Qualifications PhD, MSc (educational research methodologies), MA (first class hons), DipICTEd, Dip Ed, BA, Dip Tchg (secondary), Cert in the teaching of social studies, Tchg Dip
Vince was one of the foundation staff at CORE Education when it opened as Ultralab South on 1 April, 2003. Vince came to CORE having clocked up 8 years as HOD History at Nelson College for Girls, New Zealand, and 16 years in teacher education and research at Christchurch College of Education punctuated by fellowship an sabbatical years at the University of Canterbury (NZ) and Oxford university (UK).
A former New Zealand Rhodes Scholar, Vince has particular research interests in educational research methods, especially action research, the professional learning of teachers and teacher educators, and the use of ICTs for teaching and learning. He has been a member of numerous policy advisory groups for the New Zealand Ministry of Education, notably in the areas of general research strategy, professional learning for teachers, and the national strategies on e-learning. He has led the research teams evaluating several large scale teacher and teacher educator professional development initiatives, and numerous studies of the impact of e-learning in schools and higher education.
Vince is a frequent speaker at national and international conferences, and serves on the Editorial Boards of four international journals in education. He has also developed award winning curriculum software in social studies (Pa Site), as well as software for Japanese language teaching (Kanji).
1995 Leadership and Innovation Award. Apple Computers, USA
1991 Visiting Teaching Fellowship in Education. University of Canterbury, NZ
1991 Apple Learning Research Scholarship. CED Distributors, Auckland
1987 Merit Award, 1988 New Zealand Personal Computer Software Awards (for PA SITE: An Archaeological Simulation. Christchurch, NZ. Terrasoft.)
1973 UGC Postgraduate Scholarship. NZ University Grants Committee
1973 Rhodes Scholarship, Oxford University, UK.
Ham V. (In Press) Technology as Trojan Horse: A ‘generation’ of IT practice, policy and research in schools. In McDougal A. (ed.) Researching IT in Education: Theory, Practice and Future Directions. London: Routledge.
Davey, R., & Ham, V. (2009) Collective Wisdom: Team-based approaches to self-study in teacher education. In Lassonde, Galman & Kosnik (Eds.) Self-Study Research Methodologies for Teacher Educators. Rotterdam: Sense publishers.
Ham V., Wenmoth D., & Davey R. (2008) Teachers Doing IT For Themselves: Action Research as Professional Development. In Borthwick A & Pierson M. (eds.) Transforming Classroom Practice: Professional Development in Educational Technology. Eugene, Oregon: ISTE.
COMMISSIONED RESEARCH REPORTS (recent)
Wenmoth, D., Ham, V., & Sahin, S. (2009) Report on the trial of the Educational Positioning System 2.0 (EPS2) in ICT PD clusters . Report to the Ministry of Education on the expansion & refinement phase of the In-Service Teacher Education Project (INSTEP). Unpublished. Wellington. Ministry of Education.
Davey, R., & Ham, V. (2009) Professional Learning in Preservice and Inservice Teacher Education: a Comparative Study. Report to the Ministry of Education on the Consolidation phase of the In-Service Teacher Education Project (INSTEP). Unpublished. Wellington. Ministry of Education.
Davey R. & Ham V. (2007) Mentoring reflective practice in in-service teacher education: Report to the Ministry of Education on the expansion & refinement phase of the In-Service Teacher Education Project (INSTEP). Unpublished. Wellington. Ministry of Education.
Ham V & Wenmoth D. (2007) Is it Built? An evaluation of the e-learning Collaborative Development Fund. Wellington. NZ Tertiary Education Commission.
Ham V. (2007) National Trends in the ICTPD School Clusters Programme, 2004-2006. Wellington. Ministry of Education
Ham V & Toubat H (2006) National Trends in the ICTPD School Clusters Programme, 2003-2005. Wellington. Ministry of Education
Ham V & Toubat H (2005) National Trends in the ICTPD School Clusters Programme, 2002-2004. Wellington. Ministry of Education.
REFERRED JOURNAL ARTICLES AND REFEREED CONFERENCE PROCEEDINGS
Ham V. (2009) Participant Directed Evaluation: Using teachers’ own inquiries into their practice and their students’ learning to evaluate professional development .Paper presented as part of a Symposium at the AERA annual meeting, San Diego, USA, 13-17 April.
Ham, V. & Davey, R. (2008) “It’s all about paying attention!” - But paying attention to what? Lessons learned about mentoring the self-studies of colleagues. Proceedings of the Seventh International Conference on Self-study in Teacher Education Practices. Herstmonceux Castle, East Sussex, U.K. S-STEP.
INTERNATIONAL PRESENTATIONS AND WORKSHOPS (BY INVITATION)
‘From Addition to Assimilation: How teachers’ conceive and practice ‘ICT integration’. Invited Sub-Keynote and workshop, International Conference on Emerging Technologies (ICET), Singapore. November 2007.
‘Supervising the Action Research of Others’ (with Derek Wenmoth). Presentation to AERA Action Research SIG, Montreal Canada. April 2005.
‘Effective evaluation of the integration of technology’ (with Derek Wenmoth). Seminar series with Education Faculty at Southern Oregon University, April 2005.
‘Computers in Interdisciplinary Instruction in the Middle School’ and "Integrating the Internet" Workshops for FETC, Orlando Florida USA. March 1995.
‘Cross-curricular computing in New Zealand’. 3 days of Workshops presented at the University of Texas, San Marcus, Austin, Texas, U.S.A. June 1993.
‘Hypercard and Whole Learning: A New Zealand case study on integrating computers and curriculum.’ Paper presented to Third Research & Development Conference, Christopher Columbus Consortium. Dallas, Texas, U.S.A.. June 1992.