Data Analysis

The five stage process of qualitative data analysis (Denscombe, 2007) was utilised in this study as follows.

Preparation of the raw data

In order for the raw data to be amenable to analysis it was necessary to collate and organise the data in a systematic manner. The survey responses were the first raw data received in my study and as each survey was returned I gave it a reference number and letter on a register. This also provided a daily update of how many surveys had been returned and from which schools. Using a word document I created a table for each question of the survey and I wrote the respondents’ answers to each question with their reference number beside each one. Having the answers on separate pages

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made it very easy to begin coding the data as well as finding significant data when needed later on.

The next form of raw data was field notes taken during the teacher observations. These notes were filed and referenced. The interviews with each teacher were recorded and I transcribed and made backup copies of these in case of loss or damage to the originals.

Familiarity with the data

By collating the comments from the survey responses on a daily basis I became familiar with the data as I was constantly re-reading each page of responses. By the time I had received the final survey responses I felt very familiar with the content of the survey results and had started to cross reference the answers to notes from my teacher observations and interviews in preparation for interpreting the data.

Interpreting the data

Qualitative data from the survey, observations, interviews and documents were analysed by a process of category construction. The data from the survey was initially sorted according to the question responses. From this data, common themes were sorted into a category and deeper analysis revealed sub categories, which were coded and labelled. For example, one of the categories was benefits of using an IWB and a further level of analysis provided sub categories of lesson planning, student engagement and motivation, distinct features of IWB technology, efficiency in lesson planning and preparation and the nature of interactions. The next step was to compare these categories and identify any key concepts, patterns or theme among these categories as well as relationships among the categories. Analysing how the categories are linked together sought to develop themes about professional development and its impact on the use of an IWB in the classroom (Merriam, 1998). This was also used to answer the other sub questions of this research.

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Verifying the data

Due to the qualitative nature of this case study it was imperative that multiple sources of evidence were collected to ensure triangulation occurs, as this facilitates the validation of the data. As Stake (2005) points out, “triangulation has generally been considered a process of using multiple perceptions to clarify meaning, verifying the repeatability of an observation or interpretation” (p. 454). For each of my research questions there were three different sources of evidence being collected so that triangulation would occur and ensured the data would be verified (see Appendix M). Survey, observation, interview strategies and documentation were used in this study to gather data and ensure triangulation. Although the data was mainly qualitative there were aspects of quantitative data from the survey, IWB use log and the direct observations. This related to teaching experience, teaching level, years of IWB use, and the areas of the curriculum in which an IWB was used.

The validation of data in a study is also connected to the question of external validity or generalisation of the findings. As qualitative case study research is often based on a small intensive study, it raises the question of how the researcher can generalise findings on the basis of such a small number of cases. Lincoln and Guba suggest an approach that looks at the ‘transferability’ of the findings: using the information in the study the reader asks the question “to what extent could the findings be transferred to other instances?” (1985, cited in Denscombe, 2007, p. 299). Using this approach I provided sufficient detail for the reader to be able to transfer the findings to other instances and the significant factors that enhance or constrain the introduction and integration of an IWB have been identified. Rich description of the factors and the context of each case are detailed. This will provide readers with the information needed to compare or apply the findings to their own situation or other similar situations if they choose to do so. In this manner the issue of generalisation was addressed.

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Representing the data

Denscombe (2007) argues that because qualitative data is largely based on words or images, and has a complicated process of data analysis, it provides a challenge for the researcher to present it in a concise and convincing manner. Researchers need to take on an editor’s role. This thesis has undergone several drafts in an effort to present the most significant findings and themes that emerged from the data.