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Rich ICT Learning Experiences: What Do They Look Like? Tessa Gray, ICT Adviser, University of Waikato

What makes some Information Communication Technology related learning examples more inspirational than others? What constitutes a powerful learning process? Why do some examples appear more innovative and creative than others? If teachers are currently using ICT effectively, can they also recognise ‘where to from here’ and achieve the wow factor.

As an ICT Adviser, I constantly see schools attempting to integrate ICT into their curriculum. But unfortunately on occasions, I see examples of whole class instruction using computer applications loosely tied to shallow content. Common sights include; text documents with poor layout, recognisable Clip Art, unoriginal Word Art and borders. Linear slideshows created in PowerPoint with Word Art and Clip Art with overused animations, inappropriate sound effects and once again, poor learning content. So, what does a quality ICT experience look like? Is there a criterion for success? If so, can we break this down into surface and deeper features? This article will acknowledge the definition of Information Communication Technology or ICT and how technological tools can be effectively integrated into the curriculum. It will highlight the role of schools and more importantly the role of the teacher in enabling powerful learning to take place when utilising ICT tools. Finally it will endeavor to break down possible criteria to focus on when striving for innovative learning experiences. Defining Information Communication Technology For ICT to be integrated effectively, teachers need to first recognise what exactly ICT is and how it can enhance teaching and learning. ICT enables learners of all ages and abilities to explore, create and communicate. Children can explore games, curriculum assisted CD Roms and interactive websites to basically manipulate pre-determined outcomes and discover information. They can manipulate a variety of software to create word documents, still and moving images, slideshows,

interactive presentations, music, web pages and video productions.

Children can also communicate with others via phone, text messaging, fax, email, chatrooms, letter writing or presenting information to an audience using data-projection tools. School-wide factors that contribute to successful integration of ICT I have observed schools identify a sound vision for ICT integration, realising that the emphasis is to ultimately empower the children for the 21st Century. Staff initially collectively brainstorm attributes akin to empathy, effective communication skills, problem solving abilities, critical, creative, adaptive and reflective thinking skills. At the time they agree that they want inquiring children who are curious about their world and each other and want the children to ultimately become conscious, active learners for now and the future. In these schools, a concise ICT vision is established that acknowledges Information Communication Technology as a powerful tool to enhance teaching and learning while being used appropriately throughout authentic learning contexts. The vision statement from Digital Horizons, ICT Strategy document recognises that, “All learners will use ICT confidently and creatively to help develop the skills and knowledge they need to achieve personal goals and to be full participants in the global community” (Digital Horizons, Learning Through ICT, 2003, p5). The goal being, that ICT will ultimately help develop the skills and attributes identified for the 21st Century learner. Management within these schools strives to achieve infra-structural systems that enable teachers and

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students to have equitable access to ICT tools and accessories keeping frustration at a minimum. Teachers have a positive attitude towards ICT and are developing the confidence to venture into the unknown with this medium. Incentives to use ICT include positive responses from the students and in some cases, laptops have further enabled the teachers to become more proficient to access emails and process applications for personal gains as well as planning and assessing using computer data. Teachers continue to up-skill through professional development to gain the expertise needed to transfer into learning contexts either in the classroom, information centre or computer suite. Computer organisational issues are being managed and class computer-experts utlised. Finally, both school management and teachers develop Action Plans to expose children to ICT related experiences. (Murray & Campbell, 2000; Digital Horizons, Learning Through ICT, 2003). So, if these contributing factors are in place, why are there so few examples of ICT innovation or excellence? Why is the content shallow and the presentation features poor? Perhaps, the next step would be to examine the most important aspect of this equation - teachers themselves.

