title: Integrating technology in tertiary level English Language programmes: Case studies of Moodle learning environments

authors: Ramanair, Joseph

subjects: Technology

abstract: While the potential of technology to enhance language pedagogy has been realised in some English language learning environments, there are contexts in which its use has failed to achieve its promise. Teachers’ use of technology has also often been described as uneven or limited with the tendency of technology to be used on the periphery or on an ‘ad hoc’ basis. These gaps have provided the basis for this doctoral level study to investigate the integration of Moodle into English language programmes offered at two tertiary institutions in New Zealand. This study adopted the concept of “normalisation” (Bax, 2000, 2003) as the research perspective. 

The conceptual framework for the research was developed based on five areas that explored teacher learning and thinking, and how these processes interacted with the complexities in the educational environment. The framework consists of technological pedagogical content knowledge (TPACK), sociocultural theory as applied to teacher learning, Activity Theory, language pedagogy, and the challenges of integrating technology in the context of tertiary-level English language classrooms.

The research followed a qualitative case study design. The English language programme was planned as the boundary for each case. Data collection involved the use of semi-structured interviews, classroom observations, and work-together sessions, which were conducted at the two case study sites. The main participants included teachers, with participation from students and other key informants.  Data were collected over a period of twelve weeks in case study site one and eighteen weeks at site two.  All data were thematically analysed using an inductive approach.

The findings from each case study were reported based on three categories in the Activity Theory framework: the object of the activity (its purpose), division of labour, and rules. The analysis of the findings in case study site one revealed one purpose (object) for using Moodle in the tertiary level English language programme, which was to use text-based, asynchronous activities to prepare the students to speak in the classroom and develop their speaking skills. However, at case study site two, two purposes (objects) for Moodle use were identified. These were to use text-based, asynchronous activities to prepare the students to speak in the classroom to develop their speaking skills and to provide them with a bank of text-based resources for language learning. This unanticipated finding challenged the notion of the language programme as the boundary for a case and resulted in each purpose (object) functioning instead as a boundary for a case study. The result was that the single case study at site two was analysed and is reported as two case studies. The findings also revealed how the teachers interacted with their students and the relationships between the teachers (division of labour). The teachers experienced tensions within the existing practices and policies (rules) at each case study site.

Three key themes emerged from the findings. The first was that the teachers lacked a valid and clear conceptualisation of the purpose (object) for using Moodle. This theme illustrates the importance of a language syllabus, teachers’ pedagogical content knowledge for effective language pedagogy, and task-based language learning. The second theme concerned the teachers’ conceptualisation of the role of technology in realising the purpose (improvement of speaking competence and availability of resources for language learning). The role of Moodle in scaffolding students’ learning to realise the object and the misconception that teaching in the online environment is the same as teaching in the face-to-face in the classroom are discussed. The third theme related to the individual teacher in the context of a learning community, especially the teacher’s responsiveness to innovation and the uptake of opportunities for professional learning.

This research suggests three important factors that should be explicitly considered when integrating technology into tertiary English language programmes: teacher development, the language syllabus, and the learning community. All of these factors relate, are interconnected, and need to be considered in order for technology to be normalised in English language programmes and for the potential of technology to be realised in practice.

text: Integrating technology in tertiary level English Language programmes: Case studies of Moodle learning environments While the potential of technology to enhance language pedagogy has been realised in some English language learning environments, there are contexts in which its use has failed to achieve its promise. Teachers’ use of technology has also often been described as uneven or limited with the tendency of technology to be used on the periphery or on an ‘ad hoc’ basis. These gaps have provided the basis for this doctoral level study to investigate the integration of Moodle into English language programmes offered at two tertiary institutions in New Zealand. This study adopted the concept of “normalisation” (Bax, 2000, 2003) as the research perspective. 

The conceptual framework for the research was developed based on five areas that explored teacher learning and thinking, and how these processes interacted with the complexities in the educational environment. The framework consists of technological pedagogical content knowledge (TPACK), sociocultural theory as applied to teacher learning, Activity Theory, language pedagogy, and the challenges of integrating technology in the context of tertiary-level English language classrooms.

