Teacher roles in a IT supported world

TEACHER ROLES in an ICT SUPPORTED WORLD

Preamble

The main sources of information for my research analysis of Teacher roles in an ICT supported world are journal, magazine and internet articles, syllabus and curriculum documents and discussions with currently employed teaching professionals.

It is undeniable that we are now living in a society and a world in which ICT is a natural and essential part of life. The advent of ICT is changing the world we live in, and the way we learn to live.

The resulting educational implication is that ICT is both a cause of change and a means of changing it, thereby calling into question many of our assumptions about education.

As ICT enters every classroom, we must ask what is the impact on teachers? Does it give teachers more work, or less? Is it a tool that assists teaching the curriculum or does it add extra curriculum content? Does it change what Teachers teach and how they teach it?

Along with the expected variance in opinions and perspectives that these and other questions expose, I have discovered there are particular issues, facts, viewpoints and implications common to all sources.

My aim in this analysis is to draw attention to the issues which appear to be the most significant.

Main Themes

There appears to be common agreement from all sources on this. Syllabus documents from all Australian States are undergoing revision to include specific outcomes addressing the use of ICT and clear statements requiring both teachers and student to involve ICT in course content. Distance Education, the Music Syllabus and the role of the Library / Teacher Librarians in particular have experienced major changes. In order for teachers to meet new compliances, the issue of training and development arises.

Main Issues and Concerns

"The challenge of integrating technology into schools and classrooms is much more

human than it is technological. What's more, it is not fundamentally about helping

people to operate machines; rather it is about helping people, primarily teachers,

integrate these machines into their teaching as tool of a profession that is being

redefined through the ... process" (Means B 1993)

Again, numerous studies concur that to be effective, teacher training and development must encompass both the skills to use computers as a tool in lesson preparation, curriculum planning, assessing and reporting along with other administrative requirements of teachers in addition to their skills and knowledge incorporating technology into pedagogy.

(Cuban, 2001; Elliott, 2004) Have shown that a wide cross section of the population have accepted ICT as an ingrained characteristic of their culture. Even though educational bodies have been slow to implement the use of ICT in the classrooms, there is a growing support from teachers, parents and students alike. Many reasons for this lethargy have been purported in the literature, ranging from inadequate professional development opportunities for teachers, to negative teacher attitudes towards technology. Similarly, an assortment of solutions to these dilemmas has been proposed. One in particular has been the push to integrate ICT into teacher education programs. Exposure to ICT during their training is expected to increase graduating teachers' willingness to integrate it into their own classroom curricula. While studies into this phenomenon have reported some degree of success, findings have been largely inconclusive (Brush, Igoe, Brinkerhoff, Glazewski, Ku & Smith, 2001; Albion, 2003).

(Honey and Moeller 1990), studied, interviewed and incontestably argued that educators who envelop and understand the need for technology based learning are successful at integrating technology. In some cases there was a clear presence of anxiety about computers from the teaching community, thus preventing the utilisation of the technology in a lesson framework.

Teachers who have been involved in facilitating the curriculum for many years through a more traditional approach to delivery methods have a much harder time understanding the benefits of technology in the classroom. (Albion, 1996; Downes, 1993) Research showed, despite all the best intentions, willingness and development opportunities some education officers had reduced confidence in adapting technology into their lessons.

But technical know-how is only part of the story. Effective use of ICT cannot be separated from attitudes and approaches to teaching and learning. There needs to be a balance between using technology and traditional methods of teaching and learning. (Janet Jenkins 2008)

The Changing Role of the Teacher

My research reveals the following significant and dramatic changes for today’s teachers.

Change in:

·        relationship with pupils;

·        role to facilitators and managers who support learning;

·        the content and scope of teaching

·        focus of control, from teacher to learner.

I find myself agreeing with the notion that effective integration of ICT in schools may actually require the transformation of school culture as we know it.

