eecera,september 2004 arna h. jónsdóttir, assistant professor, iceland university of education

ICT (Information and Communication Technology), Learning and Educational Leadership

in Preschools

EECERA,EECERA, September 2004September 2004Arna H. Jónsdóttir, Assistant Professor,Arna H. Jónsdóttir, Assistant Professor,

Iceland University of EducationIceland University of Education

[email protected]@khi.is

September 2004 Arna H. Jónsdóttir / ICT, Learning ...

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LearnICT – a project funded by the Research Council of Iceland Three universities in Iceland participate.Three universities in Iceland participate. Shared themes common to all projects.Shared themes common to all projects. Research 2002 – 2005 on ICT inResearch 2002 – 2005 on ICT in

Preschools Preschools Basic/general schoolsBasic/general schools Secondary schools/further educationSecondary schools/further education Universities/higher educationUniversities/higher education

http://namust.khi.is/in_english.htmhttp://namust.khi.is/in_english.htm


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The main goals of the project

Consider the possibilities of ICT in learning Consider the possibilities of ICT in learning and teaching.and teaching.

Investigate the influence of ICT on schools, Investigate the influence of ICT on schools, teachers and students.teachers and students.

Improve and increase cooperation between Improve and increase cooperation between individuals and organizations in the area of individuals and organizations in the area of educational research on using ICT in educational research on using ICT in education.education.


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The preschool part of the program

The childrens´ use of ICT in 6 preschools The childrens´ use of ICT in 6 preschools investigatedinvestigated Field observations (children/teachers)Field observations (children/teachers) Interviews with teachers and/or directorsInterviews with teachers and/or directors Analysis of the national and school curriculum.Analysis of the national and school curriculum.

A nationwide survey gathering data about the A nationwide survey gathering data about the situation (2004 – 2005). situation (2004 – 2005).

ICT, learning and educational leadership – ICT, learning and educational leadership – presenter´s research.presenter´s research.


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ICT, learning and educational leadership in preschools (part 1 and 2)

Research methods–data collection Semi-structured interviews with directors in Semi-structured interviews with directors in

4 preschools in three municipalities.4 preschools in three municipalities. Written materials analysed (projects, Written materials analysed (projects,

curriculum, plans, newsletters etc.).curriculum, plans, newsletters etc.). Field observation, focusing on the ICT Field observation, focusing on the ICT

resources (software, hardware, other) for resources (software, hardware, other) for children, teachers and directors.children, teachers and directors.


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The choise of preschools The preschools are chosen purposively:The preschools are chosen purposively:

2 preschools have worked with ICT in 2 preschools have worked with ICT in developmental projects for 5 and 6 years developmental projects for 5 and 6 years (Preschool (Preschool AA and and BB).).

2 preschools have not worked especially 2 preschools have not worked especially with ICT (Preschool with ICT (Preschool DD and and EE).).


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Research questions – part 1

How do directors encourage participation in How do directors encourage participation in discussion, goal setting and progress discussion, goal setting and progress regarding the use of ICT? regarding the use of ICT? Concerning the childrens´ education?Concerning the childrens´ education? Concerning the teachers´ work and Concerning the teachers´ work and

professional development?professional development?


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Theoretical approach ... In the National Curriculum (1999) it is established In the National Curriculum (1999) it is established

that ICT shall be used in preschool education that ICT shall be used in preschool education (equal opportunity for all children, boys and girls).(equal opportunity for all children, boys and girls).

The director of preschool is supposed to introduce The director of preschool is supposed to introduce innovations to teachers (Job description 2001).innovations to teachers (Job description 2001).

Effective leaders are those who lead changes and Effective leaders are those who lead changes and develop learning culture (i.e. Sergiovanni, Deal develop learning culture (i.e. Sergiovanni, Deal and Peterson, Senge).and Peterson, Senge).


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Computer Practice Framework; Twining (2002) http://www.med8.info/

QuantityHow much?

Computer not in use (0%)

Computer in use (x%)

FocusIn what way?

IT-skillLearning tool

Other

Support Enhance TransformModeFor what purpose?


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Findings – Part 1

The motivation ... The motivation for using ICT in the The motivation for using ICT in the

childrens´ education comes from the childrens´ education comes from the municipality (professional consultants) or municipality (professional consultants) or pioneers within the preschools: directors pioneers within the preschools: directors and/or teachers (and/or teachers (AA, , BB).).

When these parts show little interest or have When these parts show little interest or have doubtdoubts abouts about the relevance the process is the relevance the process is much slower (much slower (DD, , EE).).


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The childrens´ education ...

A policy formulation has been established in A policy formulation has been established in preschool preschool AA and and BB and the ideology is and the ideology is theoretically underpinned.theoretically underpinned.

Childrens´ use of ICT in preschool Childrens´ use of ICT in preschool AA has moved has moved from from supportsupport to to transformation, transformation, and in and in BB to to enhancementenhancement (CPF; Twining). (CPF; Twining).

A policy formulation has not been established in A policy formulation has not been established in preschool preschool DD and and EE but the directors are interested but the directors are interested in discussing the possibilities that the use of ICT in discussing the possibilities that the use of ICT contributes .contributes .


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The teachers´ work and professional development ...

The childrens enthusiasm encourage the The childrens enthusiasm encourage the teachers to learn and experiment. teachers to learn and experiment.

Some teachers have taken courses.Some teachers have taken courses. Preschool Preschool AA and and BB; teachers have become ; teachers have become

specialists in certain programmes and share specialists in certain programmes and share it with others.it with others.

