title: The application of ICT in the music classroom: Factors that influence technology integration in New Zealand secondary schools.

authors: O’Connell, Amanda

subjects: Music

abstract: This thesis investigates how New Zealand secondary school music teachers used ICT in their music programmes between 2008 and 2012. It started from the assumption that the adoption of technology in secondary music classrooms was uncommon and mostly limited by inadequate equipment and the low premium teachers put on the value of integrating technology into their teaching.
Two data samples were collected consecutively, four years apart (2008-2012), and the data was used to identify the drivers that influence changes in the surveyed teachers’ pedagogical practice. The research questions focus on music teachers’ use of computer technology in their teaching pedagogy. The questions probe whether teachers integrate technology in their teaching programmes, and if they do, why and how. The questions also investigate the strongest influences on teachers’ adoption of new technology. The thesis examines the changes and constants over the period of the study and reflects how New Zealand music teachers’ practice aligns with that of teachers abroad. The data collected from interviews provided sufficient evidence to conduct a comparative analysis over the extended period.
Methodologically, the thesis followed a qualitative research approach combined with longitudinal elements to support the comparative analysis. The data was collected by means of interviews with 13 respondents during each of the two separate data collections in 2008 and 2012. The two data sets captured teachers’ practice and provided evidence of change for analysis and evaluation. The interview questions probed teachers’ skills and their use of ICT, the perceived difficulties of ICT integration, and possible changes to their practice.
The thesis divides into seven chapters. Chapter 1 introduces the topic of the thesis. It explains the role of the teacher-researcher against the background of a secondary school music department in New Zealand. Chapter 2 introduces and reviews the relevant local and international literature on the use of ICT in education, how ICT affects teachers and students during the process of teaching and learning, and how ICT is used in music education. Chapter 3 establishes the qualitative methodological approach and outlines the analytical process that was used to determine the findings. Chapters 4 and 5 present the two data sets organised into five categories: infrastructure, skills and knowledge, inside the classroom, support, and ways forward. Chapter 6 presents the findings and provides a comparative analysis of the two sets of data. The chapter concludes with a thematic synthesis of the findings.
The findings identify four elements that are present when effective technology integration occurs: accessibility, connectivity, pedagogy, and motivation. The latter two produce intrinsic motivation for teachers to engage in the process of ICT integration. Accessibility and connectivity, on the other hand, are the most important extrinsic motivators for ICT integration.
Chapter 7 is the concluding chapter that summarises the aims of the thesis by revisiting the five research questions. The answers to these questions are discussed in relation to the findings with literature references to current music education and ICT practice. The original contribution of the thesis provides a comparative analysis of classroom practice over a four-year period. It shows how teaching practice in music classrooms changed from 2008 to 2012 and suggests reasons for these changes. Chapter 7 highlights the limitations of the thesis and provides practical implications for music teachers. Suggestions for ways to build on the knowledge gained from this thesis are made.
The thesis found that technology is not integrated effectively or consistently in secondary school music classrooms. This is despite ongoing government initiatives and professional development opportunities. The findings indicated that teachers’ outlook and belief systems were powerful intrinsic motivators for the use of ICT, more so than extrinsic factors such as policy changes or access to ICT equipment. This thesis gives a unique glimpse into music teachers’ practice and technology integration in New Zealand.