The research followed a qualitative case study design. The English language programme was planned as the boundary for each case. Data collection involved the use of semi-structured interviews, classroom observations, and work-together sessions, which were conducted at the two case study sites. The main participants included teachers, with participation from students and other key informants.  Data were collected over a period of twelve weeks in case study site one and eighteen weeks at site two.  All data were thematically analysed using an inductive approach.

The findings from each case study were reported based on three categories in the Activity Theory framework: the object of the activity (its purpose), division of labour, and rules. The analysis of the findings in case study site one revealed one purpose (object) for using Moodle in the tertiary level English language programme, which was to use text-based, asynchronous activities to prepare the students to speak in the classroom and develop their speaking skills. However, at case study site two, two purposes (objects) for Moodle use were identified. These were to use text-based, asynchronous activities to prepare the students to speak in the classroom to develop their speaking skills and to provide them with a bank of text-based resources for language learning. This unanticipated finding challenged the notion of the language programme as the boundary for a case and resulted in each purpose (object) functioning instead as a boundary for a case study. The result was that the single case study at site two was analysed and is reported as two case studies. The findings also revealed how the teachers interacted with their students and the relationships between the teachers (division of labour). The teachers experienced tensions within the existing practices and policies (rules) at each case study site.

Three key themes emerged from the findings. The first was that the teachers lacked a valid and clear conceptualisation of the purpose (object) for using Moodle. This theme illustrates the importance of a language syllabus, teachers’ pedagogical content knowledge for effective language pedagogy, and task-based language learning. The second theme concerned the teachers’ conceptualisation of the role of technology in realising the purpose (improvement of speaking competence and availability of resources for language learning). The role of Moodle in scaffolding students’ learning to realise the object and the misconception that teaching in the online environment is the same as teaching in the face-to-face in the classroom are discussed. The third theme related to the individual teacher in the context of a learning community, especially the teacher’s responsiveness to innovation and the uptake of opportunities for professional learning.

This research suggests three important factors that should be explicitly considered when integrating technology into tertiary English language programmes: teacher development, the language syllabus, and the learning community. All of these factors relate, are interconnected, and need to be considered in order for technology to be normalised in English language programmes and for the potential of technology to be realised in practice.

year: 2014

title: Factors contributing to the unnaturally low water table of Moanatuatua Scientific Reserve, Waikato, New Zealand

authors: Daws, Constance Mary

subjects: peat

abstract: Water table regime in peatlands (depth below the peat surface) is an important driver in biochemical processes. A deep water table can lead to increased rates of peat decomposition resulting in surface subsidence, release of carbon and changes to the vegetation cover. This study focused on the factors responsible for the unnaturally deep and highly fluctuating water table regime at Moanatuatua, a remnant peat bog, in contrast to the hydrologically pristine Kopuatai bog, with a shallow, more stable water table.
Moanatuatua Scientific Reserve in the Hamilton basin is the 1.1 km2 remnant of a former 75 km2 raised peat bog, and Kopuatai bog covers an area of 96 km2 on the Hauraki plains. Native bog vegetation in the Waikato is dominated by two species from the Restionaceae family of vascular plants, Empodisma robustum and Sporadanthus ferrugineus. Water table measurements at Moanatuatua were obtained from nine pressure transducers across an east to west transect of the bog. At Kopuatai, water table measurements were taken from a single reference site. At both bogs evaporation and rainfall were measured by eddy covariance towers. Three years of measurements (1 September 2015 – 31 August 2018) were used to compare the two sites.
The water table at Moanatuatua was consistently very deep for a peat bog and had a strong seasonal cycle resulting in a deeper water table in summer and a shallower water table in winter, with a mean depth of -601 mm below the surface for the three-year study period. Kopuatai also showed a seasonal pattern although the water table did not reach the same extreme depths with a mean water table depth of -25 mm. The water table at Moanatuatua followed the domed shape of the peat surface, but remained well below the peat surface for the duration of the study. The pattern of water table depth across Moanatuatua indicated that the border drains do not cause a drawdown effect on the water table across the entire transect of the bog. Similar water table depths were found 18 years ago suggesting that the hydrological regime at Moanatuatua has not altered much in this time.
Evaporation rates from Moanatuatua were higher than Kopuatai. Mean daily evaporation from Moanatuatua was 2.2 mm and Kopuatai 1.8 mm for the entire study period. Eliminating wet canopy influences the evaporation rate at Moanatuatua was 2.0 mm day-1 and at Kopuatai of 1.45 mm day-1. Mean annual water balance inputs into the bog (rainfall – evaporation) were 587 mm at Moanatuatua and 872 mm at Kopuatai. If the late successional vegetation at Moanatuatua were replaced with early successional vegetation as present at Kopuatai, it is estimated that an average water balance would have been of 741 mm, resulting in more water available for potential water table recharge.

