aect: the impact of school policy on the use of ict in primary education
DESCRIPTION
Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at classroom level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal’s perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.TRANSCRIPT
The impact of school policyon the use of ICT
in primary education
ICT schoolpolicy
Class useof ICT
Law & Glover, 1998; Becta, 2004; Scrimshaw, 2004; Tearle, 2003; Walsh, 2002; etc.
Becker, 2001; Cox, Preston & Cox, 1999; Shapka & Ferrari, 2003 van Braak, Tondeur & Valcke, 2004;
Williams et al, 2000; etc.
Research problem
Research questions
1. What is the perception and the involvement of school leaders with respect to ICT school policies?
2. What is the effect of the ICT school policy on the way teachers use ICT for learning and instruction?
Research variables > ICT policy
Technology Standards for school leaders (ISTE, 2001)
1. Leadership and vision2. Learning and teaching3. Support4. Evaluation
Research variables > ICT Class use
encouraging collaborative learning 33
using the computer for differentiation 46
encouraging pupils to train skills 53
ask pupils to do assignments on the computer 33
using the computer as a tool for demonstration 13
using the computer as a tool for instruction 12
encourage to search for information on the Internet 16
teaching about the possibilities of computers 8
Freq%
Data collection
Actor teacher School leader
Research method
survey Interview(semi-structured)
Date May 2004 October 2004
Number N=580 N=55
Demographics
Actor teacher School leader
Age M=38 M=49
Sex 75% =♀ 33% =♀
Experience 16 years 26 years
Gender
menwomen
Mea
n
10
9
8
7
6
5
4
ICT-experience in years: school
ICT-experience In years: home
ICT profile > ICT-experience
ICT profile > ICT-training
Grade
sixfivefour
three two
one
Mea
n
1,8
1,6
1,4
1,2
1,0
,8
,6
,4
Sekse♀♂
ICT profile > ICT use
Sekse
manwoman
Mea
n
12
10
8
6
4
2
0
leisure
class use
Professional support
Results > Leadership and vision
To what extent does your school have an ICT plan?
ExtensiveLimitedNone
Per
cent
40
30
20
10
0
Dev
elop
ing
Learningland instructionTraining
Learning path
Standards
Software
Infrastructure
What engagements are made at school level?
Results > Leadership and vision
Results > Leadership and vision
ExtensivelyLimitedNo
Per
cent
60
50
40
30
20
10
0
What is your impact as school leader on the use of ICT?
Results > Leadership and vision
What is your role as school leader?
Execute
Delegate
Stimulate
Facilitate
“You cannot be the architect, theengineer, and the builder at thesame time”
(School leader; primary school, Flanders)
Results > Leadership and vision
Results > Leadership and vision
Which other actors play an important role in the development of an ICT policy?
ParentsStudy group
Teachersco-ordinators
“Last year, our school had an excellent ICT- co-ordinator; now that he’s gone, ICT-integration doesn’t receive a lot of attention anymore…”
“With three hours a week, our ICT-co-ordinator has enough time to repair our computers, but not enough for pedagogical input”
Results > Leadership and vision
(School leaders; primary schools, Flanders)
Beginning
To a certaindegree
To a greatdegree
Percent
6050403020100
Results > Learning and teaching
To which degree do teachers use ICT?
Supportive use
Percent
6050403020100
Beginning
To a certaindegree
To a greatdegree
Class use
Results > Teaching and learning
Which ICT-competenties should pupils learn in primary education?Social and ethical competencies
9. Using ICT in an adequate and a responsible way
Operating skills8. Using the equipment
Competencies focusing on the learning process
2.3.4.
5.
6. 7.
Presentinginformation Independent
learning with the support of ICT
Collecting andprocessing of
information
Creating with the support of ICT
Practisising with the support of ICT Communicating
information
1.co-operating
on anassignment
24%
36%
13%1
2
3
Results > Support
What are the needs and the barriers for a better integration of ICT in the classroom?
Barriers NeedsLack of access to resources (52%)
Better infrastructure (58%)
Not enough ICT-co-ordination (28%)
More ICT co-ordination (36%)
Limited level of ICT skills of teachers (18%)
More training (20%)
Results > Support
“In 2002, the Flemish government reached the aim of one PC for every 10 pupils, but they
forget that these computers need an update…”
(School leader; primary school, Flanders)
Results > Evaluation
Is there an evaluation of the use of ICT?
systematicOccasionalNo
Per
cent
60
50
40
30
20
10
0
Results > Impact on ICT class use
9.16% of the variance
in teachers' class use
is situated at the school level,
while 90.83% is at class level.
Results > Impact on ICT class use
p ES
Supportive use of ICT 0.003 0.15 sd Innovativeness 0.03 0.11 sdIntensity of ICT use 0.001 0.15 sd ICT training 0.001 0.15 sdICT-plan (Teacher perception) 0.000 0.18 sd ICT-support (Teacher perception) 0.000 0.22 sd Pupil/PC-ratio (classroom) 0.000 0.19 sd % male (school level) 0.007 0.13 sd
Results > Discussion & conclusion
Teacher use of ICT is generally not linked to a strategic school policy
Only 22% of the schools reported to have developed an extensive ICT-plan
20% started to develop an ICT policy plan last school year
What is needed for the development of an ICT school plan?
Results > Discussion & conclusion
The impact of school leaders is limited
School leaders stimulate and facilitate ICT-integration (Infrastructure)
ICT-co-ordinators play an important role to support ICT-integration
Can the success of ICT integration be the result of one devoted actor?
Results > Discussion & conclusion
The impact of ICT school policy depends on the perceptions of teachers
The availability of an ICT-plan has no impact on the class use of ICT
The perceptions of teachers on the ICT-plan has a significant impact on the class use of ICT
Which actors are involved in the development of an ICT school policy and how is it communicated and evaluated with all stakeholders?
Results > Discussion & conclusion
Future research:
- What is the impact of whole school characteristics on the class use of ICT?
-What are the (internal and external) motivations for schools to integrate ICT?
- Longitudinal research: changes ICT class use when the ICT school policy is more established?
“Integrating ICT throughout a school system is, in itself, significant system reform. We have
a wealth of evidence attesting to the importance of leadership in implementing and
sustaining systemic reform in schools. It is critical, therefore, that we attend seriously to
leadership for ICT in schools.”
Don Knezek, Director TSSA Standards Project ISTE.
The impact of school policyon the use of ICT
in primary education