text: The application of ICT in the music classroom: Factors that influence technology integration in New Zealand secondary schools. This thesis investigates how New Zealand secondary school music teachers used ICT in their music programmes between 2008 and 2012. It started from the assumption that the adoption of technology in secondary music classrooms was uncommon and mostly limited by inadequate equipment and the low premium teachers put on the value of integrating technology into their teaching.
Two data samples were collected consecutively, four years apart (2008-2012), and the data was used to identify the drivers that influence changes in the surveyed teachers’ pedagogical practice. The research questions focus on music teachers’ use of computer technology in their teaching pedagogy. The questions probe whether teachers integrate technology in their teaching programmes, and if they do, why and how. The questions also investigate the strongest influences on teachers’ adoption of new technology. The thesis examines the changes and constants over the period of the study and reflects how New Zealand music teachers’ practice aligns with that of teachers abroad. The data collected from interviews provided sufficient evidence to conduct a comparative analysis over the extended period.
Methodologically, the thesis followed a qualitative research approach combined with longitudinal elements to support the comparative analysis. The data was collected by means of interviews with 13 respondents during each of the two separate data collections in 2008 and 2012. The two data sets captured teachers’ practice and provided evidence of change for analysis and evaluation. The interview questions probed teachers’ skills and their use of ICT, the perceived difficulties of ICT integration, and possible changes to their practice.
The thesis divides into seven chapters. Chapter 1 introduces the topic of the thesis. It explains the role of the teacher-researcher against the background of a secondary school music department in New Zealand. Chapter 2 introduces and reviews the relevant local and international literature on the use of ICT in education, how ICT affects teachers and students during the process of teaching and learning, and how ICT is used in music education. Chapter 3 establishes the qualitative methodological approach and outlines the analytical process that was used to determine the findings. Chapters 4 and 5 present the two data sets organised into five categories: infrastructure, skills and knowledge, inside the classroom, support, and ways forward. Chapter 6 presents the findings and provides a comparative analysis of the two sets of data. The chapter concludes with a thematic synthesis of the findings.
The findings identify four elements that are present when effective technology integration occurs: accessibility, connectivity, pedagogy, and motivation. The latter two produce intrinsic motivation for teachers to engage in the process of ICT integration. Accessibility and connectivity, on the other hand, are the most important extrinsic motivators for ICT integration.
Chapter 7 is the concluding chapter that summarises the aims of the thesis by revisiting the five research questions. The answers to these questions are discussed in relation to the findings with literature references to current music education and ICT practice. The original contribution of the thesis provides a comparative analysis of classroom practice over a four-year period. It shows how teaching practice in music classrooms changed from 2008 to 2012 and suggests reasons for these changes. Chapter 7 highlights the limitations of the thesis and provides practical implications for music teachers. Suggestions for ways to build on the knowledge gained from this thesis are made.
The thesis found that technology is not integrated effectively or consistently in secondary school music classrooms. This is despite ongoing government initiatives and professional development opportunities. The findings indicated that teachers’ outlook and belief systems were powerful intrinsic motivators for the use of ICT, more so than extrinsic factors such as policy changes or access to ICT equipment. This thesis gives a unique glimpse into music teachers’ practice and technology integration in New Zealand.

year: 2018

title: Electrospray-friendly ligands for the mass spectral analysis of transition-metal complexes

authors: Decker, Corry

abstract: The key aim of this project was to develop the concept of electrospray-friendly ligands as a new ionisation method for the analysis of neutral metal complexes by electrospray mass spectrometry (ESMS). This involved introducing active functional groups into traditional ligands which do not otherwise undergo chemical ionisation under ESMS conditions.

Electrospray-friendly ligands (as illustrated above for PPh₃ derivatives) were incorporated into a series of metal carbonyl complexes of Mo, Fe and Ru, metal halide complexes of Pd, Pt and Au, and a number of zero-valent complexes of Pt and Pd. All carbonyl complexes with ES-friendly phosphine, arsine and stibine ligands ionised by protonation, yielding strong [M + H]⁺ ions as the only signals in the spectrum. The metal halide complexes followed the known halide-loss mechanism. Pt(0) and Pd(0) complexes did not require functionalised ligands, as their PPh₃ derivatives already gave [M +H]⁺ ions. Mo and W carbonyl complexes of the two ‘naturally’ electrospray friendly ligands tpa (tpa = 1,3,5-triaza-7-phosphaadamantane) and tcep [tcep = tris(2-cyanoethyl)phosphine] could also be studied readily by ESMS. While all tpa complexes gave [M + H]⁺ ions, complexes of tcep preferred ionisation by NH₄⁺. The ionisation efficiencies of selected ligands and complexes are discussed.

Thiolate complexes of Ni, Pd, Pt, Au and Hg were prepared using the ligands SC₆H₄OMe-p (S*) and p-SC₅H₄N (S•), but only the S•-complexes reliably underwent the protonation-type mechanism. The Cd-thiolate complexes [Cd₄(SPh)₁₀]²⁻, [S₄Cd₁₀(SPh)₁₆]⁴⁻ and [S₄Cd₁₀(SPh)₂₈]²⁻ underwent rapid ligand exchange with S*, but yielded insoluble products with S•. The complexes [Pt₂(μ-S)₂(L)₂] (L = PPh₃, P*, P**, P***. P•. As***¹) were prepared, and by means of ESMS, aspects of ligand exchange as well as reactivity towards other metal centres were investigated.

