ict as a teaching and learning tool

ICT as a Teaching and ICT as a Teaching and Learning ToolLearning ToolGroup #2 PresentationGroup #2 Presentation

Gwen CoffinGwen CoffinCarlene WalterCarlene WalterJohn BriseboisJohn Brisebois

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Coffin, Walter, and BriseboisCoffin, Walter, and Brisebois 22

Obstacles to Using ICT EffectivelyObstacles to Using ICT Effectively

The use of ICT as an effective tool for student learning inspired a The use of ICT as an effective tool for student learning inspired a growing debate among educators and policy makers.growing debate among educators and policy makers.

Teachers, students, parents and many others with an interest in Teachers, students, parents and many others with an interest in technology integration frequently are overwhelmed by technology integration frequently are overwhelmed by providing and assessing quality technological instruction.providing and assessing quality technological instruction.

Although this outcry created many obstacles to the effective Although this outcry created many obstacles to the effective integration of technology into educational programs, there are integration of technology into educational programs, there are two major culprits: two major culprits:

1.1. Implementation failureImplementation failure2.2. Lack of teacher supportLack of teacher support


Implementation FailureImplementation Failure: : Absence of a Shared Vision Absence of a Shared Vision

Often, the impetus for a Often, the impetus for a technology initiative stems technology initiative stems from the educational policy from the educational policy makers. makers.

If this vision is not adequately If this vision is not adequately communicated to the communicated to the teacher, the success of this teacher, the success of this technological initiative will technological initiative will be in jeopardy. be in jeopardy.

Implementation of technology Implementation of technology into educational programs into educational programs fail when the initiatives do fail when the initiatives do not originate or are not not originate or are not shared with the teachers.shared with the teachers.


Implementation BarriersImplementation Barriers: : Variances in ObjectivesVariances in Objectives

“… “… technology is integrated technology is integrated when it is used in a when it is used in a seamless manner to seamless manner to support and extend support and extend curriculum objectives and to curriculum objectives and to engage students in engage students in meaningful learning. It is meaningful learning. It is not something one does not something one does separately; it is part of the separately; it is part of the daily activities taking place daily activities taking place in the classroom.”in the classroom.”

Dias, L. (2001). Technology Integration. Learning and Leading with Technology, 27 (3).

Coffin, Walter, and Brisebois 5

Implementation Failure: Variances in Objectives

The initiative to incorporate technology effectively into classroom instruction must begin with the curriculum objectives. This ensures a consistent goal. A mismatch between values of the teacher and the technology initiative will cause an incorporation failure.

Infusing technology initiatives into curricular standards allows teachers to readily create meaningful learning experiences for students and increase technological literacy.


Implementation Failure:Planning and Leadership

School divisions require tech planning and leadership in order to ensure the success of integrating technological initiatives. This involves the provision of clear goals and a collaborative effort between the policy makers and all educational stakeholders

Failure to provide sufficient inservicing or modeling of effective technology usage will lead to unsuccessful implementation.

Integrating technology into the curriculum requires:1. numerous professional development opportunities, 2. a shared vision, and 3. time for professional interaction and planning.


Implementation Failure:Lack of Access and ResourcesSuccessful tech programs and initiatives hinge on:

1. a clear vision and2. the availability of the required technology.

Immense frustration and eventual abandonment of initiatives occur if teacher are unable to access adequate technology.

This resource-intensive endeavor is a continual process as technology continues to evolve. Technology must be continually upgraded, support is readily available, and there is a low student/computer ratio.


Implementation FailureImplementation Failure::RemediesRemedies

1.1. As teachers, administrators, and policy makers develop a As teachers, administrators, and policy makers develop a unifying set of goals that links technology initiatives to unifying set of goals that links technology initiatives to curricular goals, teachers are provided the sufficient time, curricular goals, teachers are provided the sufficient time, resources and opportunities to implement the use of resources and opportunities to implement the use of technology in the classroom.technology in the classroom.

2.2. During teachers’ investigation of their values and During teachers’ investigation of their values and instructional practices in regards to technology integration, instructional practices in regards to technology integration, support is readily available. This includes professional support is readily available. This includes professional development opportunities and provision for professional development opportunities and provision for professional discourse.discourse.

3.3. Fostering a positive climate allows teachers to engage in Fostering a positive climate allows teachers to engage in risk-taking and modify their beliefs of how students learn in a risk-taking and modify their beliefs of how students learn in a technology advanced environment.technology advanced environment.


Lack of Teacher SupportLack of Teacher SupportComputer access and to other Computer access and to other

forms of technology have forms of technology have dramatically increased. dramatically increased.

However, the level of classroom However, the level of classroom utilization does not correlate utilization does not correlate with this significant rise.with this significant rise.

Despite improved access, several Despite improved access, several factors prevent the effective integration factors prevent the effective integration of technology into instruction. of technology into instruction. These barriers stem from a lack of These barriers stem from a lack of teacher support.teacher support.


Lack of Teacher SupportLack of Teacher Support::Teaching ConditionsTeaching Conditions

Technology initiatives can only be successful if they are compatible Technology initiatives can only be successful if they are compatible with the conditions of teaching. with the conditions of teaching.

