Successful ICT integration strategies: Can we learn from others

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Successful ICT integration strategies Can we
learn from others?
Ian Gaynor
Science and Mathematics Education Centre Curtin
University
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The evidence

• shows a strong relationship between the ways in
  which ICT has been used and the resulting
  attainment outcomes. This suggests that the
  crucial component in the use of ICT within
  education is the teacher and their pedagogical
  approaches. Excellent software, reliable hardware
  and resilient networks, important though they may
  be, will have no effect on attainment if teachers
  are not enabled and educated to use these
  resources appropriately
• (BECTA 2004)

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Presentation outline

• Assertions for successful integration,
• Engagement, achievement all that,
• The outcomes for teachers and students,
• The key factors,
• Pedagogical frameworks,
• Professional development,
• Approaches,
• Tools strategies,
• Discussions, and
• Resources.

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Assertions

• Teaching learning can be improved by the use of
  technology, but its not the only solution.
• It is important to consider the selection and use
  of the right software for the right context and
  task.
• It is important to value continuous and targeted
  professional development
• The importance of continuous system, district
  school planning and coordination where the focus
  on the role of the teacher is pivotal
• The need for constant review, refinement and
  reflection in the teaching and learning process

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Engagement, achievement all that

• students cognitive investment, active
  participation, and emotional engagement with
  specific learning tasks
• Cognitive
• Behavioural
• Affective, and
• Attitude, Chapman, Elaine (2003).
• Within a constructivist technology rich classroom
  learning environment, leaning can be enhanced
  when
• There is active engagement,
• Students are involved with active participation
• Students work collaboratively in groups,
• Students have frequent interaction and feedback,
  and connections to real world
• Jeremy M. Rochelle, Roy D. Pea, Christopher M.
  Hoadley, Douglas N.Gordin, Barbara M. Means (2003)

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The Outcome Teachers

• A change in the the role of the teacher,
• A change in the proof of learning,
• A change in the proof of assessment,
• A change in the distribution of resources,
• A change in the paradigm of teaching,
• Increased opportunities for showing the evidence
  of learning, and
• The important role in planning and creating the
  learning environment.
• (BECTA 2004, SIIA 2002 2003)

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The Outcome Students

• The way that students learn is changing,
• What they learn is changing,
• The context for what they learn is changing,
• How and with whom they interact is changing,
• Changing evidence of learning,
• Increase in critical learning, and
• Proof of learning is changing.
• (BECTA 2004, SIIA 2002 2003)

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Successful IntegrationThe Key Factors

• The subject knowledge of the teacher,
• The pedagogical knowledge of the teacher,
• The access to resources by the teacher and
  student,
• Attitude, awareness confidence,
• The use of collaborative work practices,
• Curriculum and innovative leadership,
• The ability to integrate ICT that supports,
  enhances and exploits other teaching and learning
  opportunities, and
• Planning.

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Requirements for Successful Pedagogical Frameworks

• Awareness of the available ICT resources that
  will contribute to the learning process.
• Ability to use a variety of ICT resources in a
  number of contexts.
• Curriculum expertise.
• Depth of knowledge of the use of ICT.
• Ability to challenge understanding, thinking
  reflection, and
• Ability to organise and manage a class to suit a
  variety of contexts and opportunities.

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Role of Professional Development

• Connectivity (personal and classroom)
• Professional development (ICT pedagogy)
• Targeted to match between PD, instructional
  Goals, the learners and implementation.
• Provide skills and tools to an create or progress
  towards individualised, student centred,
  co-operative learning and promote student teacher
  interactions.
• Time.
• (CEPARE 2004)

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Successful approaches to integration

• Integrating
• The use of ICT within the subject to enhance
  particular concepts and skills and improve pupils
  attainment
• Supporting
• Enhancement of the existing topic through some
  aspect of the lesson or task
• Complementing
• Use of ICT to empower by supporting or enabling
  the learning process
• (BECTA 2004)

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Successful Tools Cross Curricula

• Word processing,
• Presentation,
• Digital imaging,
• Simulations,
• Modelling,
• Web publishing,
• Communications, and
• Cognitive tools,

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Discussion

• Strategies
• Activities
• Ideas
• Approaches
• Thoughts

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Resources to explore

• BECTA
• EDNA
• CEPARE
• EDWA
• NCREL
• CARET
• E-magine
• Vic DET
• Integration management techniques

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Questions Thank You
i.gaynor_at_curtin.edu.au http//learnt.smec.curtin.e
du.au