the impact of information technology on the school...
TRANSCRIPT
The Impact of Information Technology
on the School System
Dr. Cletus K. Bertin
National Principals Association Annual Conference February, 9th-10th, 2006
Castries, Saint Lucia
Presentation Outline
1. Technology and the Changing Environment 2. ‘Show & Tell’ - Pictorial Analysis 3. Survey Results - ‘First Look’ 4. Technology and the School Principal5. Overview of Draft Policy for the Integration of
ICT in the Education System
Everything these days isDOT-COM this and
DOT-COM that! I Just Can’t Stand it anymore!!!!
I know a Web-Site that can help you…
“Thanks, but I’d rather get my financial advice off the Internet”
Knowledge & Information basedEconomies: K & I as CentralProductive & Strategic AssetsProductivityNew Products and ServicesTime-based CompetitionShorter Product Life
2. Transformation
of Industrial
Economies
Competition in World MarketsManagement & Control in a GlobalMarketplace
Global Work Groups Global Delivery Systems
1. Globalisation
Key Issues:Changes
The Changing Organisational Environment
Digitally enabled relationships with..Core Business Processesaccomplished via digital NetworksRapid sensing & Responding toEnvironmental Changes
4. Emergence of the
Digital Firm
FlatteningDecentralizationFlexibilityLocation IndependenceLow transaction/coordination costCollaborative Work & TeamworkEmpowerment
3. Transformation of the
Organisation
Key Issues:Changes
Source: Laudon and Laudon (2002)
The IT Productivity ParadoxAnnual Change in Office, Computing and Accounting Machinery
Investment and Output per Worker, US 1965-95
Source: Bureau of Economic Affairs (BEA)
2. ‘Show & Tell’ Pictorial Analysis
“The superintendent of schools made us leave out the library when we build this school in ’99, because they
claimed the Internet made books obsolete.”“Speaking of obsolete, where is he now?”
Books Obsolete?
• Many schools are finding strong library programs to invaluable, in addition to the information on the Internet.
“Isn’t there some other company that makes software more cheaply?”
Monopoly is Not JUST a Game
• What happens when the renewal fees for software soar but one company has dominated the market?
• Ensuring that Free and Open Source Software (FOSS) is given due consideration and not excluded in favour of proprietary software.
“We make sure every student has every possible new tool”
Toolishness is Foolishness
• There are no global boundaries when it comes to toolishness.
• It has spread far and wide . . . a fondness for tools that transcends purpose and utility
• Like grabbing a hammer to paint a flower just because they like hammers or because hammers are trendy
“It says here you can lead a horse to water…”
Cart before Horse
• In the rush to network schools, sometimes we forget about program development and professional development.
• There could be a preoccupation with equipment that is putting the "cart before the horse."
“They told us we’d have to delay fixing the roofuntil AFTER the building is networked.”
Cutting Corners
• In the effort to network schools, some “hard” budget decisions have to be made.
–A roof goes unrepaired?–A library is shutdown?–A Sports program is eliminated?
“Sometimes I wish I didn’t get a new computer for Christmas. Otherwise I wouldn’t know how
ridiculously slow these computers are.”
“Our school computers are one year old. How can we be competitive in the job market if we’re
being training on obsolete equipment?”
And be prepared for new, innovative excuses…
3. Survey Results:“A First Look”
CXC IT Statistics 2000-2005
227283
322348
396
465
117161
207248
286
349
0
100
200
300
400
500
2000 2001 2002 2003 2004 2005
Years
Nos No. Sat
No. Passed
% Pass Rate
52%57%
64%71% 72% 75%
0
10%
23%
37% 38%44%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2000 2001 2002 2003 2004 2005
% Pass% Change in Pass Rate
Change in Sittings & Passes - CXC IT
25%42%
53%74%
105%
38%
77%
112%
144%
198%
0
0.5
1
1.5
2
2.5
2000 2001 2002 2003 2004 2005
% Change in Sittings% Change in Passes
Secondary: Computer Use
75% 80%
0%
20%
40%
60%
80%
100%
120%
35-39 Years 40-44 Years 45-49 Years Over 50Years
Age Range
% Home Use School Use
Primary: Computer Use
94%80%
87%
0%
20%
40%
60%
80%
100%
120%
30-34 Years 35-39 Years 40-44 Years 45-49 Years Over 50Years
Age Range
% Home UseSchool Use
Primary: Computer Use
86
92
100
92
75
80
85
90
95
100
105
Male Female
Gender
% Home UseSchool Use
Secondary: Frequency of Use
0
0.5
1
1.5
2
2.5
3
35-39 Years 40-44 Years 45-49 Years Over 50Years
Frequency HomeFrequency School
(1)Do Not Use
(2)Occasional
(3)Moderate
(4)Extensive
Primary: Frequency of Use
2.4
1.8
2.31.9
00.5
11.5
22.5
3
Male Female
Gender
Freq._HomeFreq._School
(1)Do Not Use
(2)Occasional
(3)Moderate
(4)Extensive
4. Technology & the School Principal
• Schools may not need principals, just managers Sarason (1997)
Principals will need to reclaim their roles as educational leaders Townsend (1999)
Educational leaders must also be change agents and learners, not just managers
Sergiovanni: 1996, Caldwell: 1997, Hill: 1999
4. Technology & the School Principal
It isn’t a matter of making others follow your vision but more of developing a shared vision. ….in the context of shared power and open communication.
