Notebook technology-- an information communication technology innovation in action : a case study of notebook computer enhanced education at a boys independent secondary school in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Massey University, Palmerston North, New Zealand

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The use of notebook computers within educational institutions has been a relatively recent innovation. There is only limited research into the impact of this Information Communication Technology (ICT) innovation within secondary schools, particularly within the New Zealand context. The implementation of a school wide notebook programme at a New Zealand secondary school has been the setting for this research. After completing a comprehensive literature review, a two phase case study research approach was used employing both quantitative and qualitative data collection. This study investigates the perceptions of the three key stakeholder groups, staff, students and parents, who participated in a notebook enhanced teaching and learning environment. Written surveys were conducted with samples of each of the different stakeholder groups. Areas such as participant attitudes, preferences and ICT utilisation were investigated. Possible differences attributable to student academic ability were also considered. These surveys were followed by focus group discussions with two groups of staff and also a student group. The data was analysed and examined in the context of previous related ICT research and specifically with reference to other portable computer studies in the field of education. The findings suggest that the notebook programme has, in general, had a limited impact on the teaching and learning at the school. However for some individuals ubiquitous notebook usage has been a positive experience, while for others it has been a negative experience. In general participant perceptions were diverse and for the most part reflected their own experience within a notebook enhanced learning environment. There is a complex interaction between a number of variables, some of which appear to be beyond the control and influence of the participants. These issues include: staff and student ICT literacy and motivation, appropriate classroom usage of the technology, opportunities and support for staff professional development, notebook computer reliability and functionality. The findings from this study have the potential to assist those in educational institutions considering or currently involved in similar notebook enhanced programmes. In addition the research has provided the particular school with an in depth case study of the recently implemented notebook programme at the Year 9 level. The study presents a series of possible recommendations and avenues for further research. It highlights the key factors and barriers to an effective student notebook programme. The findings of the research suggest that the notebook programme was generally considered a worthwhile and effective innovation within the unique setting of the school environment investigated.
Computer-assisted instruction, Case studies, Laptop computers