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The process followed to analyse the data was based on a six-step method, as identified in thematic analysis processes and case study research (Braun & Clarke, 2006): preparing the data, coding the data, organising and identifying themes, defining themes, re-examining the text and finalising the themes. Each step is outlined in the following sections.

5.1.1 Preparing the data

The data was prepared by putting it into a suitable format ready for analysis: the interviews were transcribed into NVivo software and the survey data was arranged

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into a spreadsheet. The interviews were transcribed in full and were true to their original nature (Braun & Clarke, 2006) to avoid altering the intended meaning. Because the transcripts were very long, each one was scanned separately three times to streamline the data and help identify the themes.

5.1.2 Coding the data

The second step was to go through a process of coding the data using NVivo software. The query functions in NVivo helped to identify the significance and frequency with which teachers mentioned particular ICT practices or features related to professional development. An example of an NVivo query search is shown in Appendix G. In this example, the query was for Question 5 in the interviews: Identify the primary use of ICTs that you used in your teaching practice in the following areas: Communication with parents, students and colleagues both in and out of school. The responses included 24 references to email, 11 to learning, 8 to parents and 8 to students. Using a minimum word length of eight letters and with the exact/similar scale set to similar, the 10 most frequently used words were Content, Knowledge, Activities, Communication, Process, Working, Information, Thought, Change and Getting. The minimum word length of eight letters was chosen so that pronouns, action verbs, linking verbs and conjunctions were omitted from the coding. The scale of similar was used so that like words would be grouped together.

Using a system of manual coding, the text was scanned at least three times, both vertically and horizontally, to obtain an overall picture of the topics within the information. Significant text was highlighted in red (see Appendix H: Manual coding of text).

5.1.3 Organising the identifying themes

The third step was to organise and identify the themes, which became apparent after completing multiple scans of the text. These themes were topics that were mentioned a significant number of times throughout the interviews and that were given a high level of importance by the participants. The thematic analysis technique allows for flexibility in the research design because the themes are identified based on patterns rather than trying to fit them into a pre-existing coding frame (Braun & Clarke, 2006). Using this technique, five themes were identified: two themes belonged

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to research question 1, two belonged to research question 2, and the fifth linked the other themes together.

As a first step to organising the themes, a list was prepared of terms that were frequently mentioned and were identified as important by the participants; the terms were then grouped according to the two research questions (see Table 5.1). Terms were placed into Column 1 when they related to the use of ICT or a pedagogical process. Terms were placed into Column 2 when they related to a feature of professional development. Some terms were related to both research questions, which resulted in the theme that linked the two groups together. Section 5.1.4 analyses how the terms align with the identified themes.

Table 5.1 Identification of themes

1. What are experienced teachers’ perceptions of their current ICT practices?

2. What impact has professional development had on experienced teachers’ ICT practices?

Learning place Data projectors Email OneSchool OneNote PowerPoint iPad Changing Planning Facebook Engagement Reinforce Students Leadership School culture Technical issues Priorities Time Hands-on Internal Practice Contextual Changing Outcomes Self-paced Follow-up Priorities Time

5.1.4 Defining the themes

The list of terms was matched to the research questions, and after multiple refinements, the terms continued to evolve and themes emerged. The process to make these decisions is outlined below.

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ICT practices themes

Terms that related to specific hardware and software were eliminated (e.g. iPad), so that the themes were not so specific that they would become less useful as technology evolves. Terms that described ICT practices were grouped in relation to their use outside the classroom or inside the classroom. Most of the terms used to describe ICT practices that occur outside the classroom, which led to the first theme,

Primary use of ICTs outside the classroom. Participants frequently stressed the

constant cycle of change related to the ICT practices and the pressure placed on teachers by society to adapt and refine their pedagogy. The significance and importance given to this concept by the participants led to the second theme, Changing

and evolving use of ICTs.

Impact of professional development themes

The theme of change also extended to the second research question in relation to professional development. The results showed that new ways of learning were having the highest impact on teachers’ ICT practices, which led to the third theme, Changing

and evolving professional development of ICTs. The impact that these new methods of

professional development were having on teachers’ practices and the identification of underutilised methods of professional development methods led to the fourth theme,

Promote the value of these alternative methods of professional development. Establishing the links between the themes

The final theme of Upward management and skilling of school leaders became evident due to the significance of all stakeholders in the process, including students and teachers, and the impact that users of ICT can have on the leaders in an organisation. This theme was pivotal in that it linked together the two research questions, referenced Diffusion of Innovations theory, involved whole-school ICT culture and provided a framework to further contribute to the professional development of teachers to improve their use of ICT practices.

Relationship to Conceptual Framework

To provide validity to the themes and their links, the conceptual frameworks, on which this study is based, namely Roger’s Diffusions of Innovations (Rogers, 2003) and Tearle’s A theoretical and instrumental framework for implementing change in

ICT in education (Tearle, 2004), will be used as the theoretical foundation for analysis

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5.1.5 Re-examining the text

A third and final scan of the interview data and re-examination of the survey data was carried out with these themes in mind. This was to ensure that no frequent or significant terms or potential themes were overlooked. Relevant results were identified, additional data that supported or negated the initial themes were identified, and then the themes were adjusted (Whitelock, 2010). For example, the data on the two methods of professional development that had the least impact were related to the school’s leadership team and the impact that school leaders have in shaping whole- school ICT culture. This relationship between engagement of school leaders and the impact they have on the professional development confirmed the importance of the linking theme Upward management and skilling of school leaders.

5.1.6 Finalising the themes

It is recommended that the final themes be identified in a concept map (Chabi, 2011), which allows for relationships between the themes to become evident (see Figure 5.1). These themes are interconnected, (Refer Section 5.1.4) and also cyclical, given the evolving nature of ICTs, learning through professional development opportunities and schools’ ongoing improvement agendas. Another benefit in using this technique is that it allows further developments to be identified.

Figure 5.1 The final themes 1. Primary use of ICTs outside the classroom 2. Changing and evolving use of ICTs 3. Upward management and skilling of school leaders 5. Promoting the value of alternative types of professional development 4. Changing and evolving professional development for ICTs

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