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Vince Ham

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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
Position: 
Director - Research

Vince is the Director of research at CORE.

Contact Details:
Email: 

vince.ham@core-ed.org

Phone: 
(03) 379 6627
Ext: 
854
Mobile: 
021 999 147
Professional Profile: 
Professional Profile

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).

Publications: 
  • 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.
  • Ham V. & Davey R. (2006) Is Virtual Teaching Real Teaching?. In Kosnik C., Beck C., Freese A., & Samaras A. Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. New York. Springer.
  • Ham V. (2005) Clustering Schools for Teacher Development in ICT: The ‘Grand Experiment’ In Lai K. (ed.) E-Learning Communities: Teaching and Learning with the Web. Dunedin. Otago University Press.
  • Ham V. & Kane R. (2004) Finding a way through the swamp: A case for self-study as research. In Loughran, et al (2004) International Handbook on Self Study in Teaching and Teacher Education. Amsterdam. Kluwer.
  • Ham V. (1992) "Technology and Taha Maori: Towards the bi-cultural classroom." in Lai & McMillan (eds.) Learning with Computers: Issues and Applications in New Zealand.  Palmerston North, NZ. Dunmore Press.

    COMMISSIONED RESEARCH REPORTS (SINCE 2000)
  • 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.
  • Ham V & Wenmoth D (2004) The Assimilation of ICTs into Teaching and Learning: Report to the Ministry of Education on School Trials of the Educational Positioning System (EPS) for ICTs. Unpublished. Wellington. Ministry of Education..
  • Ham V & Wenmoth D (2004)  ICT Integration in Teaching and Learning: A Self-Evaluation Tool for Teachers. Report to the Ministry of Education. Unpublished. Wellington. Ministry of Education.
  • Ham V (ed.) (2004) Action Researchers’ Reports. Supplement to the Report on National Trends in the ICTPD School Clusters Programme, 2001-2003. Wellington. Ministry of Education.
  • Ham V. et al. (2004) ICTPD Through Three Lenses: An Evaluation of the 28 ICTPD School Clusters Programme, 2001-2003. Wellington. Ministry of Education.
  • Ham V. et al (2002) What Makes for Effective Professional Development in ICT? An Evaluation of the 23 School Clusters ICTPD Programme, 1999-2001. Wellington. Ministry of Education.
  • Ham V & Kachelhoffer A (2002) Evaluation of the 'New Initiatives' in Interactive Education - An Information Technologies (ICT) Strategy for Schools: Principals First: First Principles. Wellington. Ministry of Education.
  • Ham, V., Findlay, G., Schwier, R. & Davies, G. (2000). Evaluation of the Assessment Resource Banks as an Electronic Resource. Wellington. Ministry of Education
  • Ham V (2000) An Evaluation of the Consistency and Effectiveness of the Moderation of Unit Standards by Assessment Review in Schools, 1999-2000. (3 Reports) Wellington. NZQA

    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.
  • Ham V. & Davey R. (20045) Our First Time: Two Higher Education Tutors Reflect on Becoming a ‘Virtual Teacher’. Innovations in Education and Teaching International. Vol. 42, No. 3, August 2005, pp. 257-264.
  • Ham, V. & Wenmoth, D. (2000). Beyond a critical friend: bridging the teacher-researcher, subjective-objective divides in practical action research. Proceedings of the Third International Conference on Self-study in Teacher Education Practices. Herstmonceux Castle, East Sussex, U.K.  S-STEP.
  • Ham V. (1999) “Tracking the Truth or Selling One’s Soul: reflections on the ethics of a piece of commissioned research”, British Journal of Educational Studies. Vol 47 No.3. p275-282.
  • Ham V. (1997) ‘Teachers Speak Up About Managing Technology’ Educational Leadership, ASCD, VA. USA, Vol 55, No 3. 62-4.

    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.

    NON-REFEREED JOURNAL ARTICLES
  • Ham V. (2001) Putting Computers in their Place - Ten Years On. English in Aotearoa.  No.45. p6-13. NZATE. Auckland, NZ.
  • Ham V. (1999) “2001 – A Teachnological Odyssey. Part 2: A Case Study in ‘Y2K and one’ Compliant Teaching” Computers in New Zealand Schools. Vol. 11. No. 3. p3-5
  • Ham V. (1999) “2001 – A Teachnological Odyssey. Part 1: Diagnosing the Millennium-and-one bug.” Computers in New Zealand Schools. Vol.11.No. 2. p.3-5
Conferences/Presentations: 
  • Ham V (2006) ‘I am doing IT; But am I Doing IT WELL?’ Presentation to  Learning@School Conference, Rotorua, New Zealand. 21-24 February.
  • Ham V & Wenmoth D (2004) From Sextant to Satellite. Keynote Address to NavCon2K4 conference, Christchurch, Sept 28 - October 1.
  • Ham V. (December 2001) How Are Learners and Teachers Using Information Technologies in New Zealand Classrooms? An Overview from the 23 ICTPD Clusters 1999-2001. Paper presented to the New Zealand Educational Research Association (NZARE) Conference. Christchurch, NZ.
  • Davey R. & Ham V. (December 2001) Wired but not connected? Teachers’ use of Te Kete Ipurangi and English Online Websites. Paper presented to the New Zealand Educational Research Association (NZARE) Conference. Christchurch, NZ.
  • Ham V. (August 2001)  What to Look At, and What to Look For? Researching New Zealand’s Grand Experiment in Inter-school Collaboration for Teacher Professional Development in ICT. Paper presented at the World Conference on Computers in Education (WCCE). Copenhagen, Denmark..
  • Ham, V. (February 2000). “Enough of Virtuality: What of Virtuosity? A research agenda for the ‘online’ delivery of teacher professional development”. Paper presented at the Society for Information Technology in Teacher Education (SITE2000) Conference, San Diego, USA.
  • Ham V. (September 1999) “Choices, Changes and Challenges: Managing Teacher Professional Development in ICT” Keynote address. West Coast primary Principals' Conference, Franz Joseph, NZ.
  • Ham V. (July 1999) “Of carts and horses in the methodology of programme evaluation:  ‘Effects’ and ‘effectiveness’ in New Zealand’s teacher in-service programmes in Information Technology” Paper presented to the Association for Qualitative Research (AQR) International Conference, Melbourne, Australia.
  • Ham V. & Wenmoth D. (December 1998) “Practising and preaching flexible learning: a case study in the integration of open and distance education with new technologies in a teacher professional development course”. Paper presented at Open Learning ‘99 International Conference, Queensland Open
Fellowships and Scholarships: 
  • 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.