Embedding information technology into the further education vocational education and training curriculum.

GOODMAN, Linda Margaret. (1994). Embedding information technology into the further education vocational education and training curriculum. Doctoral, Sheffield Hallam University (United Kingdom)..

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Abstract

The purpose of this study was to develop a model of change which identified the forces that drive and restrain the embedding of information technology into Further Education vocational education and training courses for sixteen to nineteen year old students.The analytical inductive approach used for the research had four components.Firstly, the literature review examined the educational, media and theoretical contexts of the research.Secondly, the fieldwork which aimed to identify the driving and restraining forces, comprised: a casing exercise undertaken at national, regional and local levels; a census and surveys using data collected from two sources: Further Education vocational education and training courses in the Sheffield LEA area and the evaluation of the AI (Artificial Intelligence) applications to learning programme case studies: two longitudinal case studies, an implementation case study and three one shot case studies.Thirdly, evaluation tools were developed to aid researchers evaluate governmental intervention into the embedding of advanced information technology into the Further Education vocational education and training curriculum. Finally, four models of change were developed which identified and utilised the factors found to affect the embedding of information technology in Further Education vocational education and training courses. These models included the Tricycle model which identifies three groups of people who may influence, positively or negatively, the change strategy. The Factors Affecting the Introduction of Information Technology (FAHT) model that outlines the factors, agencies, organisations and people which may influence the introduction of information technology into Further Education vocational education and training courses. EMBED, a three staged model which highlights the driving and restraining forces influencing the introduction of information technology and advanced information technology into the Further Education vocational education and training curriculum. The Durability model which focuses on the Further Education institution and provides a strategic framework to assist government and other funding agencies and departments embed information technology and advanced information technology into vocational education and training courses.

Item Type: Thesis (Doctoral)
Additional Information: Thesis (Ph.D.)--Sheffield Hallam University (United Kingdom), 1994.
Research Institute, Centre or Group: Sheffield Hallam Doctoral Theses
Depositing User: EPrints Services
Date Deposited: 10 Apr 2018 17:19
Last Modified: 10 Apr 2018 17:19
URI: http://shura.shu.ac.uk/id/eprint/19703

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