Presentation Outline

• Why Teach and Use ICT in the Classroom

• Does the use of ICT Enhance Learning?

• Why is ICT not used more in the Classroom?

• Strategies to increase ICT integration

Reasons For Having ICT In Schools

• Information technology is a tool that has the potential to assist and enrich student learning

• It can provide students with a mechanism for information gathering, organizing, publishing and communicating

• ICT can be utilized for learning inquiry and problem solving process

• Applicable to all learning areas across the New Zealand curriculum.

The Evolution of ICT

• ICT has brought with it a bag of mixed blessings…..

Good…... Bad……. and the Unknown...

The changes brought in by the dynamic nature of ICT has affected society in many different ways. It has social, political, cultural and economical implications for all involved

Adapting ICT into schools• Challengers include…..

• Government policy • Pedagogical issues • Teacher competence• School Infrastructure• ICT funding and IT support

Adopting ICT into schools have been a challenge for many schools and educators alike therefore these issues need to be explored further which raises few implicit and explicit questions.

Should Schools Provide ICT Training?

• To prepare Students for the Workplace?

• Employers want Education not Training• Preparation for new technology that is constantly

developing not skills-based training

Does the use of ICT Enhance Learning?

• Positive comments on ICT– “provides learning experiences that other learning

strategies cannot”– “makes learning active and interactive”

• Negative comments on ICT– “it can remove authentic labour from tasks”– “it’s just the latest (and most expensive) in a long line of

new technologies which have promised to “revolutionise teaching”

Yes – Of Course! …. Doesn’t it? .... But where’s the proof?

Does the use of ICT Enhance Learning?

• What Does the Research Show?– Many studies and meta-analyses describe a

“positive” effect of using ICT

– However, sometimes the benefits are small

– Different technologies; diverse situations; variable timeframes; ……

– It is unrealistic to expect to come to a single, simple conclusion?

Does the use of ICT Enhance Learning?

• It would be hard to argue that ICT does not at least have the potential to enhance student learning

• Just using ICT will not necessarily lead to improved learning outcomes

• The effectiveness of using ICT will come from decisions made by the teacher– ICT as a Student-centred activity– ICT not used as a substitute teacher– ICT used as a tool to support knowledge construction

A Science Example• Rate of a Chemical Reaction

– A list of rules to remember or…..

• A Program which allows students to– Pose their own questions – How… What if …. Why …..– Investigate and answer those questions– Construct their own understanding

How does ICT Enhance Learning?• The benefit of ICT comes from decisions made

by the teacher as to how to implement it

• Simply putting equipment and money into schools will not necessarily lead to improved outcomes

• Why is ICT not used more in NZ Classrooms?

• How can the current situation be improved?

Barriers to the use of ICT in the Classroom

Statistics on ICT use in New Zealand Schools

• Ratio of 1:7 computers to students in NZ secondary schools

• Only 33% of secondary schools had no networking between classrooms

• 26% had more than 80% of their classrooms networked

• 98% of all schools are now online with students having access in 61%

Teacher’s Confidence with ICT

• A huge factor on how ICT is used in the classroom

• Teachers who have little or no confidence in using computers in their work will try to avoid them altogether

• Levels of ICT use are directly affected by the amount of personal access to ICT that a teacher has (the amount of technical support and PD available)

Teacher’s Beliefs and Attitudes

• Adapters are teachers who willingly adapt to the implementation of new techniques

• Avoiders are the teachers who run the other way when new things are introduced– Usually been teaching for a long time– Teacher Experience more useful to students than

what they could learn from a computer– “Computers can be Distracting”

Teaching Practise

• Many teachers are resistant to change their teaching styles to incorporate ICT

• Teachers who plan their lessons to be teacher focused have narrow and more traditional ideas on teaching practices and may view ICT as being detrimental to the learning process

• Those who teach in a more student-centred way have a tendency to view ICT as a potential solution to problems

Other Factors Which Affect the Use of ICT

• Resistance to organisational change

• Resistance to outside intervention

• Time management problems

• Lack of support from the administration

Professional Development• Reflective Approach

– Teachers deconstructed their existing practice and reconstruct it into a broader practice better able to meet the needs of 21st century learners

• Individual Teacher Approach– Each teacher has different and specific needs– PD designed around these– Expensive

School Factors

• Lack of Facilities– It is difficult for teachers to integrate computer

technology with other learning activities when the class is not scheduled inthe computer lab

– Therefore it is important to organise ICT resources according to the needs of individual departments

• Lack of Technical Support

• Breakdowns of Equipment

School Factors (2)

• Time– Teachers need time available to plan and learn

how to adapt and implement lessons using ICT– Teachers who attempt to make full use of

technology in their lessons work longer hours– dedicated computer-using teachers often

eventually leave the teaching profession

How Do We Improve the Effectiveness of ICT Use ?

Strategic Planning

• Schools need to plan where they want their ICT/e-learning to be in three to five years

• Use a strategic planning approach to teaching and learning that is enhanced by the use of ICT

• Use strategic planning to resource funding for infrastructure and professional development

Strategic Planning (2)

• Ensure that the Principal and teachers grow and develop in their knowledge and use of ICT/e-learning to support their own learning

• Increase the capability of Principal and teachers to improve students’ learning through the use of ICT

Leadership

• Effective leadership is essential to improve the effectiveness of ICT/e-learning in schools

• In leading change, the Principal will need to establish, with staff, a clear sense of direction and vision for change through the alignment of school planning and strategic targets

Leadership (2)

• Principals need to ensure e-learning/ICT supports toward meeting the school goals for student achievement, motivation and engagement

• Principals need to ‘drive’ the required changes to make schools ‘ICT capable’ learning environments

• ‘Leading’ has to be pedagogical

Professional Development

• To make the most of ICT/e-learning there needs to be targeted professional development for the whole school

• Ensure all teaching, support and administrative staff are competent in the use of ICT

• Ensure the provision of ICT/e-learning professional development is on going and in keeping with changing technologies

Professional Development (2)

• Provide opportunities for teachers to integrate ICT in teaching and learning

• Foster enhanced collaboration, through establishing networks between teachers, students and schools

Infrastructure• Schools need to ensure their infrastructures are

robust and capable of supporting ICT/e-learning

• The foundations for the infrastructure includes high speed broadband and school network up grades

• There is then a requirement for hardware, software, digital content and services the school uses

Infrastructure (2)

• Paramount to the provision and effective sue of ICT/e-learning is the provision of technical, administrative and institutional support

• High quality ICT/e-learning support leads to wider use of ICT in schools

References• Becta, 2003. What research says about ICT and whole school improvement. Becta.

http://becta.org.uk/research.• Becta,2003. What research says about ICT and confirming professional development (CPD) for teachers.

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TEACHERS. Retrieved October 24th, 2009, from BECTA: www.becta.org.uk• Does ICT Improve Learning and teaching in Schools. Higgins, S. (2003). Retrieved from

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Schools , 23-29.• Ward, L. (n.d.). Teacher practice and the integration of ICT: Why aren't our secondary school teachers using

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