REFERENCES

http://chrisslearningwithtechnologyblog.blogspot.com/

Issues in Educational Research, 15(1), 101-113. http://www.iier.org.au/iier15/steketee.html

(Means, B et al (1993) using Technology to support Education Reform, OR-93-3231,Washington DC, US Department of Education Office of Research, pp83-4)

(“Teaching for Tomorrow; the Changing role of Teachers in the Connected Classroom” – Janet Jenkins consultancy in Distance Education)

How ICT can enhance student Learning

Introduction

(MCEETYA, 2008) Has a developed a well founded understanding and acknowledgement of the changing needs of Australian education. Through studies MCEETYA have concluded; there are rapid and continuing advances in information and communication technologies and the need for young people to be highly skilled in the use of ICT. Some schools currently employ technologies in learning however it is widely understood the need to increase their effectiveness significantly over the next decade, as, ICT is changing the ways people share, use, develop and process information and technology. The key areas in which ICT integration directly affect teaching in classroom and meeting learning outcomes through my study of sources such as ACER, EDNA and Deakin University are;

·         Saves time. Students can work either together or independently, either way contributing to the success of their group overall.

·         Develops oral and written communication and social interaction skills.

·         Allows for interactions with students outside their class, school, city, state and even country.

·         Prepares young students for upper grades and the technology tools they will be encountering there.

·         Allows for students who are unable to attend school to keep up with their peers.

·         Share ideas.

·         Increases student motivation.

·         Encourages different perspectives views.

·         Aids in metacognitive and evaluative thinking skill development.

·         Develops higher level, critical-thinking skills thanks to use of problem-solving approaches.

·         Encourages student responsibility for learning.

·         Establishes a sense of learning community.

·         Creates a more positive attitude about learning.

·         Promotes innovation in teaching and classroom techniques.

·         Enhances self management skills.

·         Develops skill building and practice. Common skills which often require a great deal of practice can be developed through these tools, and made less tedious through these collaborative learning activities in and out of class.

·         Develops social skills.

Implications for students

When students work collaboratively in small groups, ICT can be used effectively to support talk and improve discussion (Higgins, 2003) ICT can help support inclusive practice through the use of portable computers and communication aids for students with special educational needs. Whole-class teaching using an interactive whiteboard enables all students to participate in addition students gain fairer access to computers when teachers apply specific routines to manage computer allocation (Hudson-Davies and Notman, 2001).

Factors for effective use of ICT in the classroom

Deployment of ICT equipment in computer suites and classroom clusters enables teachers to access them easily and integrate them effectively (Fabry and Higgs, 1997;Manternach-Wigans, et al., 1999; Pisapia, 1994) Grouping for differentiated activities is more effective if learners have mixed experience of ICT, as experienced learners support the less confident; this also helps less focused learners. Interactive whiteboards can be used more effectively where they are fixed in one place (Cogill, 2003). Wireless laptops reduce many of the organizational difficulties for teachers using ICT in classrooms and across school, owing to their flexibility, convenience, simplicity, low profile, speed, ease of movement and strategic deployment (McKenzie, 2001).

In Steve Higgins Research paper entitled: ‘Does ICT Improve Learning and Teaching in Schools?’ Steve Higgins finds considerable agreement amongst the academic studies conducted and the submissions from practicing educators on the positive effects on students’ learning by incorporating ICT in the classroom. He also highlights agreement on certain qualifying factors, in particular: the rapid pace of change makes it difficult to evaluate technological innovations effectively and disseminate the information quickly and it is the way that the ICT equipment and resources are used by teachers and students that makes the difference.

Conclusion

My appraisal of the findings in the studies and research conducted in this aspect of  ICT leads me to the following conclusions;

·        There is a direct benefit for students’ learning outcomes

·        Educators have a high level of responsibility to effectively manage and implement ICT equipment and resources for these benefits to be viable

·        The use of ICT is not merely to fulfill curricula outcomes; its importance is in preparing and equipping students for the reality of  today’s technologically advancing work environment

REFERENCES

2008 Melbourne Declaration on Educational Goals for Young Australians

BECTA, 2003. What the research says about barriers to the use of ICT in teaching.

http://www.becta.org.uk/page_documents/ research/wtrs_barriersinteach.pdf

COGILL, J., (2003).The use of interactive whiteboards in the primary school: effects on pedagogy. In: ICT research bursaries: a compendium of research reports DfES/Becta. pp. 52-55. http://www.becta.org.uk/page_documents/research/bursaries_report.pdf

MCKENZIE, J., (2001).‘The unwired classroom: wireless computers come of age’. From Now On, 10 (4). http://www.fno.org/jan01/wireless.html

PISAPIA, J. (1994). Teaching with technology: roles and styles. Metropolitan Educational Research Consortium (MERC),Virginia Commonwealth University, USA. http://www.soe.vcu.edu/merc/briefs/brief5.htm

