The
focus of this research seeks to identify how schools go about planning for,
implementing, and using CD-ROMs within the context of the National Curriculum
and tests the hypothesis that, as a result of intense competition driving the
growth of educational multimedia products, a possible mismatch has resulted
between producer-suppliers of educational multimedia products and schools.
Research Methodology
This
thesis will use educational multimedia publishing as a case study in its
examination of the tension between technology-led and market led-product
development. This will involve:
a) a qualitative analysis of London-based primary and secondary
schools' use of interactive learning materials. The research specifically
investigates (i) how schools decide to use multimedia products (ii) the current
extent of multimedia product implementation within the English, Mathematics and
Science curriculum and (iii) teachers' perceptions of the effectiveness of
current multimedia products as pedagogical tools;
b) further qualitative
research, involving one-to-one, in-depth interviews with electronic multimedia
publishers and software houses; this will include a study of marketing issues
and financial strategies with regard to publishers;
c) qualitative research in
associations that feed into schools, such as specialist IT teachers’
associations and government organisations.
This
method was chosen because, apart from the fact that it provides the mechanism
for testing a hypothesis, it also provides the opportunity to combine more than
one method (Cosley and Lury, 1987). These methods include:
· Semi-structured interviews, which will allow me some freedom to ask questions in whatever order is appropriate, and to disregard questions that are not appropriate. Some informality will be necessary to encourage interviewees to disclose information;
· Personal observation of classes using multimedia and
· The study of relevant documents, for example, annual reports and accounts, press cuttings, government reports, etc.
The
qualitative research method is much more suitable to my needs and resources for
small-scale research in that it will enable me to focus on particular groups,
namely, educational multimedia consumers and providers, in an attempt to study
the relationships that exist between them.
It
is hoped that primary and secondary schools of various types will be targeted:
state, grammar, technology colleges and independent. The intention is that at
least two of each type across several London boroughs will be targeted for
interviews and observations. The timing is particularly crucial for secondary
schools since pupils will be taking their exams and this time of year is
usually a very busy one for staff since they are coming to the end of the
school year. It may be that they will have to be targeted again in the autumn
if I do not meet my target for June.
In
July, using the list of stakeholders created earlier, I will be targeting
educational multimedia publishers and software houses, as well as associations
that feed into schools such as OFSTED, the Association of IT Teachers, etc. The
goal is for a maximum of five of each type of company/organisation. With
respect to companies, the research will determine how products are developed,
how companies develop and execute marketing and financial strategies for
educational multimedia products, what they perceive (as well as from
experience) to be the factors contributing to the success of such strategic
plans and how they see government intervention impacting on their
organisations. Research in the feeder associations will ascertain views of IT
and multimedia in education and its effectiveness (or not) in raising
standards, as well as further discussing issues affecting education in the UK.
There
are several issues affecting the UK education system:
· the issue of raising
standards in schools
· improving literacy and
numeracy
· funding
· teacher recruitment and
training
· the issue of class sizes.
In
addressing these issues, the Labour government has produced the Excellence in Schools White Paper. Amidst
concerns that children are failing to reach their potential, various
initiatives have been set in place, such as, a nationwide numeracy and literacy
drive through summer schools to enable pupils to come up to speed, the creation
of Education Action Zones and the National Grid for Learning.
Schools
are responsible for their own improvement, and most of them are involved in
strategic planning. They have what are known as development plans which lead to
2- or 3-year forward plans. These plans usually include details of the main
goals, actions, resources and responsibilities involved, with a statement
indicating how success will be measured. The proposed research will determine
how schools develop strategic plans and implement them, with particular reference
to information and communication technologies, as part of the drive to raise
standards.
Since
the interviews will be double-pronged, as it were, two sets of questions are
being considered:
a)
Schools
·
available
hardware
·
typical
as well as innovative uses of CD-ROM for meeting National Curriculum needs
·
effectiveness
of products in contributing to the raising of standards
·
judgements/perceptions
of usability, functionality, quality and future needs
·
buying
patterns
·
relationships
with suppliers
·
LEA
support and funding issues
·
setting
up in schools, that is, how and who does the setting up of equipment and
software
·
location
and access
·
problems
arising from CD-ROM usage
·
staff
development
·
special
education needs
b)
Companies and other organisations
·
views
of where CD-ROM is at present
·
how
products are developed for the educational market, including user involvement
(or not)
·
how
electronic publishing projects are financed
·
what
marketing strategies are used
·
impact
of (past and?) present political decisions on educational multimedia publishing
·
how
is strategy developed and implemented? Is it rational, step-by-step, or is the
organisation a learning one?
·
impact
of technological developments on electronic publishing
·
distribution
strategies and views on the supply chain
·
relationships
with customers
·
organisational
culture and structure
·
how
they see the future for electronic publishing: CD-ROM (as well as the Internet
and DVD)
·
views
of IT and multimedia in education – where is it heading?
Some
of the questions that will be asked of teachers may also be relevant to
educationalists and feeder organisations.
If
possible, I would like to observe different aspects of the product development
process.
The
research plan below summarises the timings for research activities.
|
Activity |
Deadline for completion |
|
Interview design Making contact with schools and organisations to arrange interviews. |
May 1998 |
|
Continuing to make contact with schools to set up interviews. Research in London primary and secondary schools in London. Two primary schools and two secondary schools in each region will be surveyed. Contacting organisations to set up interviews. |
May/June 1998 |
|
Face-to-face interviews with educational multimedia publishing companies and software houses (over 50 already contacted since April 1998 for market information and sales figures). Targeting five of each type for interviews. |
July 1998 |
|
Interviews with specialist organisations (five organisations to be targeted). Other organisations such as LEAs to be targeted. |
July 1998 |
|
Analysis of qualitative data begins (of companies/organisations research) |
August 1998 |
|
Interviews in schools continues (if not already completed in June) |
September 1998 |
|
Transcription and analysis of results |
October 1998 |
|
Transcription and analysis of results |
November 1998 |
|
Transcription and analysis of results |
December 1998 |
|
More face-to-face research with multimedia companies |
January to March 1999 |
|
Transcription and analysis of results |
April 1999 |
|
Conclusion and completion of thesis |
May to July 1999 |
Some of these activities may run concurrently/be ongoing.
11 October 1998