great britain synthesis integration[1]
TRANSCRIPT
-
8/2/2019 Great Britain Synthesis Integration[1]
1/7
Great Britain: Curriculum Integration
Country Case Study: Synthesis Research Report Great Britain: Curriculum Integration
University of Maryland University College
Spring Term 2012
Dr. Blesh
By
Stephanie Miller
-
8/2/2019 Great Britain Synthesis Integration[1]
2/7
Great Britain: Curriculum Integration
Information and Communications Technology (ICT) has brought about the possibility for
major changes to occur in classrooms all over the world. Great Britain has planned as a nation to
incorporate ICT into all of its classrooms. Prior to 1998, schools were running test programs
using Information and Communications Technologies throughout the country. Those tests
provided insight that influenced the creation oftheNational Grid of Learning. As ICT
integration has been a specific requirement of education in Great Britain for more than a decade,
there has been much research on the topic. The main points found in the research are how to
implement ICT integration effectively, how it can be used to enhance the classroom, and ways
that teachers occasionally fall short of using ICT to truly affect changes in teaching methods.
In order for Information and Communications Technology to be implemented effectively,
careful planning must be done at every level from district to school to individual classroom.
Cuthell writes, in many ways schools are like supertankers: A change of direction requires a
considerable amount of forward planning before it takes effect (2006). In order fora transition
to be successful in education, careful planning is a key element. Great Britain has worked very
hard to provide the groundwork that will ensure their schools have the means necessary to
incorporate ICT into the curriculum. With the hope of supporting technology in schools, Great
Britains government, led by Prime Minister Tony Blair, developed theNational Grid for
Learning in 1998. The goal was that all of their schools would have access to the Internet by
2002 and would be actively using this resource to motivate and educate their students.
Tearle researched ICT use in a school-wide setting and noted that preparation is one of
the best practices for successful integration of ICT into the curriculum. Tearle stated that many
times technology is viewed as a lone puzzle piece that is dropped into the regular curriculum. In
those cases, when it is not seen as a change in educational initiatives, ICT integration is
-
8/2/2019 Great Britain Synthesis Integration[1]
3/7
Great Britain: Curriculum Integration
ineffective. If it is to be successful, supports should be put in place. Trainings should be provided
so teachers feel comfortable using ICT in the classroom. Resources should be made available to
help when issues arise. Finally, attention should be paid to the individual school that is
implementing the program: Knowledge of staff attitudes toward change in general and ICT
specifically help to guide the transition (2003). TheNational Grid for Learning provided the
groundwork to help schools prepare for ICT integration, offering support to teachers and students
and providing a plan for this momentous change. That document was Great Britains method of
beginning to steer the educational supertanker toward ICT integration.
Beyond the countrys overarching plan for integrating ICT into education and plans at the
school level for integrating those technologies throughout their buildings, there is also
integration within each classroom. ICT resources that have found their way into classrooms
throughout Great Britain include interactive whiteboards (IWB), digital video, managed learning
environments, and wireless and global networks. According to Cuthell there are three elements
of ICT that help with learning:
Ostensiveness or the ability to point with the mouse, stylus, or finger at what is beingstudied.
Visualization and the ability to move backward and forward between stages of orinformation about the topic being studied.
Ludic elements or elements of playfulness such as games and constant feedback (2006).Cuthell sums up his statements with the words ICT applications, therefore, make possible
teaching styles and learning outcomes that would not be possible any other way (2006).
Textbooks and paper-pencil activities cannot promise all of the possibilities afforded
through ICT. These possibilities include aids for learners with special needs. TheNational Grid
-
8/2/2019 Great Britain Synthesis Integration[1]
4/7
Great Britain: Curriculum Integration
of Learning notes how effective ICT is in reaching out to learners with special needs: Students
with attention needs are more motivated. Students with vision impairments can be helped with
the inclusion of screen reading software or by increasing the font size depending on the gravity
of their impairment.
