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RESEARCH METHODS
T
his is a single in-depth case study where a
mixed-method approach is applied to data gathering and
data analysis. The mixed method approach included ongoing literature review, semi-structured
interviews with teaching staff at the school, remote interviews with administration staff, observation
sessions and an online survey of primary school teachers and primary students both at St. Peter’s
school and elsewhere.
Quantitative data regarding the specific deployment of interactive technology at the school was
collected: the hardware, software and human resources involved. Identifying and categorising roles,
tasks and activities associated with the use of interactive technology in the classroom was important
to assess the effectiveness of the implementation. Additionally, frequency counts arising from
interviews, observed sessions and questionnaires shed light on important factors including gender in
the learning process. A short, online questionnaire for primary school educators, gathering sentiment
towards, and expectations of, interactive technology in the classroom (Proctor & Marks, 2013). Some
of this information translates well to quantitative values. A similar, three question survey was also
conducted with children, this data also provided useful frequency analysis.
Qualitative data was gathered in semi-structured interviews (see Appendix A), using keywords in
online questionnaire and across researcher observations and memos. Teaching sessions were
observed and coded, using a simultaneous coding method to track activities and later to identify what
evidence exists to support or refute the hypothesis that interactive technology has an impact on
knowledge transfer. (Proctor & Marks, 2013), (Meyer, 2009). Interviews were conducted with eight
volunteer staff members to gather their insight and impressions of the role of interactive technology in
knowledge transfer among primary school students (Wastiau et al, 2009.,
Tüzün et al, 2009.,
Rooney,
2012). Six participants were class teachers, one the ICT co-ordinator, a class teacher herself and the
last, the School Principal, Mrs. Quinn. The questions in both surveys sought to interrogate themes
identified during the interview and observed session processes.
The online survey for teachers (see Appendix B) was created using Google Forms in order to
maximise uptake and ease of distribution. It was distributed amongst primary teachers themselves. In
the interests of gathering as wide a dataset as possible, primary school teachers within and further
afield than St. Peter’s N.S were included in the sample. In the end, seven teachers at St. Peter’s N.S.
responded and eleven from outside the school took part. The survey gathered qualitative reflections,
using PMI -based and keyword associative tasks to collect insights into whole class and individual-
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use interactive technologies in the primary classroom (Proctor & Marks, 2013).
Devising the questions for children took some consideration and user-testing to determine the most
appropriate means. Informed by research observations and literature, Mathews, (2009), Mayer &
Wittrock (1996) and Piaget (1964), a short three question survey was determined to be the most
direct and apt means of gathering the most pertinent data. (See Appendix C). Two key questions
PMI - Plus, Minus, Interesting - a critical thinking task designed by Eduard de Bono. It encourages participants to examine a topic from
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more than one perspective.
asked children to describe their favourite classroom activity with interactive technology and to identify
when learning something new what teaching method works best, to make sure you understand.
The range of methods, focussed remit and careful theming allowed for triangulation of findings with
hypothesis coding and frequency analysis. Analysis involved second phase coding: pattern coding,
memoing, data theming and re-examining the data to test new hypothesis or research questions.
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