Isonitrile derivatives of [Fe₃(CO)₁₂] and [Ru₃CO)₁₂] were prepared by ligand exchange with CNPh, CNC₆H₄OMe-p (CNPh*) and tosylmethylisocyanide. Substitution was observed for up to six CO ligands. Pyrolysis of [Fe₃(CO)₁₁(L)] and [Fe₃(CO)₁₀(L)₂] (L =CNPh, CNPh*) led to the products [Fe₃(CO)₉(μ₃ - η²-L)] and [Fe₃(CO)₈(μ₃-η²-L) (L)], respectively. All complexes could be studied by ESMS as their [M + H]⁺, [M + MeO]⁻ or  [M – H]⁻ ions, depending on the exact nature of the analyte. [Fe₃(CO)₁₀(CNPh)₂] was characterised structurally (below) and revealed an unprecedented substitution pattern, together with unexpected partial disorder in the metal framework.

Detection by ESMS of products of the type [Ru₄(CO) ₁₄₋ₙ(L)ₙ] (L = CNPh, CNPh*; n =2-4) in the reactions with ruthenium carbonyl led to the isolation and structural characterisation of [Ru₄(CO)₁₂(CNPh)₄], which is the only fully characterised isonitrile derivative of [Ru₃(CO)₁₂] with four metal atoms and exhibits an unusual imine-type bonding mode for the bridging isonitrile ligands.
________________________
¹As*** = As(C₆H₄OMe-p)₃

text: Electrospray-friendly ligands for the mass spectral analysis of transition-metal complexes The key aim of this project was to develop the concept of electrospray-friendly ligands as a new ionisation method for the analysis of neutral metal complexes by electrospray mass spectrometry (ESMS). This involved introducing active functional groups into traditional ligands which do not otherwise undergo chemical ionisation under ESMS conditions.

Electrospray-friendly ligands (as illustrated above for PPh₃ derivatives) were incorporated into a series of metal carbonyl complexes of Mo, Fe and Ru, metal halide complexes of Pd, Pt and Au, and a number of zero-valent complexes of Pt and Pd. All carbonyl complexes with ES-friendly phosphine, arsine and stibine ligands ionised by protonation, yielding strong [M + H]⁺ ions as the only signals in the spectrum. The metal halide complexes followed the known halide-loss mechanism. Pt(0) and Pd(0) complexes did not require functionalised ligands, as their PPh₃ derivatives already gave [M +H]⁺ ions. Mo and W carbonyl complexes of the two ‘naturally’ electrospray friendly ligands tpa (tpa = 1,3,5-triaza-7-phosphaadamantane) and tcep [tcep = tris(2-cyanoethyl)phosphine] could also be studied readily by ESMS. While all tpa complexes gave [M + H]⁺ ions, complexes of tcep preferred ionisation by NH₄⁺. The ionisation efficiencies of selected ligands and complexes are discussed.

Thiolate complexes of Ni, Pd, Pt, Au and Hg were prepared using the ligands SC₆H₄OMe-p (S*) and p-SC₅H₄N (S•), but only the S•-complexes reliably underwent the protonation-type mechanism. The Cd-thiolate complexes [Cd₄(SPh)₁₀]²⁻, [S₄Cd₁₀(SPh)₁₆]⁴⁻ and [S₄Cd₁₀(SPh)₂₈]²⁻ underwent rapid ligand exchange with S*, but yielded insoluble products with S•. The complexes [Pt₂(μ-S)₂(L)₂] (L = PPh₃, P*, P**, P***. P•. As***¹) were prepared, and by means of ESMS, aspects of ligand exchange as well as reactivity towards other metal centres were investigated.

Isonitrile derivatives of [Fe₃(CO)₁₂] and [Ru₃CO)₁₂] were prepared by ligand exchange with CNPh, CNC₆H₄OMe-p (CNPh*) and tosylmethylisocyanide. Substitution was observed for up to six CO ligands. Pyrolysis of [Fe₃(CO)₁₁(L)] and [Fe₃(CO)₁₀(L)₂] (L =CNPh, CNPh*) led to the products [Fe₃(CO)₉(μ₃ - η²-L)] and [Fe₃(CO)₈(μ₃-η²-L) (L)], respectively. All complexes could be studied by ESMS as their [M + H]⁺, [M + MeO]⁻ or  [M – H]⁻ ions, depending on the exact nature of the analyte. [Fe₃(CO)₁₀(CNPh)₂] was characterised structurally (below) and revealed an unprecedented substitution pattern, together with unexpected partial disorder in the metal framework.

