The InterActive Education research project set out to explore ways in which ICT could be used to enhance teaching and learning.
We found that:
Teachers continue to be centrally important in designing and supporting learning with ICT across the curriculum.
The potential of new technologies was still not being fully realised . Despite the government’s £1bn commitment to increase the use of information technology in schools, few teachers made full use of computers and other technologies in the classroom. Our findings confirm recent reports by Ofsted and OECD, which indicate that the use of ICT in schools was ‘sporadic’ and ‘disappointing’ in the UK and internationally.
Our findings indicate the reasons behind this situation
Hardware and infrastructure are necessary but not sufficient
Our research found a significant gap between policy and practice. Most schools responded to the government’s strategy for embedding information and communications technology in classroom teaching in terms of buying basic hardware and infrastructure. This is necessary but not sufficient to ensure full integration and exploitation of the investment.
Teachers lack confidence to take risks with ICT in teaching and learning
We know that ICT is more likely to be incorporated into classroom teaching in schools where there is a body of skilled knowledge. However, much of the training that has been available has been of limited use in achieving this goal. We found that many teachers lack the confidence to take the risk of using technology in their subject areas. This is not a result of lack of personal experience with computers: at home many teachers use computers and other new technologies confidentl: in school they use ICT for administration. What few teachers have is knowledge and understanding of how effectively to incorporate ICTs into teaching and learning.
Teachers need to understand more about how to put ICT to use in teaching and learning
When teachers did use computers in the classroom (in may cases because they were required to do so) they often underestimated their role in directing learning, appearing to believe that knowledge was embedded within the software and that ICT would somehow replace the teacher.
The video data gave us insights into the relationship between learning processes and outcomes when computer technology was included. The technology often increased learner autonomy and control. This could be productive. However the learning that resulted was often ‘idiosyncratic’ rather than ‘intended’. Teachers needed to orchestrate learning so that micro or individual learning was tested, challenged and extended in larger contexts.
Teachers question the relevance of ICT-based learning to achieving in the current assessment regime
We also found that many teachers feared that computers would interfere with ‘genuine’ or book-based learning, particularly in the humanities and creative subjects. Connected with this, teachers also articulated their sense of a tension between the kinds of teaching and learning they saw as best suited to the national assessment regime and those that were associated with new technologies. The result was that many used ICT only for administration and routine tasks.
The impact of out-of-school learning is underestimated
Teachers often underestimated the impact of students’ out-of-school experience of technology on the way they learn in the classroom. Our study highlights the two-way traffic between home and school.
There are ways forward
Partnerships
The InterActive project centred on partnerships between researchers, research students and teachers. Combining research and practitioner knowledge and expertise we worked together to explore ways in which ICT could be used in seven curriculum areas.
Seventy per cent of the teachers who took part in the study were able to incorporate computers more effectively into their classroom. As a result of working in the project they generally had a more positive view of technology and said that it enhanced their role as a teacher and had a beneficial impact on the learning environment.
Networks
One strategy would be to set up networks whereby teachers and researchers may work together to design and evaluate projects which use ICT as a tool for learning. If these resources are made available, teachers will start to embed ICT into classroom practices.
Learning from video data
The use of video data enabled a much tighter focus to be placed on the interactions between teachers, learners and ICTs. The analysis and reflection about teaching and learning which viewing the data made possible was an important factor in making practice more effective.
To see how we have transformed some of our research data to create professional development materials go to...
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