This research addresses pedagogy in relation to Information & Communication Technology (ICT) in secondary education. Computers have been used in classrooms for approximately thirty years, but it remains unclear whether teachers’ pedagogies have changed much in consequence. Thus this research explores the transformation of pedagogy through Information and Communication Technology (ICT). In 1998 a 2-year, multi-site case study linking teams of students and teachers within four broad UK regions was begun. A further six-year period allowed analysis of research data, to support theory building in relation to transformation of teachers’ pedagogy and the conditions necessary to make pedagogical transformation possible. The research made use of Grounded Theory within a case study methodology. Varied data were collected through my records of planning meetings with teachers and engineers during the project; of pedagogical transformation while visiting schools involved in the project; of teachers’, engineers’ and pupils’ case study interview data where more insightful and directly focused questions on pedagogical issues from their different perspectives were involved, and of teachers’ subject knowledge arising from the combined school and industrial manufacturing situated context of the project. The case study interviews involved a representative sample of those taking part in the two-year school and industry project. Theory on pedagogical transformation has resulted from the analysis of these data. Developing this involved modelling alternative meanings of phenomena observed during the case study and developing new concepts as building blocks of the theory. I also used NVivo as a tool to help with handling the mass of raw data collected during the project and with aspects of the qualitative data management. The research concludes that teachers may personally reconstruct their pedagogies when faced in certain ways with certain new pedagogy precedents, and develops precedence as a pre-condition of pedagogical transformation.

Although formative assessment is fundamental to educational theory and practices, it is a widely misunderstood term for most educators. This qualitative study defines formative assessment as short-cycle assessments in which teachers adapt their instruction to meet the learners‟ immediate needs. This study focused on the transformation of teachers‟ practices and their perspectives of the critical pedagogical principles necessary to enact The Keeping Learning on Track Program® (KLT™) in their classrooms and in teacher learning communities. The participants in this study included 21 formally trained KLT teachers at the St. Johnsbury School. Over a one year period, I observed in classrooms, attended all KLT teacher learning community (TLC) sessions, collected field notes, attended KLT trainings and presentations, and conducted individual and focus group interviews. The primary area of transformation included: the regulation of learning, beliefs and attitudes, accountability, shared leadership, systemic supports, motivation, classroom culture, and teacher practices.