Detection by ESMS of products of the type [Ru₄(CO) ₁₄₋ₙ(L)ₙ] (L = CNPh, CNPh*; n =2-4) in the reactions with ruthenium carbonyl led to the isolation and structural characterisation of [Ru₄(CO)₁₂(CNPh)₄], which is the only fully characterised isonitrile derivative of [Ru₃(CO)₁₂] with four metal atoms and exhibits an unusual imine-type bonding mode for the bridging isonitrile ligands.
________________________
¹As*** = As(C₆H₄OMe-p)₃

year: 2002

title: Science-practice roadshow 1: Summary perspectives from centralised entities and agencies

authors: Serrao-Neumann, Silvia

abstract: Flooding is Aotearoa-New Zealand’s most frequent natural hazard, regularly damaging buildings and infrastructure networks, and causing months of disruption to communities and businesses (Hutchings et al. 2019). Also, floods have indirect, cascading, and more intangible impacts (Lawrence, Blackett, and Cradock-Henry 2020), such as the withdrawal of future investment or the emotional stress of recovery. flood risk is predicted to rise quickly due to the combination of climate change and rapid urban intensification (Ministry for the Environment and The Flood Risk Management and River Control Review Steering Group 2008). 

Currently, there is no consistent approach to accurately determine flood risk on a national scale, nor how this may be changing as the climate warms. Instead, flooding risk assessments are done for individual catchments or locations, with the goal of managing and mitigating on the local scale. Local and regional governments vary widely in their capability and capacity to undertake this work (Ford, Berrang-Ford, and Berrang Ford 2011) and, thus, significant differences in data availability and modelling approaches mean that integration of results to gain a pan-region or nationwide picture has not been possible. 

The ‘Mā te haumaru ō nga puna wai ō Rākaihautū ka ora mo ake tonu: Increasing flood resilience across Aotearoa’ research develop a detailed nationwide model that could inform strategic and co-ordinated nationwide decision-making and regulations to support improved resilience to flood risk across the country. Utilising new methods and advances in computer processing and automation, the programme is developing a dynamic risk modelling framework that will assess flood hazard for every catchment in the country and under differing climate scenarios. The model will account for the risks to both built infrastructure and communities so that a fuller understanding of societal costs and impacts can be established. The model’s utility for supporting decision-making will be investigated using an initial set of scenarios for environmental planning, policy settings and infrastructure investment options. Two overarching themes across all of the research - Mtauranga Mori and Uncertainty – are designed to utilise the diverse knowledge systems available to develop tools that are relevant for communities throughout Aotearoa-New Zealand, and to take into account and communicate more clearly flood risks. 

Improved resilience to flooding across Aotearoa-New Zealand is a key outcome sought by the research programme, however it cannot be achieved by research alone. Instead, knowledge and information developed within the programme must be utilised by practitioners in their work to assist communities to plan for, manage, mitigate and avoid flood risks. New knowledge from the programme must be incorporated by practitioners into further tools, policy and decision-making frameworks. This knowledge translation however is not a straight forward process (Dilling and Lemos 2011). Cultural, behavioural and cognitive differences between those who produce and those who utilise knowledge mean that research outputs may not fit the requirements of their intended users, and thus, uptake of research outputs may be compromised. Conversely, strong engagement of knowledge users in the knowledge production process is known to increase the likelihood, and impact, of knowledge implementation. 

Stakeholders are key members of the programme’s research team, representing views across central and local government, engineering, planning consultancies, emergency management, insurance and banking industries, and Te Rūnanga o Wairewa (Banks Peninsula). To broaden the range of stakeholder perspectives, and to facilitate relationships across the programme, we have established a boundary organisation – Te W Te W . Boundary organisations (Guston 2001; Kirchhoff, Esselman, and Brown 2015) are forums that bridge between the two relatively different social worlds of knowledge producers (researchers/scientists) and users (practitioners/policy makers). These forums create and sustain legitimate space and collaboration for knowledge/information to be co-designed, co-produced and co-disseminated (Serrao-Neumann, Di Giulio, and Low Choy 2020). Within our programme, Te W Te W is responsible for organising and facilitating communication and collaboration activities – events (Science-Practice oadshows), communications channels such as an electronic newsletter and website, and learning opportunities. Through this organisation, we are fostering trust, legitimacy and capacity for information use so that our research results will be usable, useful, and used. 

