52 Stage 3: Elicitation
I conducted one-on-one photo-elicitation interviews privately with the participants in a quiet, vacant lecturing room at the participating TVET institutions. I first copied the photos from the device (digital camera or smart phone) the participant used, to my laptop. Thereafter the interview commenced wherein I presented a photograph on the laptop screen and asked questions with reflective prompts. The same reflective questioning prompts were included for all the photos to trigger emancipatory, broad, and rich responses from the informants. Brand (2008:50) acknowledges that reflective guiding questions have the potential to facilitate maximum probing around specific research objectives. At my own discretion, I altered the wording in the questions where necessary and asked more questions to encourage further explanation and clarity. Appendix E is a sample of one of the interviews I conducted.
With the participants’ permission, using a voice recorder application on my smart phone, all interviews were recorded. All data (photos, voice recordings and field notes) was stored using cloud computing and only I have access this data. If a scenario arises requiring me to share the data in future with other researchers, consent will first have to be sort from the participants.
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Code Definition Description
Label 1:
Appreciation
Educators appreciate technology that is functioning effectively, and
subsequently contribute to
improvements in teaching and learning.
Educators appreciate the flexibility ICT adds to teaching and learning methods.
Label 2:
Frustration
Educators are frustrated with their inability to understand ICT and lack of support.
If educators struggle to finish a task using ICT, it affects academic delivery negatively.
Conditions worsen if they do not receive sufficient support to resolve problems.
Table 3: An example of codes developed from the data I collected
Stage 2- Test the integrity of the code: The evaluation of themes is vital to ensure that the themes are representative of all the data (Alhojailan, 2012). As a test piece, I selected data from in-depth interviews taken in a study by Bladergroen et al. (2012), investigating primary school educator discourses around the use of ICT. I created a code manual from the respondents’ answers and compared it with the predetermined code template; no modifications to the original template were required. Table 4 is an example of applying the codes to interview data to a previous study.
Theory-driven code
Participants’ response from the Bladergroen et al. (2012) study Appreciation “The teacher benefits but the learners also benefit. The teacher
saves much of his time, because if you look for information on the Internet it does not take much time. The whole community and South Africa because we are exposing our learners at primary school already there will become a computer literacy at primary level so the nation will benefit from them. One day they will be parents and coach their children. So the whole world will benefit from this ICT.” Bladergroen et al. (2012: 112)
Frustration “Yes you know, not being able to fix a problem like if the screen freezes so now what do you do? Those little things. Not knowing enough to be able to fix things yourself, now you have to call -
‘please come and look at this’.” Bladergroen et al. (2012: 113) Table 4: An example of applying the codes to interview data of the Bladergroen et al. (2012) study
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Stage 3- Encapsulate data and identify initial themes: I read the field notes I made, listened to interview recordings and summarised raw data with the aim of identifying potential themes (Thomas & Harden: 2008:10-11). In Table 5, I provide an example.
Research Question Summary of responses
How do you use ICT generally as a teaching and learning tool?
Use data projector to present lessons in PowerPoint
Prepare lessons
Ask students do use Internet to do research
Do administrative task
“I use it rarely”
How do you associate this photo with ICT as a teaching tool?
Responses varied depending on the photo that was the focus of discussion.
What are you feeling or thinking now if you look at this photo?
Frustration
Unhappy
“My feeling is that we are behind”
“I am grateful”
Convenience and frustration
Happy
“Mixed emotions”
Shortcomings
Clever
Organised
“I learn everyday”
More practice is needing
Inefficient support
“It gives you wings”
Do you think other educators are experiencing these emotions as well?
Yes.
“Fear of the unknown”
Do you think the role-players responsible for ICT implementations are addressing the challenges associated for ICT properly?
“Get the money! Make plans! Budget for it!”
Give proper training with written instruction manuals.
Table 5: An example of participants' responses summarised under question prompts
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Stage 4- Apply the codes: I aligned the codes from the code manual with the transcribed data in order to deduce meaningful data. In Table 6, I illustrate how I coded the data by matching the codes with segments of data that describes the theme: Appreciation.
