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ICT as a Teaching andICT as a Teaching and
Learning ToolLearning Tool
Group #2 PresentationGroup #2 Presentation
Gwen CoffinGwen Coffin
Carlene WalterCarlene Walter
John 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 aThe 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 inTeachers, students, parents and many others with an interest in
technology integration frequently are overwhelmed bytechnology 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 effectiveAlthough this outcry created many obstacles to the effective
integration of technology into educational programs, there areintegration of technology into educational programs, there are
two major culprits:two major culprits:
1.1. Implementation failureImplementation failure
2.2. Lack of teacher supportLack of teacher support

Implementation FailureImplementation Failure::
Absence of a Shared VisionAbsence of a Shared Vision
Often, the impetus for aOften, the impetus for a
technology initiative stemstechnology initiative stems
from the educational policyfrom the educational policy
makers.makers.
If this vision is not adequatelyIf this vision is not adequately
communicated to thecommunicated to the
teacher, the success of thisteacher, the success of this
technological initiative willtechnological initiative will
be in jeopardy.be in jeopardy.
Implementation of technologyImplementation of technology
into educational programsinto educational programs
fail when the initiatives dofail when the initiatives do
not originate or are notnot originate or are not
shared with the teachers.shared with the teachers.

Implementation BarriersImplementation Barriers::
Variances in ObjectivesVariances in Objectives
“…“… technology is integratedtechnology is integrated
when it is used in awhen it is used in a
seamless manner toseamless manner to
support and extendsupport and extend
curriculum objectives and tocurriculum objectives and to
engage students inengage students in
meaningful learning. It ismeaningful learning. It is
not something one doesnot something one does
separately; it is part of theseparately; it is part of the
daily activities taking placedaily activities taking place
in the classroom.”in the classroom.”
Dias, L. (2001). Technology Integration. Learning and Leading withDias, L. (2001). Technology Integration. Learning and Leading with
Technology, 27 (3).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.

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.

Lack of Access and Resources
Successful tech programs and initiatives hinge on:
1. a clear vision and
2. 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 aAs teachers, administrators, and policy makers develop a
unifying set of goals that links technology initiatives tounifying 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 ofresources and opportunities to implement the use of
technology in the classroom.technology in the classroom.
2.2. During teachers’ investigation of their values andDuring 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 professionalsupport is readily available. This includes professional
development opportunities and provision for professionaldevelopment opportunities and provision for professional
discourse.discourse.
3.3. Fostering a positive climate allows teachers to engage inFostering a positive climate allows teachers to engage in
risk-taking and modify their beliefs of how students learn inrisk-taking and modify their beliefs of how students learn in
a technology advanced environment.a technology advanced environment.

Lack of Teacher SupportLack of Teacher Support
Computer access and to otherComputer access and to other
forms of technology haveforms of technology have
dramatically increased.dramatically increased.
However, the level of classroomHowever, the level of classroom
utilization does not correlateutilization does not correlate
with this significant rise.with this significant rise.
Despite improved access, severalDespite improved access, several
factors prevent the effective integrationfactors prevent the effective integration
of technology into instruction.of technology into instruction.
These barriers stem from a lack ofThese 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 compatibleTechnology 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/computerIf inadequate computer access or if there is a high pupil/computer
ratio, teachers will be reluctant to employ technology as anratio, teachers will be reluctant to employ technology as an
instructional tool.instructional tool.
 The technology that is available must be reliable. Computers thatThe technology that is available must be reliable. Computers that
are outdated or frequently requiring repair will cause frustrationare 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 toThe training of a teacher as a technical specialist is instrumental to
successful integration. As the specialist provides suggestions forsuccessful integration. As the specialist provides suggestions for
integration technology into the curriculum and instructionalintegration technology into the curriculum and instructional
activities, teachers understand how technology can be used as anactivities, teachers understand how technology can be used as an
instructional tool across all disciplines.instructional tool across all disciplines.

Technological Skill of TeachersTechnological Skill of Teachers
 Teachers require continuous support and training toTeachers require continuous support and training to
effectively integrate technology initiatives.effectively integrate technology initiatives.
 Successful technology integration involves theSuccessful technology integration involves the
allocation of time for teachers to experiment withallocation of time for teachers to experiment with
new technologies, collaborate with peers, and thenew technologies, collaborate with peers, and the
provision of professional development opportunities.provision of professional development opportunities.
 As teachers collaborate and plan lessons thatAs teachers collaborate and plan lessons that
integrate technology, they reframe their perceptionsintegrate technology, they reframe their perceptions
towards innovative technology implementation and,towards innovative technology implementation and,
ultimately, student achievement.ultimately, student achievement.

