The main purpose of this dissertation is to analyse why three New South Wales primary schools were successful in implementing and managing educational technology. Responding to this research focus four specific questions were considered: Why have these schools been successful in implementing and managing educational technology? What factors have helped and/or hindered the successful implementation and management of educational technology within the selected schools? What are the indicators of successful implementation of educational technology? What were the particular contributions of leadership to the successful implementation and management of educational technology within the selected schools? This qualitative research study is based on the assumption that valuable data are gathered by studying schools that have been successful with the implementation and management of technology. In particular, the study provided a description and analysis of the best practice in three New South Wales Primary schools that had successfully implemented and managed educational technology. An interactive and cyclical process of data analysis was employed with data collection, data analysis and theory development proceeding simultaneously. To reduce and display data gathered from in-depth interviews, document study and non- participant observation the qualitative data analysis program QSR NUD*IST was utilised. The development and validation of the study’s conceptual framework shaped the study leading to the formulation of the SupportIF Model of Implementation. This model posits that success with implementation and management of educational technology is closely related to the level of interdependence between the implementation factors. The study results also endorsed the prime importance of a supportive work environment in each of the studied schools and linked this environment to the level of success realised with the implementation and management of technology and the utilisation of educational technology to enhance the achievement of student learning outcomes. The study contends that the sustainability of a school based technology initiative rests with a school’s ability to dynamically balance the key implementation factors and to redesign in light of shared practice. Tantamount to this process is a supportive work environment in each school which is the critical variable that facilitates interdependence between leadership, resources, relationships and teaching and learning factors.

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But suppose now that technology were no means, how would it stand with the will to master it? Martin Heidegger / Mais supposez maintenant que Ia technologie ne soit pas en moyen,comment ~a se comparerait avec Ie desir de la connaitre au fond? Martin Heidegger

In this study the utilisation of information technology in alternative forms of provision of education was investigated by means of case studies. Certain recommendations were made based on this investigation. The distinction made in the Schools Act (1996) between public education and independent schools in the South African educational system was described. In addition to independent or private schools, independent schools also include other alternative forms of education such as home education and distance education institutions. It was indicated that the public school that is currently regarded as the norm, in a specific regard developed from alternative forms of education such as home education and independent schools. In the utilisation of alternative forms of education, parents and other parties involved found a welcome ally in the tremendous educational potential of modern information technology. It was established that the concept technology in education refers to the application of technology in order to facilitate more effective teaching and learning. Different forms of telecommunication such as satellite, radio, telephone and fax connections as basic components of the information technological system were discussed with a focus on the advantages thereof for education. In terms of video and television technology, the different modes of video-teleconferences were discussed, while further attention was given to computer-based technologies such as the microcomputer, CD-ROM and computer networks. The Internet, World Wide Web (WWW) and the virtual classroom were also discussed in terms of their usefulness in teaching and learning acts. On the basis of the literature survey and qualitative investigation, a model was developed for the utilisation of information technology in education. Modern theories of teaching and learning were discussed as basis for the integration of information technology. The origins, principles and teaching. methods of constructivism received the primary focus as the foundation for modern theories of teaching and learning that form the basis for the outcomes-based Curriculum 2005 project. Further attention was given to fundamental principles of teaching and learning such as co-operative learning, learner-centredness, individualisation, self-directedness, self-activity, relevance, learning facilitation and the way in which they are influenced by information technology. It was found that information technology that can be utilised in education is developed on a day-to-day basis and that the selection of a particular technology should not be based on personal preferences, but rather on principles of teaching and learning. Problems experienced by teachers in home education and at smaller independent schools in complying with the demands originating from the fact that they often have to handle more than one class or subject, can be addressed by making use of information technology. It was further found that the utilisation of information technology is not aimed at replacing the teacher, but rather at supporting teaching and at providing expertise when it is not available. In conclusion it was found that the learners are still central to the learning process and that information technology should not determine the learning process but rather serve and support it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

In this study the utilisation of information technology in alternative forms of provision of education was investigated by means of case studies. Certain recommendations were made based on this investigation. The distinction made in the Schools Act (1996) between public education and independent schools in the South African educational system was described. In addition to independent or private schools, independent schools also include other alternative forms of education such as home education and distance education institutions. It was indicated that the public school that is currently regarded as the norm, in a specific regard developed from alternative forms of education such as home education and independent schools. In the utilisation of alternative forms of education, parents and other parties involved found a welcome ally in the tremendous educational potential of modern information technology. It was established that the concept technology in education refers to the application of technology in order to facilitate more effective teaching and learning. Different forms of telecommunication such as satellite, radio, telephone and fax connections as basic components of the information technological system were discussed with a focus on the advantages thereof for education. In terms of video and television technology, the different modes of video-teleconferences were discussed, while further attention was given to computer-based technologies such as the microcomputer, CD-ROM and computer networks. The Internet, World Wide Web (WWW) and the virtual classroom were also discussed in terms of their usefulness in teaching and learning acts. On the basis of the literature survey and qualitative investigation, a model was developed for the utilisation of information technology in education. Modern theories of teaching and learning were discussed as basis for the integration of information technology. The origins, principles and teaching. methods of constructivism received the primary focus as the foundation for modern theories of teaching and learning that form the basis for the outcomes-based Curriculum 2005 project. Further attention was given to fundamental principles of teaching and learning such as co-operative learning, learner-centredness, individualisation, self-directedness, self-activity, relevance, learning facilitation and the way in which they are influenced by information technology. It was found that information technology that can be utilised in education is developed on a day-to-day basis and that the selection of a particular technology should not be based on personal preferences, but rather on principles of teaching and learning. Problems experienced by teachers in home education and at smaller independent schools in complying with the demands originating from the fact that they often have to handle more than one class or subject, can be addressed by making use of information technology. It was further found that the utilisation of information technology is not aimed at replacing the teacher, but rather at supporting teaching and at providing expertise when it is not available. In conclusion it was found that the learners are still central to the learning process and that information technology should not determine the learning process but rather serve and support it. / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

Thesis (Ph.D.)--Hong Kong Baptist University, 2006. / Adviser: Siu Cheung Sandy Li. Includes bibliographical references.

Thesis (Ph. D.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Notre Dame, 1986. / Includes bibliographical references (255-264).

Thesis (Ph. D.)--Tufts University, 1998. / Submitted to the Dept. of Economics. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.