THE RELATIONAL NATURE OF MENTORING GIFTED CHILDREN USING DESKTOP VIDEOCONFERENCING
A Dissertation submitted by
Katrina Lamont, MEd
In partial fulfilment of the award of
Doctor of Education
Abstract
The integration of technology into classrooms, the education of gifted learners, and the challenge this presents to classroom relationships as a result of engaging with computer technology are significant issues for teachers in this decade. The evolving paradigm of technology use, the deep learning of computer skills that students will require for future employment and how this can be incorporated into appropriate pedagogies for gifted learners also poses challenges for teachers. This thesis reports on a unique mentoring program that was developed to utilise desktop videoconferencing (DVC) technology and designed to
specifically address these challenges.
The study was undertaken in a large independent school (K-12) in New South Wales, Australia and involved six students and six teachers, none of whom had any previous experience of DVC or mentoring. The aim of the study was to investigate learning outcomes for teachers and gifted students. This study employed DVC as a didactic strategy over a 10-week period. The mentoring sessions of the cohorts and their post-mentoring interviews were evaluated using grounded theory methods of data gathering and analysis over a 2-year period.
The findings demonstrated that the nature of learning during DVC could be constructed as an emergent theory, based on the teaching philosophies of the teachers and their goals for their students. Technical support, relational mentors and motivational tasks created supportive environments for DVC. Perseverance, enthusiasm and resilience enhanced the uniqueness of mentoring program. Several recommendations are also posited for further research.
CERTIFICATE OF DISSERTATION
I certify that the ideas, experimental work, results, analyses, software and conclusions reported in this dissertation are entirely my own effort, except where otherwise acknowledged. I also certify that the work is original and has not been previously submitted for any other award, except where otherwise acknowledged.
Signature of Candidate Date
ENDORSEMENT
Signature of Supervisor/s Date
Acknowledgments
I am deeply grateful to Dr Chris Forlin, my principal supervisor and mentor, who persisted in her support, advice and encouragement throughout the doctoral journey. I would also like to thank Dr Dorothy Andrews, my associate supervisor, for her wisdom and expertise. In addition, I will always remember Dr Tony Rickards, my first associate supervisor, for his kindness and enthusiasm.
I would also like to thank the principal, Dr Ted Boyce and the staff of the school community to which I belong.
Dedication
Table of Contents
Abstract ... ii
Certificate Of Dissertation ... iii
Acknowledgments... iv
List of Figures ... viii
List of Tables ... ix
Glossary ...x
1 Introduction ...1
1.1 The Study’s Purpose and Significance...3
1.2 Research Problem ...4
1.3 Justification for the Research ...5
1.4 Research Process...7
1.5 Delimitations of Scope and Key Assumptions ...8
1.6 Overview of the Research ...9
2 Introduction ...11
2.1 Gifted Primary School Children ...11
2.1.1. Problem of Defining Gifted Children ...12
2.1.2 Characteristics of Gifted Children ...13
2.1.3 Learning Styles of Gifted Children ...18
2.1.4 Characteristics of Teachers of the Gifted...19
2.1.5 Educating Gifted Children ...21
2.1.6 Special Programs for Gifted Children...26
2.2 Mentoring...28
2.2.1 The Concept of Mentoring...29
2.2.2 Mentoring Programs or Mentorships ...29
2.2.3 Mentoring in Australia ...33
2.2.4 Mentoring: A Viable Strategy...35
2.3 Educational Technology...36
2.3.1 History of Educational Technology ...37
2.3.2 Teachers and Educational Technology ...38
2.3.3 Students and Educational Technology ...40
2.3.4 Motivation and Educational Technology...41
2.3.5 Frustration and Educational Technology ...44
2.4 Instructional Methodology ...45
2.4.1 Relational Learning: An Instructional Approach...46
2.4.2 Direct Instruction ...47
2.4.3 Cognitive Constructivist Learning ...48
2.4.4 Social Constructivist Learning...50
2.5 Technology for Communication ...52
2.5.1 Telecomputing ...53
2.5.2 Telementoring ...55
2.5.3 Videoconferencing ...60
2.5.4 Room Videoconferencing ...61
2.5.5 Desktop Videoconferencing...62
2.6 Technology: Where to Now? ...65
2.6.1 Accessibility...65
2.6.2 Training and Support...66
2.6.3 Teacher, the Leader...68
2.7 Notes ...69
3.1 Theoretical Stance...72
3.1.1 Social Theory (Symbolic Interaction)...72
3.1.2 Learning Theories ...73
3.2 Ethnographic Case Study ...75
3.3 The Site ...75