As ICT has developed it has provided a chance for teachers to interact differently with
their students. Classrooms are no longer teacher-centered. Students are able to find information
independently, changing the roles of teacher and student (Cuthell, 2006). The role of the teacher
becomes gate-keeper of information (Lawson, 2000). Instead of providing all of the
information to students, teachers are now responsible for ensuring students know where to find
resources and how to evaluate the information they find. These skills translate into the real world
and help prepare students for life beyond education.
Through the activities of mining information, evaluating information sources, spotting
bias, filtering material, synthesizing content from a number of sources and re-presenting
it for a different purpose and a different audience, pupils develop the cognitive
capabilities that help them to make a success, not only of their school days, but of their
lives in general (Baker, 2003).
Many of the activities listed by Baker are part of a classroom where the teacher has planned well
for ICT integration.
In various articles it was noted that teachers were including Information and
Communication Technologies in their classroom because it was mandated by the government.
That does not imply that these technologies are always integrated well. According to Tearles
study it was noted that, while teachers were using ICT, it was simply being used as a tool for
-
8/2/2019 Great Britain Synthesis Integration[1]
5/7
Great Britain: Curriculum Integration
learning with little recognition of its potential role as a catalyst for social and educational
change (2003). Teachers were still teaching exactly as they always had, plugging in the
technology where it replaced something that already existed for the sake of including it in a
lesson plan. Knights noticed that ICT was being utilized more in mathematics classes than it had
been in in previous years. However students were independently using technologies less than
they were prior to the use of whiteboards and other ICT. Students were no longer using
Graphical calculators on their own, a technology that had been prominently used. According to
the survey responses, teachers cited a reluctance to allow pupils to use the technology because
of potential behavior management issues and unfamiliarity with the programmes available
(Knights, 2009). That mentality defeats the purpose of the constructivist concept that students
should take ownership of their own learning, and belittles the abilities of ICT to transform
classrooms. One study which interviewed students in a secondary science class quoted them
saying about ICT, specifically an IWB, the teachers think we know nothing about it and
were not allowed to come up and click on the board, the teacher does it (Beauchamp, 2008).
These are also examples of teachers not using ICT to its fullest extent.
There are possible reasons for these disconnects. In the case of described by Tearle where
teachers do not attempt to use ICT to do anything besides replace the pre-ICT equivalent could
be due to lack of effective professional development or a fundamental dislike of ICT. Tearle also
points out that it could be that these teachers are still in the early stages of integration and their
methods will evolve as they continue to work with ICT (2003). More professional development
in the area of ICT could provide support to these teachers. Also providing each teacher with a
mentor who is skilled in ICT integration would give them a resource they could question when
problems arise. Professional development specific to ICT use might also influence the
-
8/2/2019 Great Britain Synthesis Integration[1]
6/7
Great Britain: Curriculum Integration
mathematics and science teachers to increase student autonomy with the technologies that are
available.
In the cases of the mathematics and science teachers who worry about students using the
technologies independently may be lack of funding for repairs. In-house technical support that
could ensure the teacher would not be without their ICT for long might ease their concerns. Also
knowing there is funding allocated by the district specifically earmarked for ICT repairs could
alleviate some of the worry. It is important that teachers feel comfortable using and teaching with
ICT. It is also pertinent that they know the technology is there to be used to increase student
learning and autonomy, and that such use is expected and supported by the school and the
district.
Information and Communications Technology has changed education over the past
decade. Classrooms that have embraced the technologies run differently. There has been a shift
in how students and teachers interact. ICT has provided a way for students to find out
information without the teacher having to disseminate every word. The teacher has become the
gatekeeper of the information, teaching students to find and evaluate sources and information.
Students now have the ability to learn independently and share ideas with their peers, skills that
are important in society beyond the boundaries of education. Great Britain latched onto the
importance of ICT integration early on and developed a program geared toward supporting its
teachers and institutions during the transition into ICT-integrated classrooms. This program, the
National Grid for Learning provided resources to help schools procure ICT resources and learn
to integrate them into their classrooms.