Participants Description
Emilia (TVET1) “Although I do not understand the mechanical processes of a computer, I appreciate the value computers provide. I associate the value of computer with wheat, a final product that the windmill produces.”
Ophelia (TVET1) “It makes me feel very happy, very satisfied with technology because I don’t think anyone’s education should be hindered by disability.”
Table 6: An example of code 1 “Appreciation” applied to participant responses
Stage 5- Link the codes and identify themes: I applied codes from the code manual to identify meaningful correlations between texts. The identified themes underpin the researcher and participant’s interpretations of the data. Themes I identified, I clustered under headings that directly relate to my research questions.
See Table 7:
Code Symbolic meanings Influence on adoption Frustration Educators view ICT as a valuable
and useful tool, but they are frustrated with their incapability to understand it fully. According to them, they need to practice if they want to improve computer knowledge and skills.
Lack of computer skills and knowledge makes the process slower
Insufficient support
Educators recognise the value and convenience ICT can add to teaching and learning. However, there is limited availability of ICT in their institutions.
Educators will attempt to embrace technology if it becomes available in their institution, or if existing
technology is upgraded as it is supposed to be.
Table 7: Linking the codes and grouping identified themes under headings related to the research questions
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Stage 6- Corroborate and authenticate coded themes: Finally, from the grouped themes, core themes (second-order themes) emerged (Table 8). The core themes capture the symbolism of ICT that manifests in the raw data. I ground the validity of the raw data, which transpires into the formulation of reliable themes, from a
“theoretical thematic analysis” approach (Braun & Clark, 2006:12). Theoretical thematic analysis emanates from a researcher’s theoretical interest into the research inquiry. Braun and Clark infers that researchers who adopt this form of analysis, tend to focus on themes identified in past research. Hence my attempt to test and match the integrity of the code at “Stage 2” above with the participant data from the Bladergroen et al.(2012) study.
I further ensured reliability by applying thematic analysis at a “latent level” (Braun &
Clark, 2006:13). At a latent level, analysis moves beyond the explicit meaning of data;
the researcher instead meticulously examines the broader meanings that are entrenched in participants underlying notions and beliefs. These meanings are embedded in their symbolic narratives. For example, the excerpts, “I am grateful” and
“It gives you wings” from the summary of participant responses in Table 4, underscore and allude to the value and satisfaction technology provides in education.
As recommended by Fereday & Muir-Cochrane (2006:90), I assigned the “distinct phrase” Appreciation to accurately describe these meanings and assumptions that underpin the theme. To ensure rigour, I reread the participants’ response to verify that the data matches and correlates with the three primary themes: Appreciation, Frustration and Perseverance.
As part of the refinement, Braun and Clark (2006:22) suggest the researcher identify
“sub-themes”. I identified two sub-themes under the Appreciation theme: Support and Structure, order and creativity. Under the Frustration theme, I identified two subthemes: Lack of Knowledge and Limited Support. Although no sub-themes were identified under the Perseverance theme, I consider aspects relating to educator’s personal and professional advancement interchangeable and centre to this theme.
Braun and Clark recommend that researchers recognise sub-themes with the aim of providing structure to a large theme and establish the “hierarchy of meaning within the data” (ibid).
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First order themes Clustered themes Core themes with
sub-themes Although educators do not always
understand how computers function, they appreciate the value, satisfaction and convenience ICT contributes to teaching and learning.
They are frustrated with their inability to understand ICT fully, and lack of support that are associated with it.
According to them, they are aware that they need to practice if they want to improve computer knowledge and skills. Additionally, they want better-quality support from ICT policy makers and institutional management to improve their ICT experience.
Theme 1- Appreciation:
Although educators do not understand the technical functionalities of ICT, they are aware of the benefits and appreciate the value and structure ICT adds to teaching and learning.
Appreciation
Support
Structure, order and creativity
Theme 2- Frustration:
Educators are frustrated with their own inability to grasp technology. Additionally, educators want individuals who are managing ICT implementation, to improve financial and technical support.
Frustration
Lack of knowledge
Limited Support
Theme 3- Perseverance: Perseverance (Personal and professional growth) Table 8: An example of corroborating and authenticating coded themes to identify second- order theme