This report summarises the discussion and perspectives shared at the first Science-Practice Roadshow held in October 2021.

text: Science-practice roadshow 1: Summary perspectives from centralised entities and agencies Flooding is Aotearoa-New Zealand’s most frequent natural hazard, regularly damaging buildings and infrastructure networks, and causing months of disruption to communities and businesses (Hutchings et al. 2019). Also, floods have indirect, cascading, and more intangible impacts (Lawrence, Blackett, and Cradock-Henry 2020), such as the withdrawal of future investment or the emotional stress of recovery. flood risk is predicted to rise quickly due to the combination of climate change and rapid urban intensification (Ministry for the Environment and The Flood Risk Management and River Control Review Steering Group 2008). 

Currently, there is no consistent approach to accurately determine flood risk on a national scale, nor how this may be changing as the climate warms. Instead, flooding risk assessments are done for individual catchments or locations, with the goal of managing and mitigating on the local scale. Local and regional governments vary widely in their capability and capacity to undertake this work (Ford, Berrang-Ford, and Berrang Ford 2011) and, thus, significant differences in data availability and modelling approaches mean that integration of results to gain a pan-region or nationwide picture has not been possible. 

The ‘Mā te haumaru ō nga puna wai ō Rākaihautū ka ora mo ake tonu: Increasing flood resilience across Aotearoa’ research develop a detailed nationwide model that could inform strategic and co-ordinated nationwide decision-making and regulations to support improved resilience to flood risk across the country. Utilising new methods and advances in computer processing and automation, the programme is developing a dynamic risk modelling framework that will assess flood hazard for every catchment in the country and under differing climate scenarios. The model will account for the risks to both built infrastructure and communities so that a fuller understanding of societal costs and impacts can be established. The model’s utility for supporting decision-making will be investigated using an initial set of scenarios for environmental planning, policy settings and infrastructure investment options. Two overarching themes across all of the research - Mtauranga Mori and Uncertainty – are designed to utilise the diverse knowledge systems available to develop tools that are relevant for communities throughout Aotearoa-New Zealand, and to take into account and communicate more clearly flood risks. 

Improved resilience to flooding across Aotearoa-New Zealand is a key outcome sought by the research programme, however it cannot be achieved by research alone. Instead, knowledge and information developed within the programme must be utilised by practitioners in their work to assist communities to plan for, manage, mitigate and avoid flood risks. New knowledge from the programme must be incorporated by practitioners into further tools, policy and decision-making frameworks. This knowledge translation however is not a straight forward process (Dilling and Lemos 2011). Cultural, behavioural and cognitive differences between those who produce and those who utilise knowledge mean that research outputs may not fit the requirements of their intended users, and thus, uptake of research outputs may be compromised. Conversely, strong engagement of knowledge users in the knowledge production process is known to increase the likelihood, and impact, of knowledge implementation. 

Stakeholders are key members of the programme’s research team, representing views across central and local government, engineering, planning consultancies, emergency management, insurance and banking industries, and Te Rūnanga o Wairewa (Banks Peninsula). To broaden the range of stakeholder perspectives, and to facilitate relationships across the programme, we have established a boundary organisation – Te W Te W . Boundary organisations (Guston 2001; Kirchhoff, Esselman, and Brown 2015) are forums that bridge between the two relatively different social worlds of knowledge producers (researchers/scientists) and users (practitioners/policy makers). These forums create and sustain legitimate space and collaboration for knowledge/information to be co-designed, co-produced and co-disseminated (Serrao-Neumann, Di Giulio, and Low Choy 2020). Within our programme, Te W Te W is responsible for organising and facilitating communication and collaboration activities – events (Science-Practice oadshows), communications channels such as an electronic newsletter and website, and learning opportunities. Through this organisation, we are fostering trust, legitimacy and capacity for information use so that our research results will be usable, useful, and used. 

This report summarises the discussion and perspectives shared at the first Science-Practice Roadshow held in October 2021.

year: 2022-02