Outcomes for teachers and students in the ICTPD School Clusters Programme 2006-2008: A national overview

Publication Details

This report focuses on the effectiveness of the 2006-2008 Information and Communication Technologies Professional Development (ICT PD) School Clusters programmes and supplements previous evaluations of the first six ICT PD programmes. It is the last report of an ongoing evaluation of the ICT PD teacher professional development initiative, which has been implemented in New Zealand since 1999.

Author(s): Selver Sahin and Vince Ham, CORE Education. Report prepared for the Ministry of Education.

Date Published: May 2010

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Section 2: Methodology

Research Questions

The brief for the research on the 2006-8 cohort of ICT PD clusters was to provide a broad national profile of the impact of the programme across the country as a whole. It has not been our role to evaluate specific clusters or their particular PD models. To this end, the core research question being addressed is not so much to identify which particular models of PD are most effective, but rather to conduct a survey-based study to evaluate how well, and in what respects, the national ICT PD School Cluster initiative has been meeting the objectives of stakeholders and participants across the cohort. In doing this we addressed the following core research question:

How effective overall was the 2006-8 ICT PD programme in meeting its goals of:

  • increasing teachers' ICT skills, confidence and knowledge related to the educational applications of ICTs, and
  • promoting quality classroom learning experiences for students?

Research Strategy and Data Collection

Survey data were gathered from all 39 of the 2006-8 cohort clusters. These comprised responses from a post-programme (End of Project) survey of participants. In order to maximise validity of comparison across cohorts, the End of Project instrument was based on equivalent questionnaires developed for the previous cohorts in the programme and reported separately in previous reports to the Ministry. Thus, this report focusses on the effects of the programme evidenced through retrospective self-report data gathered in the End of Project survey in September 2008.

Table 1: Timetable of research surveys in ICT PD cluster cohorts, 1999-2008
  1. (Key: BL=Baseline survey; EOP = End of Project survey)
Cohort 1999 2001 2002 2003 2004 2005 2006 2007 2008
1999-01 BL













Respondent Demographics

In all, 2674 valid End of Project survey responses were received from teachers in the 39 cohort clusters. This represents an estimated response rate of c.70% for the End of Project survey. The End of Project response rate is consistent with response rates for other 'online' surveys of ICT PD cluster teachers conducted prior to 2008.

Table 2: Number of responses to the 2006-8 End-of-Project survey, by cluster (n=2674)
Cluster EoP
activ@eden - Mt Eden Normal Primary School 20
Ako Nga Kura ICT Cluster - Clevedon School 36
AKO Orewa ICT PD Cluster - Orewa College 95
Auckland Grammar/West Lake Boys' High School - Auckland Grammar 167
Awatapu/Freyburg Cluster - Awatapu College 103
Bush Cluster - Eketahuna School 36
Central Auckland Cluster - Richmond Road 18
Central North Shore Cluster - Sunnybrae Normal School 60
Clear Link Cluster - Glendowie College 163
Cullinane College PanSector Cluster - Cullinane College 16
Discover IT Tasman - Motueka High School 91
e-kete - Wiri Central School 58
Flaxmere Schooling Cluster - Peterhead School 71
Hawkes Bay Boys' Schools ICT PD Cluster – Napier Boys' High School 84
Hills Cluster - Wakari Primary School 49
Journey Cluster - Southwell School 83
Manawatu ICT-PD Cluster - Whakarongo Primary 79
Maungakiekie ICT Cluster - Royal Oak Primary School 64
Ngahere - Flat Bush Primary 47
Northern Bays Cluster - Glamorgan School 104
Opuke ICT Cluster - Methven School 51
Otahuhu East Cluster - Fairburn Primary School 61
Otahuhu West ICT Schools Cluster - Otahuhu Intermediate 66
Papatoetoe Intermediate Cluster - Papatoetoe Intermediate 67
Parumoana Schools Cluster - Paremata 90
Petone Foreshore Teaching and Learning Cluster - Maungaraki School 70
Queenstown Primary School - Queenstown Primary School 52
Reporoa Valley - Reporoa Primary School 33
Taitokerau - Tikipunga High School 79
Te Awamutu Intermediate - Te Awamutu Intermediate 93
Te Kete Matauranga (Far North ICTPD Cluster) - Pamapuria School 47
The Bay Cluster - Lynfield College 92
The Wel.Net Project - Newlands College 57
ThinkNet - Sacred Heart 57
Waikato North Cluster - Glen Massey School 22
Wai-Maru ICT PD Cluster - Waimataitai Primary School 41
Waitomo - Pukenui School 45
Wellington College ICTPD Cluster - Wellington College 73
Whangarei Secondary Schools Cluster - Whangarei Boys' High School 134

It appears that the demographics of the respondent group for the End of Project survey was similar to that of the broader teacher population in the ICT PD programmes in terms of gender within the sectors. About 71% of respondents were females and 29% were males, which, when broken down by sector represents a ratio of female to male teachers among the primary sector respondents of 84% to16% and in the secondary sector of 50% to 50%. Compared to the general gender distribution of teachers in the respective sectors, therefore, female and male teachers were proportionally represented in the 2006-8 ICT PD cohort.

About 60% of responding teachers taught at primary school level, 38% at secondary, and the remaining 2% taught both primary and secondary students. As had been the case for all but one (2003-5) of the previous cohorts, the proportion of primary school participants in this ICT PD cohort was significantly larger than that of secondary. In this cohort primary school teachers are over represented compared to secondary teachers but by somewhat lower margins than most of the previous cohorts.

Table 3: Respondents by school sector (end of project survey (n=2664)
School Sector Total Percentage
Primary 1,609 60%
Secondary 1,022 38%
Both 43 2%

A strong correlation was evident in studies of previous ICT PD cohorts between the length of time that individual teachers were actively engaged in the programme and their subsequent levels of confidence and classroom usage of ICTs. In the 2006-8 cohort, almost half of teachers were actively engaged in the ICT PD programme for more than 2 of the 3 years of the programme. Only 8% of teachers had been in a programme for short-term periods of less than six months (Table 4). These proportions are roughly comparable with those for the previous cohort of 2005-7.

Table 4: Respondents by length of time actively involved in the ICT PD programme (n=2631)
Length of Active InvolvementTotal Percentage
0-6 Months 215 8%
7-12 Months 383 15%
13-18 Months 282 11%
19-24 Months 471 18%
25-30 Months 212 8%
31-36 Months 1068 41%

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