3.4 The Participants...76
3.4.1 The Students...77
3.4.1.1 Simon ...77
3.4.1.2 Mark ...77
3.4.1.3 Nick ...78
3.4.1.4 Sally ...78
3.4.1.5 Rhys ...78
3.4.1.6 Sam...79
3.4.2 The Teachers ...79
3.4.2.1 Albert ...79
3.4.2.2 Stefan ...80
3.4.2.3 Bryce ...80
3.4.2.4 Alice ...81
3.4.2.5 Gloria ...81
3.4.2.6 Rosie...82
3.4.3 The Research Director...82
3.5 The Apparatus ...82
3.5.1 Desktop Video Camera ...83
3.5.2 Microphone ...83
3.5.3 Sony Voice Activated Mini-cassette Recorder ...84
3.5.4 iVisit Software Program...85
3.6 Implementing the Program in Two Phases ...87
3.6.1 Phase One...87
3.6.2 Phase Two ...89
3.7 Tools of Analysis and Interpretation...89
3.7.1 Open Coding ...90
3.7.2 Axial Coding ...91
3.7.3 Selective Coding ...92
3.8 Recording and Storage of Data ...93
3.9 Trustworthiness of the Developing Theory...93
3.9.1 Credibility ...93
3.9.2 Transferability ...94
3.9.3 Dependability ...94
3.9.4 Confirmability ...94
3.10 Ethical Considerations ...95
3.11 Notes ...95
4 Introduction ...97
4.1 Technology Domain...98
4.1.1 Clarifying ...98
4.1.2 Analysing ...99
4.1.3 Checking Information ...100
4.2 Knowledge Domain ...103
4.2.1 Making Judgements ...103
4.2.2 Higher Order Thinking...104
4.3 The Affective Domain...110
4.3.1 Respecting...111
4.3.2 Befriending...111
4.3.3 Playfulness ...112
4.4 Notes on the Mentors ...117
4.5 Notes on the Mentees...119
4.6 Notes on the Cohorts...119
4.7 Notes ...120
5 Introduction ...122
5.1 Global understanding and emergent categories ...123
5.2 Set 1 Propositions Regarding the Technology Domain ...124
5.2.1 Clarifying ...124
5.2.2 Analysing ...124
5.2.3 Checking ...125
5.3 Set 2 Propositions Regarding the Knowledge Domain:...126
5.3.1 Making judgements...126
5.3.2 Higher Order Thinking...127
5.3.3 Constructing Knowledge...127
5.4 Set 3 Propositions Regarding the Affective Domain: ...129
5.4.1 Respect ...129
5.4.2 Befriending...130
5.4.3 Playfulness ...131
5.5 Motivation and Perseverance ...132
5.6 A Developing Theory...133
5.7 Notes ...135
6 Introduction ...138
6.1 The Innovative Technology ...138
6.2 The Nature of Teaching and Learning ...140
6.3 The Mentoring Relationship ...141
6.4 The Developing Theory ...142
6.5 Limitations ...144
6.6 Implications for Using Mentoring and DVC with Gifted and Other Students ..145
6.7 Future Directions...146
6.8 Conclusion ...146
References ...148
Appendix A: Letter Home to Parents...174
Appendix B: Letter to Teachers ...176
Appendix C: Modified Mentoring Handbook...178
Appendix D: DVC Workbook ...190
Appendix E: Open Coding of Mentoring Session...210
Appendix F: Open Coding of Interview Transcript ...211
Appendix G: Open Coding of Evaluation Forms...212
Appendix H: Code Note...213
Appendix I: Axial Coding Theoretical Memo ...214
Appendix J: Selective Coding Theoretical Memo ...215
Appendix K: Permission Notes of Parents and Teachers...216
Appendix L: Bloom’s Taxonomy of Educational Objectives: Cognitive Domain ...217
List of Figures
Figure 1.1: Constant comparative method of data analysis ... 8
Figure 3.1: Emergent Design ... 70
Figure 3.2: The web cam... 82
Figure 3.3: The microphone... 83
Figure 3.4: The mini-cassette recorder ... 83
Figure 3.5: The participant shown on the screen ... 84
Figure 3.6: The chat window ... 85
Figure 4.1: Categories and sub-categories ... 96
List of Tables
Table 3.1: Information regarding students and teachers in the study ……….86 Table 5.1: The categories, sub-categories and processes employed in mentoring …….121
Glossary
Desktop Videoconferencing
Desktop videoconferencing is a technique that uses a computer camera and microphone at one site to transmit video and audio to a computer at another site (Barron & Orwig, 1997).
Gifted
For the purposes of this research, the concept of gifted would be best understood as having significantly high ability relative to the peer group. The focus should be on needs and that giftedness in any field of endeavour should be accepted, valued and supported. The focus should be on what needs require what intervention (Senate Employment, Workplace Relations, Small Business and Education Reference Committee, 2001, p. 34).
Learning
For the purposes of this report, learning will be understood in the following context. Learning is about searching for meaning, developing understanding and relating that understanding to the world around us. As a consequence, the world is seen differently and student conceptions have undergone change (Willis, 1993).
Telecomputing
Telecomputing can be defined as the use of computers and electronic networks that have enabled people to communicate with each other and access information from each other, online databases and World Wide Web sites.