Professional User Review of the UK research undertaken for ‘BERA’ (British Educational Research Association), Steve Higgins of Newcastle University

How ICT can Enhance Student Learning

Introduction

The Australian Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) has a developed a well founded understanding and acknowledgement of the changing needs of Australian education.
MCEETYA publishes research and national reports on Australian schooling. Evident through studies, MCEETYA identifies that there are rapid and continuing advances in information and communication technologies along with the need for young people to be highly skilled in the use of ICT. Some schools currently employ technologies in learning; however it is widely understood that there is a need to increase their effectiveness significantly over the next decade, as ICT is changing the ways people share, use, develop and process information and technology.  (MCEETYA National Report 2008).

Benefits of ICT integration in Teaching and Learning

Through my study of research and sources, in particular ACER, EDNA and Deakin University, it is apparent there are key areas in which ICT integration directly and positively affects classroom teaching and learning outcomes, resulting in numerous benefits to participating students. These include:

·         Saves time. Students can work either together or independently, either way contributing to the success of their group overall.

·         Develops oral and written communication and social interaction skills.

·         Allows for interactions with students outside their class, school, city, state and even country.

·         Prepares young students for upper grades and the technology tools they will be encountering there.

·         Allows for students who are unable to attend school to keep up with their peers.

·         Share ideas.

·         Increases student motivation.

·         Encourages different perspectives views.

·         Aids in metacognitive and evaluative thinking skill development.

·         Significantly assists learning for students with disabilities

·         Develops higher level, critical-thinking skills thanks to use of problem-solving approaches.

·         Encourages student responsibility for learning.

·         Establishes a sense of learning community.

·         Creates a more positive attitude about learning.

·         Promotes innovation in teaching and classroom techniques.

·         Enhances self management skills.

·         Develops skill building and practice. Common skills which often require a great deal of practice can be developed through these tools, and made less tedious through these collaborative learning activities in and out of class.

·         Develops social skills.

Implications for students
When students work collaboratively in small groups, ICT can be used effectively to support talk and improve discussion (Higgins, 2003). ICT can help support inclusive practice through the use of portable computers and communication aids for students with special educational needs. Whole-class teaching using an interactive whiteboard enables all students to participate in addition students gain fairer access to computers when teachers apply specific routines to manage computer allocation (Hudson-Davies and Notman, 2001).

Factors for effective use of ICT in the classroom
Deployment of ICT equipment in computer suites and classroom clusters enables teachers to access them easily and integrate them effectively (Fabry and Higgs, 1997; Manternach-Wigans, et al., 1999; Pisapia, 1994). Grouping for differentiated activities is more effective if learners have mixed experience of ICT, as experienced learners support the less confident; this also helps less focused learners. Interactive whiteboards can be used more effectively where they are fixed in one place (Cogill, 2003). Wireless laptops reduce many of the organizational difficulties for teachers using ICT in classrooms and across school, owing to their flexibility, convenience, simplicity, low profile, speed, ease of movement and strategic deployment (McKenzie, 2001).

Conclusion
It would be wise to bear in mind an important point raised in many of these studies: that is the rapid pace of change (in ICT) makes it difficult to evaluate technological innovations effectively and disseminate the information quickly.
Steve Higgins of Newcastle University UK draws attention to this fact in his Research Paper entitled: ‘Does ICT Improve Learning and Teaching in Schools?’
He finds considerable agreement amongst the academic studies conducted and the submissions from practicing educators regarding the positive effects on students’ learning by incorporating ICT in the classroom.
Nonetheless, many concur that merely providing the equipment does not of itself result in benefits. Mr Higgins also highlights researchers’ agreement that is the way that the ICT equipment and resources are used by teachers and students that makes the difference.
As an educator, that final comment is highly significant.

REFERENCES

2008 Melbourne Declaration on Educational Goals for Young Australians

BECTA, 2003. What the research says about barriers to the use of ICT in teaching.

http://www.becta.org.uk/page_documents/ research/wtrs_barriersinteach.pdf

COGILL, J., (2003).The use of interactive whiteboards in the primary school: effects on pedagogy. In: ICT research bursaries: a compendium of research reports DfES/Becta. pp. 52-55. http://www.becta.org.uk/page_documents/research/bursaries_report.pdf

MCKENZIE, J., (2001).‘The unwired classroom: wireless computers come of age’.  From Now On, 10 (4). http://www.fno.org/jan01/wireless.html

PISAPIA, J. (1994). Teaching with technology: roles and styles. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University, USA. http://www.soe.vcu.edu/merc/briefs/brief5.htm

‘Does ICT Improve Learning and Teaching in Schools?’ - Professional User Review of the UK research undertaken for ‘BERA’ (British Educational Research Association), Steve Higgins of Newcastle University, UK

http://www.youtube.com/watch?v=627P3WYaU-o

This clip gives us examples of technologies we can intergrate into our classrooms.