AccountabilityAccountability
 If teachers are held immediatelyIf teachers are held immediately
responsible for changes that take time toresponsible for changes that take time to
show results, the process will undoubtedlyshow results, the process will undoubtedly
fail.fail.
• Significant changes to perspective andSignificant changes to perspective and
pedagogy require time and support.pedagogy require time and support.
 Exemplary technology use requires moreExemplary technology use requires more
than access and training; it also involvesthan access and training; it also involves
the support and mentorship to make thethe support and mentorship to make the
vision clear and attainable.vision clear and attainable.

Changes in Teaching andChanges in Teaching and
Learning as a Result of ICTLearning as a Result of ICT
It appears that major changes in the ways in which teachersIt appears that major changes in the ways in which teachers
and learners view and practice teaching and learning may resultand 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 been
on 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 are
being taught to use it to solve a problem, complete a task or apply to
existing 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 technologyWhat 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 Apple Classrooms of Tomorrow projectAbout the Apple Classrooms of Tomorrow project
•• …… broader implications for schooling became apparent. Meaningful use of technology inbroader implications for schooling became apparent. Meaningful use of technology in
schools, we realized, goes far beyond just dropping technology into classrooms. By the timeschools, 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 whatour sites were reporting new kinds of outcomes for students, we had witnessed what
amounted to a transformation of their learning cultures. For example, teachers' instructionalamounted 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, 1994)(Dwyer, 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 andThe Relationship of ICT and
EducationEducation
Many futurists view technology and education as aMany futurists view technology and education as a
symbiotic relationship.symbiotic relationship.
Scott Reid (2002), Graham White (2003), Kathie FelixScott Reid (2002), Graham White (2003), Kathie Felix
(2003), Leila Henderson (2002), James Grylls (2001)(2003), Leila Henderson (2002), James Grylls (2001)
are just a few authors who envision an evolution in theare just a few authors who envision an evolution in the
parasitic partnership between technology andparasitic partnership between technology and
education today, to promise of a synergistic bondeducation today, to promise of a synergistic bond
between ICT and curriculum in the future.between ICT and curriculum in the future.
Ebsco username: merrittbc
Ebsco password: inspire

What Do Teachers Believe to beWhat Do Teachers Believe to be
Their Role in the Future?Their Role in the Future?
““Some teachers made the point that theySome teachers made the point that they
thought that “the main role of the teacherthought 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 thatthat was not going to change, but how that
objective is accomplished would change”objective is accomplished would change”
(Reid, 2001, para. 15).(Reid, 2001, para. 15).

What Do Teachers BelieveWhat Do Teachers Believe
to be Their Role in the Future?to be Their Role in the Future?
Teachers see their role evolving around character buildingTeachers see their role evolving around character building
and teaching morals and ethics to students who areand teaching morals and ethics to students who are
spending time in front of a computer. One particularspending time in front of a computer. One particular
teacher warned educators that schools were going to beteacher 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 acquireThe ‘tech-generation’, who is graduating now, will acquire
powerful, decision-making positions in approximately 7powerful, decision-making positions in approximately 7
years. Their knowledge and abilities about usingyears. Their knowledge and abilities about using
technology will influence educational direction and resulttechnology will influence educational direction and result
in major innovations.in major innovations.

The creation of a “virtual school where students wouldThe creation of a “virtual school where students would
not come to a brick-and-mortar facility but rather log onnot 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 certain2001, para. 20). Teachers who are experts in certain
fields can also offer specific disciplines over the Internetfields 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, likeSome teachers believe that software programs, like
PowerPoint and other presentation programs, will have aPowerPoint and other presentation programs, will have a
profound effect on student assignments and homeworkprofound effect on student assignments and homework
projects.projects.
One particular teacher wants students to take on moreOne particular teacher wants students to take on more
responsibility concerning learning. Educators would becomeresponsibility 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 beThe traditional physical structure of the classroom would be
reorganized. The desks and chalkboard at the front of thereorganized. The desks and chalkboard at the front of the
class be removed; the new classroom would resembles aclass be removed; the new classroom would resembles a
library where students have the freedom to openly andlibrary where students have the freedom to openly and
independently search for knowledge through access toindependently 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 is2. If implementation is successful and there is
adequate teacher support, does teacheradequate teacher support, does teacher
disposition and style of teaching play a role indisposition and style of teaching play a role in
the success of ICT initiatives?the success of ICT initiatives?

3. If a true partnership between education3. If a true partnership between education
and technology is inevitable, how do we,and technology is inevitable, how do we,
as educational leaders, envision ouras educational leaders, envision our
teaching environment in 5, 10, or 20 yearsteaching environment in 5, 10, or 20 years
from now?from now?

The EndThe End
We would like to encourage you to post yourWe would like to encourage you to post your
discussion in the appropriate location indiscussion in the appropriate location in
WebCT.WebCT.
ThanksThanks
for yourfor your
time.time.

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