ICT and learning: Lessons from Australian classrooms

Abstract

Research into Information and Communication Technologies (ICT) in schools is well into its third decade but there is still a pressing need to better understand how computer-based technologies are influencing learning opportunities, and how the local conditions of schooling impact on teachers’ attempts to integrate these technologies in their classrooms. In this article, we provide some insight into these questions through our research in six diverse public schools in the state of New South Wales (NSW), Australia. We observed classrooms and conducted interviews with teachers and other key stakeholders, such as principals and technology coordinators about the integration of ICT. Our goal was to describe and examine the ways in which teachers, in a range of settings, are utilising ICT in their classroom practices to mediate student’s learning experiences Our findings indicate that ICT is largely being integrated in ways that support and supplement existing classroom practices. From our observations, we believe that successful integration of ICT requires fundamental shifts in the core activities of schools. These shifts include new teaching. The cases described in this article suggest some ways in which these shifts may be initiated and sustained.

Introduction

Politicians, policy makers, school leaders, teachers and parents are starting to develop more critical understandings of the issues associated with integrating ICT in schools. This may be largely due to the high costs associated with supplying and maintaining these technologies, as well as the slow uptake of ICT by teachers. In NSW, the introduction of computers into public schools is a major Government priority that has received over $AU300m in funding in recent years, with a further $AU500m projected over the period 2003–2007. The NSW government’s Computers in Schools Plan aims to improve learning outcomes for all students in all key learning areas, from Kindergarten to Year 12. It involves a comprehensive program of support to schools that includes: the provision of regularly updated computer hardware and software; connection of all schools to the Internet; provision of training and development of teachers in the use of computers; and, the development of curriculum support materials to enhance curriculum in all Key Learning Areas. However, despite this commitment of money and support, the rate of uptake of ICT and the success of school-based practices varies enormously across the state.

The gradual emergence of a more critical understanding of the promise and pitfalls of ICT integration suggests that the climate is right to rethink some common assumptions and research questions related to this process in schools. Belatedly (for some), the question is being asked: What are the educational benefits of ICT integration? In an attempt to respond to this question, the research reported here was designed to prioritise questions related to learning over those related to technology. It was assumed that the most important factor affecting the quality of learning associated with ICT integration was the design of the learning experience. And, a close link was assumed between teachers pedagogical practices and the learning opportunities made available to students.

An emphasis on learning is supported elsewhere in the literature. In their review of the second decade of research into gender equity and information technology, Volman and Van Eck (2001) observe that:

Recently, strong arguments have been put forward for the introduction of advanced ICT applications as a means of creating a powerful learning environment. This involves new forms of learning and teaching (transformation) in which students deal with knowledge in an active, self-directed and constructive way, leading to learning results that are more transferable to situations outside school than are the results of traditional teaching methods. (p. 614)

Whilst the term ‘powerful learning environment’ is not commonly used in the literature, it has appeared in this journal (Smeets, 2005), and it has been the focus of a European research network (see for example, De Corte, Verschaffel, Entwhistle, & van Merrienboer, 2003). More generally, a quick search of most relevant databases reveals that questioning the basis for how learning occurs and is mediated through ICT is a trend that has gathered momentum in the last five years, while recognising that it has been a long-term interest of sociocultural theorists (see for example Renshaw, 1998) and other researchers whose primary interests relate to theories of learning (see for example Schaverien & Cosgrove, 1999).

The approach taken in this study was to look for evidence of transformations in learning opportunities through teachers’ classroom practices. As Moll (1997) concluded some time ago: technology alone will not necessarily improve the outcomes and processes of teaching. She also claimed that the need to integrate technology in the classroom is really tied to the greater plan of introducing information technology in society in general. Therefore, she suggests that a responsible plan to introduce technology in the classroom should firstly agree on a definition of education and its goals and second, be based on how technology will affect and restructure the learning environment and process rather than on how good a teaching tool it is.

Following this suggestion, we were interested in whether teachers in diverse settings in our study were operating with a shared definition of education and its goals. This required us to locate our classroom observations within the broader context of schooling. Our approach included interviewing and observing teachers integrating ICT in their classrooms, and interviewing other key stakeholders. We identified some common issues across the schools, documented a range of integration strategies and collected various documents such annual reports and technology plans. This multi-level data provided us with evidence about ICT integration and learning in the participating schools. It is a contextualised study that was set up to analyse in a few cases, rather than predict, what is actually happening, and what type of relations people are developing towards ICT.