Preschool Preschool BB; Teachers have gone abroad to ; Teachers have gone abroad to get more knowledge about ICT in preschool get more knowledge about ICT in preschool education.education.


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Different ICT facilities ...

Preschool Preschool AA At least 7 computers At least 7 computers

for children and for children and teachers with ADSL teachers with ADSL net-connection and net-connection and few without few without connectionconnection

Preschool Preschool DD Director´s computer Director´s computer

net-connected, not net-connected, not othersothers

1 computer for the 1 computer for the teachersteachers

No computers for No computers for the childrenthe children


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Different ICT use (Children/Teachers)

Preschool APreschool A Homepage, digital Homepage, digital

cameras and video cameras and video recorders, recorders, microscope, microscope, scanner, different scanner, different programmes, data programmes, data bases, search bases, search engines, e-mailengines, e-mail

Preschool DPreschool D Mainly use of word Mainly use of word

programmeprogramme


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Research questions - part 2

How do directors use ICT in their own job, both How do directors use ICT in their own job, both the administrative and professional part?the administrative and professional part?

Has the use of ICT changed their leadership work Has the use of ICT changed their leadership work and if so, how? and if so, how? How do directors divide their time between How do directors divide their time between

tasks and do they have more space for tasks and do they have more space for professional issues?professional issues?

What supports and what hinders the use of ICT in What supports and what hinders the use of ICT in the preschools?the preschools?


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Theoretical approach ...

Directors often experience conflict between Directors often experience conflict between professional and administrative role professional and administrative role

This can lead to a vicious circle and This can lead to a vicious circle and directors cannot prioritize tasks; daily directors cannot prioritize tasks; daily administration takes over and some administration takes over and some professional projects are not doneprofessional projects are not done

– Gotvassli (1999)Gotvassli (1999)


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Some of the director´s new tasks

School curriculumSchool curriculum Multicultural diversityMulticultural diversity Internal evaluation of the preschool educationInternal evaluation of the preschool education External evaluation of the preschool (the state External evaluation of the preschool (the state

or municipalities)or municipalities) Decentralization and financial responsibilityDecentralization and financial responsibility Success, efficiency, rationalization and qualitySuccess, efficiency, rationalization and quality


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The leader´s vicious circle

Gotvassli 1999Gotvassli 1999

To many tasks at the same time

Workload increases

Constantinterruption

Time shortage


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Findings – Part 2

Effects on the directors´ work ... The directors concider the computerization in their The directors concider the computerization in their

job strongly related to the decentralization, job strongly related to the decentralization, financial responsibility and municipal demands of financial responsibility and municipal demands of efficiency.efficiency.

The directors use ICT more in administrative than The directors use ICT more in administrative than professional activities. professional activities.

The directors says that the e-mail saves a lot of The directors says that the e-mail saves a lot of time and the administrative programmes facilitate time and the administrative programmes facilitate their job.their job.


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Effects on the professional role ...

According to directors in preschool According to directors in preschool A, DA, D and and EE the time saved by the use of ICT the time saved by the use of ICT did not benefit the professional side of did not benefit the professional side of the work but were spent on new the work but were spent on new administrative and financial tasks.administrative and financial tasks.

In preschool In preschool BB the director says she has the director says she has more time now than before for more time now than before for professional projects and ICT has professional projects and ICT has facilitated all her work.facilitated all her work.


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The directors and the vicious circle

The directors in preschool The directors in preschool AA, , BB and and EE seemed seemed to manage their job, although A and E would to manage their job, although A and E would like to gain more time for the professional side.like to gain more time for the professional side.

The director in preschool The director in preschool DD was very frustrated was very frustrated and needed support and advices to manage her and needed support and advices to manage her job (the vicious circle). She said she had no job (the vicious circle). She said she had no time at all for the professional side of the work. time at all for the professional side of the work.


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The professional circumstances... The directors in preschools The directors in preschools AA and and BB seemed to seemed to

have managed to empower teachers, decentralize have managed to empower teachers, decentralize power and responsibility, define the role of leaders power and responsibility, define the role of leaders and increase specialization, i.e. in working with and increase specialization, i.e. in working with ICT.ICT.

In preschools In preschools AA, , BB and and EE were more stability in were more stability in the teachers group than in preschool the teachers group than in preschool DD..

In preschool In preschool DD the classleaders were young and the classleaders were young and unexperienced and needed support. unexperienced and needed support.


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The professional circumstances...

The directors in preschools The directors in preschools AA and and BB had the had the highest skill in working with ICT.highest skill in working with ICT.

The director in preschool The director in preschool BB got the most got the most professional, financial and technical support professional, financial and technical support and encouragement from the municipality. and encouragement from the municipality. There the financial administration was more There the financial administration was more centralized than in the other two. centralized than in the other two.


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What effects the use of ICT in preschools, supports or hinder? Personal and environmental elements, such as Personal and environmental elements, such as

professional interest, believes, skill, stability professional interest, believes, skill, stability in the teachers group, financial resources and in the teachers group, financial resources and facilities are determinant factors.facilities are determinant factors.

Initiative and professional, financial and Initiative and professional, financial and technical contribution of the municipality, technical contribution of the municipality, influences the use of ICT regarding the influences the use of ICT regarding the childrens´, teachers´ and directors´ work.childrens´, teachers´ and directors´ work.

eecera,september 2004 arna h. jónsdóttir, assistant professor, iceland university of education

Documents

jnsdttir ict

use of ict

possibilities of ict

influence of ict

ict information

ict preschool d

ict resources software

learning culture