Educational change can be defined as a systematic, sustained effort at change in
learning conditions and other related internal conditions in one or more schools,
with the ultimate aim of accomplishing goals more effectively (Miles 1987).
One project designed to bring about educational change was the Country Areas Program National Element (NATCAP) distance education by telematics project,
funded by the Commonwealth Department of Employment, Education and Training.
It was designed to increase curriculum options to students in schools in the western
region of New South Wales. All curriculum was delivered through the telematic
delivery. This project formed the basis of the research for this thesis.
The aim of the study was to examine the roles of change agents and determine
who enacted the roles through the process of implementing the NATCAP distance
education by telematics project in western New South Wales.
Telematics refers to the transmission of signals usually generated in a computer
circuit board over distance. It involves using computers, facsimile machines,
modems and telephones.
Through audio visual links students in western New South Wales can engage in
lessons delivered by teachers located in the Australian Capital Territory. This was
achieved through a pilot distance education via telematics project conducted in
1991 which was expanded in 1992-1995 to include students in six rural schools.
The students were located in both Catholic and Government schools in four rural
town in New South Wales. The NATCAP distance education project was
administered by the Catholic Education Office, Archdiocese of Canberra and
Goulburn and a project manager was appointed to facilitate the implementation of
the new project.
The question of who enacted the roles of change agents through the process of
implementing the distance education project in 1992-1995 became the focus of the
study.
Change is a process that involves the phases of initiation, implementation and
adoption according to Fullan (1991b). There are a number of factors that affect
implementation including teachers, principals and outside agencies (Fullan
1991b). The initiative of change does not occur, however without an advocate or
change agents. Havelock (1973) has identified four roles of a change agent which
are described as the catalyst, the solution giver, the process helper and the
resource link. Though the examination of the literature the question of who
enacted the roles of the change agents through the process of implementing the
NATCAP distance education project was refined and clarified.
The qualitative research method, with the researcher as an active participant in the
process, was the approach which enabled the research question of this thesis to be
examined. The researcher was the project manager for the NATCAP distance
education project and was placed in a central position to explore the question of
who enacted the roles of the change agents through the process of implementing
distance education by telematics.
Three research instruments, two questionnaires and a semi-structured interview,
were used to gather data based on the perceptions of the six participating school
principals. This data ensured that the information gathered by the researcher as
an active participant was reliable and valid.
The results of the first questionnaire, which examined the role of the project
manager as a change agent, indicated that the manager was a catalyst, facilitating
the introduction of the new method of teaching and learning. The results also
indicated that the roles of the solution giver and the resource link were also
enacted by the project manager according to the majority of principals who
responded to the questionnaire. The role of the process helper, involved in
problem-solving, monitoring and reviewing, was also a part of the project
manager's role as a change agent according to all the respondents.
The results of the second questionnaire which examined the three phases of
implementing change indicated that all six schools involved in the NATCAP
distance education project were involved in the initiation stage of implementation.
This was achieved by trialing the telematic mode for teaching and learning in each
school. All six schools moved into the second stage. This developed into the
implementation of Indonesian language and culture lessons, Art/Design and
Remedial and Extension Mathematics classes. For two schools the
implementation stage included the introduction of the Year 11 and 12 curriculum.
The project progressed into the third stage, continuation, for five out of the six
schools. One school did not move from the implementation to the continuation
stage.
As a result of the data collected through the examination of the factors that affect
implementation it was stated that the principals enacted a role of resource
providers and in some cases on the spot support for teachers. In the schools
administered by the New South Wales Department of School Education the cluster
director was also a resource provider. In some schools the principal was also a
"teacher" actively involved in the implementation of the NATCAP distance
education project. The project manager, cluster director (where applicable),
principal, assistant principals and teachers were listed as being involved in the
identification of needs. Need was identified as the most important factor which
affected the change.
As a result of the data collected and the interpretations made relating to the
findings of this research a number of conclusions were drawn.
Educational change goes through a process involving three phases from the initial
introduction of the innovation to the initial use and then full implementation as part
of the school practice.
Change involves a change agency, not one agent of change but a team of change
agents or a change agency. The change agency includes the project manager,
the principal, assistant principal, teachers and cluster directors (where applicable).
The agency enacts the roles of catalyst, solution giver, resource link and process
helper.
Implementation requires an agent of change from within the school and an agent of
change from without of the school working together as part of the change agency.
This can be seen by examining the factors affecting implementation. Need,
practicality, clarity, complexity and quality all affect implementation of an innovation
and all required an agent of change from without and agent of change from within
the school to identify each factor and address it.
The key personnel affecting implementation are the project manager and cluster
directors (where applicable) from the external level and the principal and the
teachers from the local level. These key personnel are factors which affect
implementation and belong to the change agency.
The leadership role of the principal impacts on the degree of implementation of the
initiative.
Teacher involvement through observation, exchanging ideas, team-teaching and
collegiality is required to bring about full implementation of the change.
Clustering schools to form learning networks where schools share ideas,
knowledge and resources enhances the possibility of initiatives becoming
implemented. Schools in the cluster should not only include those in the same
education system, schools should go outside their system for new ideas.
In the NATCAP distance education by telematics project there were four schools
administrated by the NSW Department of School Education and two schools
administered by the Catholic Education Office, Archdiocese of Canberra and
Goulburn who formed a NATCAP cluster. Together these schools implemented
the new method of teaching and learning called telematics. They brought about
change in the learning conditions and extended the curriculum.
| Identifer | oai:union.ndltd.org:ADTP/219225 |
| Date | January 1996 |
| Creators | Morris, Laraine, n/a |
| Publisher | University of Canberra. Professional and Community Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Laraine Morris |
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