It’s not all about the technology

In the Early Days of IT

When computers were first introduced into education, professional development was seen as a major issue for the integration of computers into the curriculum. The need for teachers to be confident in using and managing computer hardware in a classroom situation was important. They not only needed to be self-assured in being able to perform simple troubleshooting such as feeding paper into a printer and being able to switch on and off computers, but also competent in how to integrate computers into their subject content. However, the problem was that teachers had no formal training in how to use computers or integrate them into their specific subject area. On-the-job training or professional development was still in its formative years. It wasn’t mandatory to learn how to integrate computers and so training was done on an ad-hoc basis.

A number of questions arose – who did the training? Where was training preformed and who coordinated the overall way training was to occur? Leadership in this area was lacking. Whilst some organisations were providing professional development, attempts were made by various groups to in-service key staff who would act as change agents in the schools. It was evident that teachers required further, ongoing and sustained support on how to use computers in education.  In 2009 the challenge of integrating ICT into the curriculum is still amongst us.

Integration of ICT in the Curriculum

Many excuses for not being able to integrate computing across the curriculum were evident in the 1990s, however the main problem was that the integration of computing in content based subjects was seen as an add-on rather than a seamless integration.

In a secondary school context, this is rather problematic given the large numbers of staff and their specialist expertise in the teaching of their subject area and not necessary the teaching of Information Technology. Graham and Martin argue that “There is a need for an overall professional development strategy rather than the existing fragmentation. Professional development programs should revolve around the best practice dissemination and sharing good models, action research linked to the curriculum and collegial training in work groups.”[i]

For many years, some educational administrators believed that if teachers could manage computers, that is have some very basic level technical knowledge on how to maintain computers in a computer laboratory, was sufficient. However this did not address the problem that the focus of using information and communications technologies should be levelled at learning and teaching. Cuttance believed that “This problem was exacerbated . . . by the focus of systemic training and development initiatives on technical skills, with little or no provision of programmes to support professional development in the integration of technology into the practice of teaching and learning.”[ii]

To maximize the efficiency of professional development to teachers, it is important to focus on how information and communications technologies can be used in a classroom context, and the derived benefits from its use need to be highlighted. Simply showing teachers how a software package operates is not adequate on its own, but showing how it can be used within context, and examining how it will be assessed, is equally as important. In 1999, the Department of Education in the United States found that by “modelling new pedagogies in non-specific and decontextualised ways has been demonstrated not to work.”[iii]

Professional development in the area of information and communications technologies is paramount. However there is much disparity among schools and educators in terms of the content to be delivered, the amount of time devoted to it, the cost, and who leads it. Professional development also needs to be sustained and continuous. One-off professional development sessions or workshops do not amount to productivity in the classroom, especially when taught out of context. The Making Better Connections report stated that “professional development is effective where it is identified and implemented within the school context to meet the needs of their teachers and students, for the continuous improvement of professional practice.”[iv] Improvement of professional practice should lead to enhanced and improved student outcomes.

There are many different areas in information and communications technologies that need specific training or professional development. The major areas that require support include the development of multimedia, web page authoring, interactive whiteboards, software applications, theoretical pedagogy, information and communications technology management and how to effectively and efficiently use the Internet.

Scaffolding basic mastery in information technology needs to occur before teachers can confidently carry out integration of information and communications technologies into the classroom. Once teachers have demonstrated competence and confidence in the use of information and communications technologies, then teachers can progress onto creating products such as multimedia and web page authoring. Having established the macro level of professional development needed by teachers in schools, the fundamental question that needs to be raised is who will provide the vision and the leadership. Further, where will this professional development come from?

 However, the reality is that whilst schools grapple with their needs in relation to information and communications technology, there are many schools that are not exemplary in their practice with technology, let alone professional development. According to Riel and Becker, the solution lies with the teacher. They believe that teachers who are genuinely interested in teaching and their profession make a large investment in their own development. Therefore they are able to effectively integrate computers into their classrooms. In addition, they state that the conducive environment they create in a classroom generally reflects the positive relationship to other people especially in the educational community. “Teachers who assume a professional orientation to teaching are far more likely to have made high investments in their own education, to have constructivist compatible philosophical beliefs about education to develop the instructional practices that are related to their beliefs and to integrate computers into their classrooms in ways that support meaningful thinking and the sharing of ideas with their peers professional behaviour! The social structure that teachers create for student learning in their classroom mirrors their own relationship to their colleagues in the larger educational community.”[v] Therefore, using Riel and Becker’s solution as a basis for improving professional development in schools requires that teachers treat their own personal training as priority.

There are widespread discrepancies in Information Technology usage in schools. Some Independent schools have made leaps and bounds with their use of information technology through the use of Notebook computers pioneered at Methodist Ladies College in Melbourne.[vi] [vii] However, there are many other schools that do not have a vision, or lack direction in terms of infrastructure and staff professional development needs. What is apparent though, according to Roberts is that “Professional development is needed that is an integral part of daily practice for all teacher and schools. Such activities should respond to targeted needs and, in all facets of their planning, delivery and evaluation, model the behaviours that they advocate.”[viii]

In summary, information and communications technology professional development needs to be sustained and continuous. Simply showing how software operates is not considered to be enough. A better approach would be to focus on how to integrate the software into the curriculum to enhance and improve student outcomes. Investing in information and communications technology professional development should be paramount for all teachers and schools. 

Dr Therese Keane.