age learners through school ICT projects: What can the Tech Angels project teach us?

Creating digital age learners through school ICT projects: What can the Tech Angels project teach us? This article surveys recent work on school ICT projects. It looks at the ideas that are informing this work and surveys some of the strategies being used in the drive to turn schools into “ICT-rich learning environments”. In order to illustrate how these ideas play out in “real-world” situations, the article also profiles one New Zealand school-based ICT initiative as a case study—the Tech Angels project at Wellington Girls’ College, focussing in particular on how this school’s experiences can help other schools considering setting up similar programmes.

Author(s): Rachel Bolstad and Jane Gilbert, New Zealand Council for Educational Research

Date Published: 2006

Approaches and implications of e-learning adoption on academic staff efficacy and working practice: a comparative study

Approaches and implications of e-learning adoption on academic staff efficacy and working practice: a comparative study This report was commissioned by the Ministry and undertaken by the Universal College of Learning in collaboration with Otago Polytechnic. It examined the multiplicity of staff development (SD) being offered in the polytechnic, university and college of education sectors. It used case study research methodology. It not only examined the current status of SD for e-learning across the tertiary sector, but also other factors impacting on staff experiences with e-learning.

Author(s): Bronwyn Hegarty, Merrolee Penman, Cheryl Brown, Beverley Gower, Oriel Kelly, Dawn Coburn, Grant Sherson and Gordon Suddaby

Date Published: September 2005

Released on Education Counts: 16 November 2009

An investigation into factors that influence New Zealand Polytechnic/Institute of Technology tutors' uptake of e-learning, with particular reference to early and later adopters and resisters

An investigation into factors that influence New Zealand Polytechnic/Institute of Technology tutors' uptake of e-learning, with particular reference to early and later adopters and resisters This report was commissioned by the Ministry and undertaken by the Waikato Institute of Technology. It investigated the factors that lead New Zealand polytechnic and institutes of technology tutors to adopt or resist the incorporation of e-learning approaches into their teaching practices. It utilised case studies, focus group interviews, and national surveys in order to establish these factors and included consideration of perspectives from both tutors and organisational management. In terms of the tutors it focused on four main groups: early adopters, later adopters, intending adopters, and resisters.

Author(s): David Mitchell, John Clayton, Beverley Gower, Hugh Barr, Stephen Bright

Date Published: August 2005

Released on Education Counts: 16 November 2009

Measuring the worth of eLearner Support Systems: Developing a possible benchmarking method for evaluation effectiveness

Measuring the worth of eLearner Support Systems: Developing a possible benchmarking method for evaluation effectiveness This report was commissioned by the Ministry and undertaken by the Aotearoa Tertiary Students’ Association. It tested a survey-based method for assessing learner perceptions of the effectiveness of e-Learning support systems.

The report also surveyed the beliefs of e-Learning professional staff (tutors and support personnel) about the effectiveness of those systems. The findings of the two surveys were tested for any correlation between the learners’ judgments and staff assessments.

Author(s): Jane Renwick & Stephen Owen

Date Published: May 2005

Released on Education Counts: 16 November 2009

Determination of New Zealand Tertiary Institution e-Learning Capability: An Application of an e-Learning Maturity Model (eMM)

Determination of New Zealand Tertiary Institution e-Learning Capability: An Application of an e-Learning Maturity Model (eMM) This research report was commissioned by the Ministry and undertaken by Victoria University of Wellington and e-Learnz Inc. It outlines the key findings from a detailed e-Learning capability determination exercise with a number of New Zealand Tertiary Education Organisations. It assessed their strategic and operational capability for delivering and maintaining e-Learning in an educationally and organisationally effective manner.

This page contains the executive summary. For the full report and Versions 2.1, 2.2. and 2.3 please visit the website.

