Abstract
New Zealand’s development of ICT-in-education has been something of a haphazard affair, following the ebbs and flows of political ideology and whim since digital devices first appeared en masse in schools and other educational institutions in the late 1980s. This chapter discusses how government policy from 1990–2018 has affected the attempts of New Zealand’s education institutions to effectively integrate digital technologies into curriculum, focusing on the major themes of this book, namely ICT infrastructure and resourcing, teacher professional learning and development, classroom practices and student outcomes. The chapter maps key initiatives in these areas across three distinct phases in New Zealand’s ICT-in Education development: 1990–1999, 2000–2008 and 2009–2018. Acknowledging the uniqueness of New Zealand’s education context, along with statistical information, the chapter presents illustrations of projects that detail implementation and impacts at an institution and classroom level. While generally New Zealand educational institutions are making reasonable progress in their ICT integration efforts, the effects of a past legacy of poor support, direction and decision-making lingers, with many issues and barriers to effective ICT integration in New Zealand classrooms identified nearly 30 years ago, still being present today.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
For a full discussion of the NZ decile system, refer to https://www.education.govt.nz/school/running-a-school/resourcing/operational-funding/school-decile-ratings/.
- 2.
Full details of this can be found at https://www.manaiakalani.org/home.
References
Fluck, A., & Dowdon, T. (2011). On the Cusp of Change: Examining pre-service teachers’ beliefs about ICT and envisioning the digital classroom of the future. Journal of Computer-Assisted Learning, 29(1), 43–52.
Garrison, D., & Akyol, Z. (2009). Role of instructional technology in the transformation of higher education. Journal of Computing in Higher Education, 21, 19–30.
Jesson, R., & McNaughton, S. (2014). Manaiakalani evaluation programme: Summary of 2013 data analysis. Auckland Uniservices Ltd. Retrieved from https://bit.ly/2L1q6yG.
Mallard, T. (2003). Foreword to digital horizons: Learning through ICT (2nd ed.). Wellington: Learning Media Ltd.
Ministry of Education. (1993). The New Zealand curriculum framework. Wellington: Learning Media Ltd.
Ministry of Education. (1995). Technology in the New Zealand curriculum. Wellington: Learning Media Ltd.
Minister of Education. (1988). Tomorrow’s schools: The reform of education administration in New Zealand. Wellington: Government Printer.
Ministry of Education. (1998). Interactive Education. Wellington: Learning Media Ltd.
Ministry of Education. (1998). Te Kete Ipurangi (TKI): New Zealand’s bilingual education portal. Retrieved from https://www.tki.org.nz/
Ministry of Education. (2002). Digital horizons: learning through ICT. Wellington: Learning Media Ltd.
Ministry of Education. (2004). The tertiary e-learning framework. Wellington: Ministry of Education.
Ministry of Education. (2006). Enabling the twenty-first century learner: An e-learning action plan for schools. Wellington: Learning Media Ltd.
Ministry of Education, (2014). The eLearning Planning Framework (eLPF). Wellington: Ministry of Education. Retrieved from https://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework#js-tabcontainer-1-tab-2.
Network for Learning (N4L). (2016). POND: welcome, discover, share. Retrieved from https://www.n4l.co.nz/pond/.
New Zealand Council for Educational Research (NZCER). (2016). Digital technologies for learning: Findings from the NZCER national survey of primary and intermediate schools 2016. Wellington: NZCER.
Nightingale, D., & Chamberlain, M. (1991). A study of computers in New Zealand schools. Wellington: Research and Statistics Division, Ministry of Education.
OECD. (2013). Education policy outlook: New Zealand (country profiles). OECD directorate for education and skills. Retrieved from http://www.oecd.org/education/policy-outlook/
OECD (2018). Programme for International Student Assessment (PISA) 2015: Results in focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
Report of the Taskforce to Review Education. (1988). Administering for excellence: Effective administration in education [The Picot Report]. Wellington: Government Printer.
Research New Zealand. (2017). Digital technologies in schools. A report for the 20/20 Trust. Retrieved from https://bit.ly/2IRyB2E.
Sallis, P., Ferguson, D., Frampton, A., Ham, V., Milne, A., McMahon, T., et al. (1990). Report of the consultative committee on information technology in the school curriculum [The Sallis Report]. Wellington: Government Printer.
Te Kete Ipurangi. (1998). About Te Kete Ipurangi. Retrieved from https://www.tki.org.nz/About-this-site/About-Te-Kete-Ipurangi.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Falloon, G. (2020). New Zealand’s ICT-In-Education Development (1990–2018). In: Looi, CK., Zhang, H., Gao, Y., Wu, L. (eds) ICT in Education and Implications for the Belt and Road Initiative. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-15-6157-3_8
Download citation
DOI: https://doi.org/10.1007/978-981-15-6157-3_8
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-6156-6
Online ISBN: 978-981-15-6157-3
eBook Packages: EducationEducation (R0)