ICT Costs!

 Through a combination of resources expended and/or acquired there are costs and benifits involved; 

• time
• effort
• money
• knowledge & skills
• emotional resources

Even though costs and benifits may be realised over time there are many fianancial implications.

Some common costs

• Making the technology available.  Consider as an examples using an available PC to write simple notes or a PC plus digital camera plus printer to produce pictures of students on paper, when a pencil or Polaroid camera would be more cost-effective for an isolated task (if the Polaroid and film were also readily available!!. Where this is part of more complex project and the image will be used in a number of different ways for a number of different purposes then the relative cost=effectiveness of the Polaroid might be reduced.
• Frustration can be a cost and has been mentioned very often - it equates to a psychological cost or 'penalty' while attempting to use technology. It comes in several forms including the unwanted distractions associated with managing the technology, disappointment when windows of opportunity for teaching and learning are lost as a result of unreliable technology and blows to self esteem when one fails to use the technology successfully.
• Time.  Teachers consistently report that the amount of time required to find and become sufficiently familiar with suitable ICT based applications and material is often quite substantial. In many cases so much so that the effort is abandoned. Certainly few teachers report being able to attend to this aspect of their work at school. Thus an internet connected computer at home is important as is 'membership' of a professional learning group that is able to share knowledge, resources, successful practices and experiences thus saving each other time.

http://www.educ.utas.edu.au/users/ilwebb/Research/cost_effectiveness_ICT.htm viewed 15th October

Argument???

National ICT policies in the field of education (RQ1)

Schools in many countries are now equipped with computers, networking and Internet connections. It is important to establish what are the expected purposes and the complex influences behind this growth of ICT in school education. It will be demonstrated that there is considerable coherence between agreed policy rationales and technological drivers for change in the field which have combined to promote this growth. However, it will also be shown that international studies demonstrate a lack of success in achieving widespread good use of ICT in school classrooms.

Despite questions about their nature, national policies for ICT in schools are now widespread amongst developed and developing countries (Nleya, 1998; Kearns, 2002). These overarching policies are reflected in policies developed at other administrative levels, such as state, municipal school board, school and even classroom level, where an individual teacher may have personal rules for the equitable use of a relatively expensive piece of equipment (Kogan, 1978, p.123). ICT appeared to become a significant issue for national policy when international digital communications were promoted by USA vice president Al Gore using the phrase “information superhighway” (Gore, 1994a; Holmes, Savage & Tangney, 2000, sect. 3.3.3). The extensive emergence of policies in this field has subsequently been independent of governmental structure or political persuasion, despite the expectation that these variables affect policy (Dahl & Tufte, 1973, p. 37; Pownall, 1999; Dimitrov & Goetz, 2000, p. 2). The question to ask therefore is what has caused this prevalence of such policies: does it have a social or a technological reason, or both?

The social explanation can be examined from the perspective of interactions between elements of executive power (Dogan, 1975; Page & Wright, 1999; Schmidt, 2001) such as the politicians, professionals and bureaucrats (Lawton, 1986, p. 35). Each of these three groups applied their own schema of values to the situation under consideration, and consequently came to different policy recommendations. The political view of policy-making examines forms of governance and patterns of influence, as these maintain or change social structure. An ideological view considers ways of discussing policy and looks at education as a vehicle for the transmission of culture between generations. The third, economic, view looks at the funding of education and compares this to its contribution to productivity and profit. The synthesis of these views implies that education policy is generated by the interaction of lobbyists (Milio, 1988, p. 109) and others such as politicians, professionals and bureaucrats who use political, ideological and economic lenses. Understanding the role of political organization and structure is seen as a vital factor in establishing the future of technology in social evolution (RAND, 2002).

http://www.educ.utas.edu.au/users/afluck/thesis/html/litrev.htm viewed 15th October