If inadequate computer access or if there is a high pupil/computer If inadequate computer access or if there is a high pupil/computer ratio, teachers will be reluctant to employ technology as an ratio, teachers will be reluctant to employ technology as an instructional tool.instructional tool.

The technology that is available must be reliable. Computers that The technology that is available must be reliable. Computers that are outdated or frequently requiring repair will cause frustration are outdated or frequently requiring repair will cause frustration rather than a strong commitment to change.rather than a strong commitment to change.

The training of a teacher as a technical specialist is instrumental to The training of a teacher as a technical specialist is instrumental to successful integration. As the specialist provides suggestions for successful integration. As the specialist provides suggestions for integration technology into the curriculum and instructional integration technology into the curriculum and instructional activities, teachers understand how technology can be used as an activities, teachers understand how technology can be used as an instructional tool across all disciplines.instructional tool across all disciplines.


Lack of Teacher SupportLack of Teacher Support::Technological Skill of TeachersTechnological Skill of Teachers

Teachers require continuous support and training to Teachers require continuous support and training to effectively integrate technology initiatives. effectively integrate technology initiatives.

Successful technology integration involves the Successful technology integration involves the allocation of time for teachers to experiment with allocation of time for teachers to experiment with new technologies, collaborate with peers, and the new technologies, collaborate with peers, and the provision of professional development opportunities.provision of professional development opportunities.

As teachers collaborate and plan lessons that As teachers collaborate and plan lessons that integrate technology, they reframe their perceptions integrate technology, they reframe their perceptions towards innovative technology implementation and, towards innovative technology implementation and, ultimately, student achievement.ultimately, student achievement.


Lack of Teacher SupportLack of Teacher Support::AccountabilityAccountability

If teachers are held immediately If teachers are held immediately responsible for changes that take time to responsible for changes that take time to show results, the process will undoubtedly show results, the process will undoubtedly fail.fail.• Significant changes to perspective and Significant changes to perspective and

pedagogy require time and support. pedagogy require time and support.

Exemplary technology use requires more Exemplary technology use requires more than access and training; it also involves than access and training; it also involves the support and mentorship to make the the support and mentorship to make the vision clear and attainable.vision clear and attainable.

Changes in Teaching and Changes in Teaching and Learning as a Result of ICTLearning as a Result of ICT

It appears that major changes in the ways in which teachers and It appears that major changes in the ways in which teachers and learners view and practice teaching and learning may result learners view and practice teaching and learning may result from the shift to using ICT. from the shift to using ICT.

Comments from a principal of a school in New Zealand that is “part of the government's ICT contract which provides professional development over three years to a cluster of schools in our city.”

“What has pleasantly surprised us is that the focus of this contract has beenon learning and teaching. … We have focused on thinking and how ICT can help us to think…. Now that information and data is so easily attainable, children arebeing taught to use it to solve a problem, complete a task or apply toexisting knowledge in a new way…. They can co-operatively work on a project with children in another country who sleep while they are awake!”

(Ballantyne, H. message posted to Change Agency electronic mailing list, May 23, 2003)


From ICT in the schools -From ICT in the schools - Government of the UKGovernment of the UK

ICT is used as a tool for whole-school improvement;ICT is used as a tool for whole-school improvement; A hugely powerful medium for transforming teaching and learningA hugely powerful medium for transforming teaching and learning About theAbout the Mayo Demonstration School of Science and TechnologyMayo Demonstration School of Science and Technology, USA, USA

““What is critical about the success of Mayo is not the use of technology What is critical about the success of Mayo is not the use of technology but the expectations of children and educators to work collaboratively.”but the expectations of children and educators to work collaboratively.”

About the About the Apple Classrooms of Tomorrow Apple Classrooms of Tomorrow projectproject

•• … … broader implications for schooling became apparent. Meaningful use of technology in broader implications for schooling became apparent. Meaningful use of technology in schools, we realized, goes far beyond just dropping technology into classrooms. By the time schools, we realized, goes far beyond just dropping technology into classrooms. By the time our sites were reporting new kinds of outcomes for students, we had witnessed what our sites were reporting new kinds of outcomes for students, we had witnessed what amounted to a transformation of their learning cultures. For example, teachers' instructional amounted to a transformation of their learning cultures. For example, teachers' instructional beliefs and practices underwent an evolution and we believed the improvement in students' beliefs and practices underwent an evolution and we believed the improvement in students' competencies to be a result of teachers' personal appropriation of the technology.competencies to be a result of teachers' personal appropriation of the technology.

(Dwyer, (Dwyer, 1994)1994)

Changes in Teaching and Learning as a Result of ICTChanges in Teaching and Learning as a Result of ICT(con’t)(con’t)


It would seem that the shift is not just about technology. It’s about learning to work collaboratively to construct meaning.

