This chapter describes and explains the methodology deployed in this study and at the research methods reading which informed my choice of methods. This study is a practical project of field study type.
Chapter One introduced the subject of this dissertation, i.e. to investigate the nature and impact of national and local initiatives on geography teaching in schools with ICT (Information and Communication Technology). The focus is particularly the significant factors that influence and facilitate teachers’ ability to embrace ICT and incorporate it in their geography teaching and use it with pupils. I am interested in discovering what the main barriers are to teachers who do not integrate ICT in the geography curriculum. This had to be “doable within the time, space and resources available” (Blaxter, et. al., 1999, p.25) and was refined from the early rather ambitious aims to being more focused.
The are many models of the research process, most of them devised according to a series of stages. Cohen and Manion (1994) identify eight stages of action research, which appeared rather too scientific in approach, as I was seeking to “understand individuals’ perceptions of the world” (Bell, 1999, p.7). Other representations of the research process, including one with five stages of research shown in diagrammatic form showing design, sampling, data collection, data analysis and the report are presented by Blaxter et. al. (1999, p.8). This seems to be a rather over-simplification of a long and complex process.
Johnson identifies the following “stages of activity which must be worked through in carrying out and completing an investigation” (Johnson, 1994, p.172). 1. Establishing the focus of the study 2. Identifying the specific objectives of the study 3. Selecting the research method 4. Arranging research access 5.