-
8/2/2019 Great Britain Synthesis Integration[1]
7/7
Great Britain: Curriculum Integration
http://www.education.gov.uk/consultations/downloadableDocs/42_1.pdf- National Grid for Learning
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=d10c7570-982b-439d-9884-
8836569b0ea5%40sessionmgr14&vid=2&hid=2
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=da31ae19-97fd-4a64-a204-
525436c5a1d7%40sessionmgr11&vid=2&hid=2
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=f72b5b45-606a-4b5a-95cc-
f14ba756b2e5%40sessionmgr14&vid=2&hid=2
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=73619adc-d070-4da1-8cc0-
cc8d0c1e8a8b%40sessionmgr11&vid=2&hid=2
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e88a8776-17b8-4126-9db0-
a1f1dd17dcad%40sessionmgr12&vid=2&hid=2
http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=15904852-9d4d-4b52-8b94-
c6c818aa9d66%40sessionmgr4&vid=1&hid=2
http://www.education.gov.uk/consultations/downloadableDocs/42_1.pdfhttp://www.education.gov.uk/consultations/downloadableDocs/42_1.pdfhttp://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=d10c7570-982b-439d-9884-8836569b0ea5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=d10c7570-982b-439d-9884-8836569b0ea5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=d10c7570-982b-439d-9884-8836569b0ea5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=da31ae19-97fd-4a64-a204-525436c5a1d7%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=da31ae19-97fd-4a64-a204-525436c5a1d7%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=da31ae19-97fd-4a64-a204-525436c5a1d7%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=f72b5b45-606a-4b5a-95cc-f14ba756b2e5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=f72b5b45-606a-4b5a-95cc-f14ba756b2e5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=f72b5b45-606a-4b5a-95cc-f14ba756b2e5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=73619adc-d070-4da1-8cc0-cc8d0c1e8a8b%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=73619adc-d070-4da1-8cc0-cc8d0c1e8a8b%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=73619adc-d070-4da1-8cc0-cc8d0c1e8a8b%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e88a8776-17b8-4126-9db0-a1f1dd17dcad%40sessionmgr12&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e88a8776-17b8-4126-9db0-a1f1dd17dcad%40sessionmgr12&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e88a8776-17b8-4126-9db0-a1f1dd17dcad%40sessionmgr12&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=15904852-9d4d-4b52-8b94-c6c818aa9d66%40sessionmgr4&vid=1&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=15904852-9d4d-4b52-8b94-c6c818aa9d66%40sessionmgr4&vid=1&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=15904852-9d4d-4b52-8b94-c6c818aa9d66%40sessionmgr4&vid=1&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=15904852-9d4d-4b52-8b94-c6c818aa9d66%40sessionmgr4&vid=1&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=15904852-9d4d-4b52-8b94-c6c818aa9d66%40sessionmgr4&vid=1&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e88a8776-17b8-4126-9db0-a1f1dd17dcad%40sessionmgr12&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=e88a8776-17b8-4126-9db0-a1f1dd17dcad%40sessionmgr12&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=73619adc-d070-4da1-8cc0-cc8d0c1e8a8b%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=73619adc-d070-4da1-8cc0-cc8d0c1e8a8b%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=f72b5b45-606a-4b5a-95cc-f14ba756b2e5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=f72b5b45-606a-4b5a-95cc-f14ba756b2e5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=da31ae19-97fd-4a64-a204-525436c5a1d7%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=da31ae19-97fd-4a64-a204-525436c5a1d7%40sessionmgr11&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=d10c7570-982b-439d-9884-8836569b0ea5%40sessionmgr14&vid=2&hid=2http://ehis.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?sid=d10c7570-982b-439d-9884-8836569b0ea5%40sessionmgr14&vid=2&hid=2http://www.education.gov.uk/consultations/downloadableDocs/42_1.pdf