text: Factors contributing to the unnaturally low water table of Moanatuatua Scientific Reserve, Waikato, New Zealand Water table regime in peatlands (depth below the peat surface) is an important driver in biochemical processes. A deep water table can lead to increased rates of peat decomposition resulting in surface subsidence, release of carbon and changes to the vegetation cover. This study focused on the factors responsible for the unnaturally deep and highly fluctuating water table regime at Moanatuatua, a remnant peat bog, in contrast to the hydrologically pristine Kopuatai bog, with a shallow, more stable water table.
Moanatuatua Scientific Reserve in the Hamilton basin is the 1.1 km2 remnant of a former 75 km2 raised peat bog, and Kopuatai bog covers an area of 96 km2 on the Hauraki plains. Native bog vegetation in the Waikato is dominated by two species from the Restionaceae family of vascular plants, Empodisma robustum and Sporadanthus ferrugineus. Water table measurements at Moanatuatua were obtained from nine pressure transducers across an east to west transect of the bog. At Kopuatai, water table measurements were taken from a single reference site. At both bogs evaporation and rainfall were measured by eddy covariance towers. Three years of measurements (1 September 2015 – 31 August 2018) were used to compare the two sites.
The water table at Moanatuatua was consistently very deep for a peat bog and had a strong seasonal cycle resulting in a deeper water table in summer and a shallower water table in winter, with a mean depth of -601 mm below the surface for the three-year study period. Kopuatai also showed a seasonal pattern although the water table did not reach the same extreme depths with a mean water table depth of -25 mm. The water table at Moanatuatua followed the domed shape of the peat surface, but remained well below the peat surface for the duration of the study. The pattern of water table depth across Moanatuatua indicated that the border drains do not cause a drawdown effect on the water table across the entire transect of the bog. Similar water table depths were found 18 years ago suggesting that the hydrological regime at Moanatuatua has not altered much in this time.
Evaporation rates from Moanatuatua were higher than Kopuatai. Mean daily evaporation from Moanatuatua was 2.2 mm and Kopuatai 1.8 mm for the entire study period. Eliminating wet canopy influences the evaporation rate at Moanatuatua was 2.0 mm day-1 and at Kopuatai of 1.45 mm day-1. Mean annual water balance inputs into the bog (rainfall – evaporation) were 587 mm at Moanatuatua and 872 mm at Kopuatai. If the late successional vegetation at Moanatuatua were replaced with early successional vegetation as present at Kopuatai, it is estimated that an average water balance would have been of 741 mm, resulting in more water available for potential water table recharge.

year: 2018

title: Fishing activity in the Waikato and Waipa rivers

authors: Hicks, Brendan J.

subjects: fishing

abstract: The purpose of this research project is to collate information regarding the recent use of fisheries resources in the Waikato River and Waipa River catchment areas. In particular, the project sought to summarise the commercial, customary, and recreational fishing activity in the catchments of the Waikato and Waipa rivers in the spatial context of recently introduced co-governance areas. These fisheries include, but are not exclusive to, the broad range of aquatic life managed under the Fisheries Act 1996. Such information is required to support management which includes a co-management framework. The research describes the commercial, customary and recreational fisheries including species and quantities taken, fishing methods, and seasonal influences.

text: Fishing activity in the Waikato and Waipa rivers The purpose of this research project is to collate information regarding the recent use of fisheries resources in the Waikato River and Waipa River catchment areas. In particular, the project sought to summarise the commercial, customary, and recreational fishing activity in the catchments of the Waikato and Waipa rivers in the spatial context of recently introduced co-governance areas. These fisheries include, but are not exclusive to, the broad range of aquatic life managed under the Fisheries Act 1996. Such information is required to support management which includes a co-management framework. The research describes the commercial, customary and recreational fisheries including species and quantities taken, fishing methods, and seasonal influences.

year: 2013