*
4. Technology & the School PrincipalIf change in the use of IT was to be more than
superficial importance of:– Modelling– Knowledge– Leadership– Adequate professional development– Change management – Establishment of effective learning communities
• . • Wilsmore’s (2000) study into the role of the principal in the
introduction of IT in schools [and his current research (1998-2000)]
4. Technology & the School PrincipalThe following are vital for school leaders in change
management:
– Developing– Envisioning– Focussing– Having the patience
and courage to let it happen.
– Meshing– Empowering– Communicating– Interacting
Study on: Principal Leadership for Successful School Technology Implementation
• The main barriers to implementing technology in the classroom were: lack of financial resources, poor infrastructure and lack of time for professional development and planning.
• There needs to be a closer alignment between the amount of time given for professional development and its perceived importance.
Principal Leadership for Successful School Technology
Implementation• At each level, funding, training and leadership
issues must be addressed simultaneously if technology in the curriculum is to grow and have a significant impact on the reform of education.
• Principals and school leaders must accept the challenge to create supportive conditions, which will foster innovative use of computers.
Macneil and Delafield (1998)
5. ICT Policy for the Education System
The Philosophy, Objectives and the policy statements with respect to the “ICT in the Curricula and in Education Administration” are presented under the following areas:
AccessCreativity and End-User Development Economic and Social Development Reform and Capacity Building
Background: Why ICT for Education?
ICTs are radically changing the nature of work and the workplaceICTs offer tremendous possibilities in:
improving student’s learning by enhancing the teaching/learning process;developing teachers’ professional capability; and
strengthening institutional capacity.
*
Computers…Problem or Opportunity?
ICT, like any powerful tool, can do as much harm as good.
Bad pedagogy implemented on a computer & mismanagement of computing resources can have its harmful effects multiplied by the power of the technology.
*
Planning Process!
The introduction of ICT into the classroom must be managed with great care so that the potential benefits are realised, while the dangers are eliminated or minimised.
*
ICT: A Means to an End…
Emphasis on the role and function of ICT in
education as a teaching and learning tool
Integrated into a wide range of subject areas,
and as a subject by itself.
ICT: A Means to an End…
Efforts are concentrated on developing new media as tools in the service of:
richer curriculaenhanced pedagogiesmore effective organisational structures in schoolsstronger links between IT in schools and the society & the economy the empowerment of disenfranchised learners.
ICT Philosophy of the MOE
1. Universal Access to Information & Knowledge2. Relevant to Economic & Social Development3. Independent Learning4. Curriculum Reform5. Training 6. End User Development of Teaching Material 7. Partnership Approach 8. Copyright and Intellectual Property
ICT Philosophy of the MOE
AccessCreativity and End-User Development Economic and Social Development Reform and Capacity Building
Objectives of ICT Policies for Education
1. Promote the harmonization of activities, approaches and standards in the educational uses of Information & Communications Technology (ICT) within the Education System.
2. Encourage the principals, teachers and students within the education system to use ICT, meaningfully, to enhance the teaching-learning process.
Objectives of ICT Policies for Education
3. Ensure that all school leavers are provided with the required ICT skills for employment and the educational grounding for entry to specialized training in the Information Technology field.
4. Create a cadre of ICT educators with the requisite skills and competencies to use and promote ICT as a tool in the enhancement of the teaching / learning process
Objectives of ICT Policies for Education
5. Encourage and facilitate the use of the Internet as a research and communication tool among students, parents, teachers, principals, other MOE officials and members of the community.
6. Provide the avenue for increased electronic networking and collaboration of educators and students in St. Lucia, regionally and internationally.
Objectives of ICT Policies for Education
7. Encourage partnerships between the various stakeholders in the Education Sector in undertaking IT related ventures.
8. Provide the avenue for increased electronic networking and collaboration of educators and students in St. Lucia, regionally and internationally.
In Conclusion…
Information KnowledgeResearchActionTechnology Values
ICT in Teaching & Learning: The Information Value Chain
DATA
INFORMATION
KNOWLEDGE
WISDOM
Processing
Understanding
Common-Sense/Sensible Application
Research & Analysis
Values
Behaviour & Action