An Exploration of learning environments, focusing on the role of information and communication technology: A case study of New Zealand Seventh-day Adventist secondary schools

Abstract

This study investigates the Learning Environment of New Zealand Seventh-day Adventist (NZ SDA) secondary schools, particularly focusing on the role of ICT (Information and Communication Technology), from the perspective of the students, teachers and principals in these schools. The focus of this study stems from the established role of ICT in 21 -century education and the desire to provide students in NZ SDA secondary schools with quality learning experiences.

Three research questions underpin this study. Firstly, what is the nature of the Learning Environment in NZ SDA schools? Secondly, what role and impact does ICT play in supporting the Learning Environment? Finally, what needs to be established at the system, school, and classroom level to enhance the Learning Environment in NZ SDA schools, with a particular emphasis on the role of ICT? A mixed-method approach was utilised to gather quantitative and qualitative data from the respective students, teachers and principals through surveys, observations, and interviews.

This study found that students and teachers generally have a positive perception of the Learning Environment in their schools. Students particularly valued the Learning Environment as they felt that it equipped them with skills for success beyond school. However, participants also indicated that while ICT plays a significant role in the Learning Environment in NZ SDA schools, it is frequently underutilised. Often, ICT is used as a direct substitute for traditional ‘pen and paper’ methods rather than being employed innovatively to augment and redefine pedagogy. In addition, this study also found that there is a digital divide and varying levels of proficiency in effectively utilising ICT. This disparity often led to poor learning experiences for students.

Both students and faculty reported a strong desire for effective and innovative utilisation of ICT within the school Learning Environment. Participants indicated that when ICT is used creatively to redefine pedagogy, students find the education process more engaging, and it generates a greater degree of collaboration. It also enables the customisation of learning experiences. This study concludes that NZ SDA schools will most likely benefit from targeted professional development, infrastructure upgrades, and innovative teaching practices that use ICT to transform the Learning Environment to maximise the benefits of ICT.