Author(s): Dr Stephen Marshall

Date Published: March 2005

Released on Education Counts: 16 November 2009

Evaluation of Kaupapa Ara Whakawhiti Mātauranga (KAWM)

Evaluation of Kaupapa Ara Whakawhiti Mātauranga (KAWM)

Kaupapa Ara Whakawhiti Mātauranga (KAWM) encompassed a number of school improvement initiatives and aimed to:

• improve student achievement;
• improve school performance;
• strengthen school and community relationships;
• upgrade school ICT infrastructure; and
• improve teachers' professional capability through ICT.

Author(s): Pauline Waiti

Date Published: 2005

Category: Māori & English Medium

Digital Opportunities Pilot Projects (2001-2003)

Digital Opportunities Pilot Projects (2001-2003) This page provides evaluations of the Digital Opportunities Pilot Projects (2001-2003)

Author(s): Various

Date Published: Various

The role and potential of ICT in early childhood education: A review of New Zealand and international literature

The role and potential of ICT in early childhood education: A review of New Zealand and international literature This review synthesises recent literature about ICT use in early childhood education (ECE). It looks at the role and potential of ICT to support teaching and learning, professional development, sector capability, administration, infrastructure, and information management and communication.

Author(s): Rachel Bolstad, New Zealand Council for Educational Research.

Date Published: November 2004

An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand Curriculum

An evaluation of Arts Professional Development Online in support of the Arts in the New Zealand Curriculum Arts Professional Development Online' commenced nationally during 2001 to support the implementation of 'Arts in the New Zealand Curriculum', targeted specifically at rural and isolated schools. This report details the outcome of an evaluation of this professional development that was carried out late 2002.

Author(s): Rosemary Hipkins with Ed Strafford, Roberta Tiatia and Fiona Beals, New Zealand Council for Educational Research.

Date Published: June 2003

What makes for effective teacher professional development in ICT?

What makes for effective teacher professional development in ICT?

Since 1999, the Ministry of Education has provided funding for clusters of schools to develop three year ICT professional development programmes for their teachers. 23 clusters were initially approved in 1999. This evaluation of the initial clusters between 1999 and 2001 focused on:

  • assessing the ingredients for successful cluster models of ICT teacher professional development;
  • the effects of the professional development on classroom teaching and student learning;
  • wider school effects of the professional development such as planning and administration.

Author(s): Vince Ham, with Alison Gilmore, Annelise Kachelhoffer, Donna Morrow, Peter Moeau and Derek Wenmoth, Christchurch College of Education.

Date Published: 2002

Review of future-focused research on teaching and learning

Review of future-focused research on teaching and learning This Review is based upon information retrieved from the world wide web about recently completed or on-going large-scale international research initiatives which are future-focused and specifically about teaching and learning. The Review has two parts - a report and an annotated bibliography. The report identifies, discusses and evaluates major themes and patterns to emerge from the material retrieved. It also discusses the state of the futures field in education, considers some key policy issues and suggests some areas for further research. The annotated bibliography contains 97 individual template entries organised by theme. The appendices provide a comprehensive listing of all major web-sites visited and the supplementary material reviewed. Indexes at the end organise the templates by major theme and by country or region.

Author(s): John Codd, Mark Brown, John Clark, Jan McPherson, Helen O'Neill, John O'Neill, Hine Waitere-Ang and Nick Zepke, Institute for Professional development and Educational Research Massey University College of Education.

Date Published: 2002

Educators' use of the Online Learning Centre (Te Kete Ipurangi) 1999-2001

Educators' use of the Online Learning Centre (Te Kete Ipurangi) 1999-2001 Te Kete Ipurangi (TKI) is a web site giving teachers and principals access to teaching, education information, and communication with colleagues. This evaluation of TKI looked at the effectiveness of the site in meeting the needs of teachers and principals in terms of its key functions of providing with: * quality teaching and learning resources, * information on educational issues and developments, * opportunities for interaction with colleges in public or private areas of the site around common interest areas.

Author(s): Vince Ham and Derek Wenmoth, Christchurch College of Education.

Date Published: 2002

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