Prange, Bette Yvonne (2018) Investigating a best practice model for facilitating information communication technology implementation in the secondary school classroom. Other Degree thesis, Victoria University.

Abstract

The Australian Government initiated the Digital Education Revolution (DER) (DEEWR 2007) to ensure schools incorporated Information and Communications Technology (ICT). This policy was implemented with the intent of embracing 21st Century learning to enable students to live and work in the emerging digital world and better equip them for jobs of the future. The Digital Education Revolution (2007) implied a change in pedagogy to fully capitalise on the potential of ICT to provide improved student learning outcomes. It was anticipated teachers would integrate ICT, and design challenging and stimulating learning activities to enable students to become highly skilled in the use of ICT to communicate, collaborate and problem-solve. Schools have implemented ICT in a variety of ways, but the extent to which teachers have utilised the technology to underpin and improve students’ attainment of learning outcomes is unclear. Furthermore, a significant number of teachers were reluctant to embrace the changes required to pedagogy despite netbooks being provided through the National Secondary Schools Computer Fund (DEEWR 2009). The current project examined the way teachers incorporated ICT into their curriculum and identified the challenges teachers faced when they endeavoured to embed ICT into their teaching programs. Data were collected from interviews and an action research conducted with a small group of teachers. A number of barriers that impacted teachers’ ability to successfully incorporate ICT were identified in the interview phases of the research. The action research allowed for the small group of teachers to consider pedagogy and their use of ICT and to reflect on their practice. This qualitative research examined the process teachers worked through when embedding ICT. Data were used to inform the design of a model to assist teachers to develop their ICT knowledge and expertise and to minimise perceived barriers to the integration of ICT in the school context. Barriers identified include a lack of time, confidence and technical support, pedagogy, curriculum limitations and professional development. Identifying the barriers provides a greater understanding of the issues facing teachers, and if schools can work to eliminate or address these barriers the likelihood of teachers integrating ICT into their practices is improved. As the research progressed it became evident that the barriers for teachers were a small aspect of a whole-school issue. Teachers tended to work in isolation and lacked clarity about what was expected of them. The development of a model that supports a whole-school approach will also support other teachers and leaders in understanding the human and physical resources required to transform teaching and learning with ICT. The findings from this study may assist procedural refinement in ICT implementation within the education system. Educators, leaders and teachers may be more capable in identifying barriers to ICT integration and increasing awareness of the requirements necessary to assist teachers to successfully embrace the use of ICT to enhance pedagogy. The access issues related to the use of ICT within schools have been well researched (Keane 2012; Larkin 2010; Pitler, Hubbell, Kuhn & Malenoski 2007); however, the implementation of ICT is yet to fully realise its potential to transform the teaching and learning process and to ensure students are successful, confident and creative learners who are able to participate in the global world. The study concludes with a proposed model to support a whole-school approach to the integration of ICT to transform pedagogy.

Search Google Scholar

Repository staff login