It’s a shift from a philosophy which supports a transmission model of instruction

one which embraces constructivism, in which learners construct their own knowledge out of their

experiences.Henry J. Becker (2000), used the 1998 national survey of teachers, Teaching Learning and Computing, to examine Larry Cuban’s earlier assertion that computers are incompatible with the requirements of teaching. He wondering if developments in technology might have made it possible to use computers more effectively in the classroom. His findings stated:

that academic subject matter teachers who use computers most productively with adequate resources tend to embrace a constructivist philosophy

that those who used computer regularly over a three-year period were twice as likely to have made constructivist-oriented changes in their teaching practicesand to be

more skilled at conducting parallel activities in the classroom.

He concluded that teachers are “creating classrooms where both they and their students are engaged in authentic efforts at increased academic understanding.”


Dias and Atkinson (2001) describe the progress teachers experience as they move through the stages of learning to use technology finishing with reexamining beliefs about education, their subject matter and themselves. They refer to the Apple Classrooms of Tomorrow experiment in which teachers at the final stage of integration of technology into curriculum moved into “interdisciplinary project-based instruction, team teaching and individually paced instruction (p. 4).


The Relationship of ICT and The Relationship of ICT and EducationEducation

Many futurists view technology and education as a Many futurists view technology and education as a symbiotic relationship.symbiotic relationship.

Scott Reid Scott Reid (2002), (2002), Graham White Graham White (2003), (2003), Kathie Felix Kathie Felix (2003), (2003), Leila Henderson Leila Henderson (2002), (2002), James James GryllsGrylls (2001) (2001) are just a few authors who envision an evolution in the are just a few authors who envision an evolution in the parasitic partnership between technology and parasitic partnership between technology and education today, to promise of a synergistic bond education today, to promise of a synergistic bond between ICT and curriculum in the future.between ICT and curriculum in the future.

Ebsco username: merrittbcEbsco password: inspire


What Do Teachers Believe to be What Do Teachers Believe to be Their Role in the Future?Their Role in the Future?

““Some teachers made the point that they Some teachers made the point that they thought that “the main role of the teacher thought that “the main role of the teacher [was] in helping students [to] learn” and [was] in helping students [to] learn” and that was not going to change, but how that that was not going to change, but how that objective is accomplished would change” (objective is accomplished would change” (Reid, 2001Reid, 2001, para. 15)., para. 15).


What Do Teachers Believe What Do Teachers Believe to be Their Role in the Future?to be Their Role in the Future?

Teachers see their role evolving around character building Teachers see their role evolving around character building and teaching morals and ethics to students who are and teaching morals and ethics to students who are spending time in front of a computer. One particular spending time in front of a computer. One particular teacher warned educators that schools were going to be teacher warned educators that schools were going to be the only institution where youths would learn manners, the only institution where youths would learn manners, values and ethics (Reid, 2001, para. 17).values and ethics (Reid, 2001, para. 17).

The ‘tech-generation’, who is graduating now, will acquire The ‘tech-generation’, who is graduating now, will acquire powerful, decision-making positions in approximately 7 powerful, decision-making positions in approximately 7 years. Their knowledge and abilities about using years. Their knowledge and abilities about using technology will influence educational direction and result technology will influence educational direction and result in major innovations.in major innovations.



The creation of a “virtual school where students would The creation of a “virtual school where students would not come to a brick-and-mortar facility but rather log on not come to a brick-and-mortar facility but rather log on to connect with teachers and other students” (Reid, to connect with teachers and other students” (Reid, 2001, para. 20). Teachers who are experts in certain 2001, para. 20). Teachers who are experts in certain fields can also offer specific disciplines over the Internet fields can also offer specific disciplines over the Internet to numerous students in various countries.to numerous students in various countries.



Some teachers believe that software programs, like Some teachers believe that software programs, like PowerPoint and other presentation programs, will have a PowerPoint and other presentation programs, will have a profound effect on student assignments and homework profound effect on student assignments and homework projects. projects. One particular teacher wants students to take on more One particular teacher wants students to take on more responsibility concerning learning. Educators would become responsibility concerning learning. Educators would become less like a teacher and more like a facilitator.less like a teacher and more like a facilitator.

The traditional physical structure of the classroom would be The traditional physical structure of the classroom would be reorganized. The desks and chalkboard at the front of the reorganized. The desks and chalkboard at the front of the class be removed; the new classroom would resembles a class be removed; the new classroom would resembles a library where students have the freedom to openly and library where students have the freedom to openly and independently search for knowledge through access to independently search for knowledge through access to technology.technology.


3 Questions to Ponder & Discuss3 Questions to Ponder & Discuss

1. 1. What have you experienced in your own work with regards to the use of ICT? If you have noted changes in your own philosophy or practice, please describe them with reference to the articles you/we have read.



2. If implementation is successful and there is 2. If implementation is successful and there is adequate teacher support, does teacher adequate teacher support, does teacher disposition and style of teaching play a role in disposition and style of teaching play a role in the success of ICT initiatives?the success of ICT initiatives?



3. If a true partnership between education 3. If a true partnership between education and technology is inevitable, how do we, and technology is inevitable, how do we, as educational leaders, envision our as educational leaders, envision our teaching environment in 5, 10, or 20 years teaching environment in 5, 10, or 20 years from now? from now?


The EndThe End

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ict as a teaching and learning tool

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