Open learning technology and the rural school: The effects on classroom practice
Richardson, Lesley (2001) Open learning technology and the rural school: The effects on classroom practice. PhD thesis, Queensland University of Technology.
New developments in information and communications technologies have rapidly made
their way into the forefront of educational concerns. With exciting possibilities for
global communication, access to vast amounts of information and new approaches to teaching and learning practices, a small number of schools have integrated the technology into the school environment. However, the majority of schools are just feeling their way and this is particularly so in small rural schools which are removed from the high technology communications networks of the capital cities.
This study placed open learning technology into three rural schools where the teachers
had control over its use. Using qualitative multi-site case study techniques, the effect of
the technology on the planning and teaching strategies of the teachers, classroom
organisation and management, changes in teacher-student interactions, student motivation, curriculum enhancement and/or extension, the role of the teacher, and professional development issues was investigated.
It was found that the use of the technology had a positive effect on encouraging open
learning and student-centred approaches to lesson delivery. The Internet and e-mail
were accepted by the teachers and the wider school community and became part of
normal classroom activities. Staff development opportunities figured largely in the
outcomes of this study being revealed as a necessity for teacher adoption of the
innovation. The leadership role of the principals emerged as an important theoretical
construct influencing the implementation of the innovation. Finally, the introduction of
the technology was found to contribute to breaking down the barriers of distance that
are a characteristic of rural and isolated schools.
By providing teachers in rural schools with access to open learning technology that can
be readily integrated into teaching activities, it is likely that lasting change in attitude to
the legitimacy of information gained through the technology, and a greater level of
independent student classroom activity, will occur.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||QUT Thesis (PhD)|
|Supervisor:||Lundin, Roy & Lidstone, John|
|Keywords:||Communication and Information Technologies (CIT), Open Learning Technology, Learning Environments (technology rich), Open learning, Innovation, Rural Schools, Educational Change, Organisational Change, Educational Leadership.|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Department:||Faculty of Education|
|Institution:||Queensland University of Technology|
|Copyright Owner:||Copyright Lesley Richardson|
|Deposited On:||03 Dec 2008 03:51|
|Last Modified:||25 Mar 2013 08:17|
Repository Staff Only: item control page