Teachers as the deciding factor Studies show that, “Teacher quality is the factor that matters most for student learning”. (Darling-Hammond and Berry as cited in Rodriguez, 2000, p.1). Every teacher has their own professional strengths and it would be unfair to expect teachers to excel in all areas of teaching. When it comes to ICT, teachers sit along a development. Patricia Holland defines the continuum of teacher development as, Non-

readiness, Survival, Mastery, Impact and Innovation (Holland, 2001). While non-readiness may be attributed to attitude, access and confidence related issues, Survival mode implies teachers will use the equipment personally, if absolutely necessary. Teachers may know their software and teach it as a means to-an-ends in itself. Hence the need for skill based lessons. “In this case the computer is not being used as a tool for interacting with information and generating knowledge, but its operation becomes the end product of instruction” (Jay and Jay, 2003, p.19). Those teachers at Mastery level will ustilise ICT’s to impact on certain areas of the curriculum, but once again the skills may be taught in isolation through whole class instruction with linear step-by-step supervision (Holland, 2001). This is when ICT is added on, not integrated in authentic ways. These teachers are not looking at the bigger picture of how ICT can enhance the children’s ability to learn. Often this focus is on skill development and is at the detriment of the learning experience itself with content that indicates little educational value. In one observed lesson, children were inserting photos of them-selves and typing limited dialogue underneath so that they could develop desktop publishing skills. The teacher had decided the main emphasis was ‘for the students to develop better typing skills’. The teacher even went so far as to gather data to record the children’s keyboard skill levels. Gloria Antifaiff (2000) writes, “It is understood that teachers and students do need to spend time learning the basics of the computer, but not as the paramount goal” (p.3). In these instances, how could we know if the learning experience is meaningful? Could these skills have been introduced in a more powerful context?

Robert Stratford (2000), summarises that a majority of teachers use technology as another medium for traditional teaching. He further explains that the computer is used as a “handy tool” instead of a “transformational tool”(p.8 ). Michael Eisenburg (2000) also notes, “Students may learn isolated skills and tools, but they would still lack an understanding of how those various skills fit together to solve problems and complete tasks” (p.2). Ideally, once students have learnt to use a variety of ICT tools they should learn to recognize how or when to use these in other authentic learning contexts. Real learning takes place at the Impact and Innovation stages of Holland’s development model when higher order thinking, problem solving and creative thinking processes are encouraged through open-ended tasks (Holland, 2001). “Experiential programmes not only develop higher-level abilities of synthesis, analysis and problem solving, they also provide meaningful practice in low-level skills (Clements, 1985, p.8). Clements also argues, “We need to make sure that we use these tools to extend and enrich the life of the thinking child and also that of the imagining and fantasizing child” (p.6). In these cases, a variety of digital technologies such as computers and computer accessories can be used to add value to the teaching and learning process. Those teachers at Innovation level are able to take risks, push the boundaries and produce ICT examples of excellence that help develop attributes required of the 21st Century learner.

Beliefs about Theory and Practice “Computer technology offers us a new way of thinking about learning and about thought itself” (Clements, 1985, p.6). Teachers need to acknowledge what they

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understand ICT to be. Once this is established, they then could identify their core beliefs and values. What is powerful learning and what is powerful to learn. (Atkin, 1996). Two teachers in the same school were asked why they would teach their children to use a digital camera. One responded, “So they can know how to use it”. This teacher’s level of understanding is limited as he sees ICT as a means-to-an-ends in itself. The lead teacher of ICT stated that, “Digital cameras enable children to communicate using visual literacy”. This particular teacher understands the bigger picture about how ICT can enhance learning experiences - in this case children would develop visual literacy while using static and moving images. A research study by Ryba and Brown (2000), revealed that teacher’s own beliefs are central to the use of ICT. “The study reveals that IT is a highly subjective experience and teachers’ beliefs have central place in shaping the nature of computer use” (p.11). Some teachers continue to teach the children the same software every year with shallow results because, “My class is different and there are the basic necessities for them to learn”. These teachers still need to understand the importance of the process of learning and the components for rich learning. These teachers may believe they are integrating ICT and will continue to focus on the curriculum or the skills rather than the big picture – the balance of knowledge, skills/processes and attitudes/values. Teachers need to understand the potential impact of ICT tools and well as acquire a vision for quality learning. Teacher’s core beliefs could reflect on how ICT can help develop “increased levels of thinking and problem solving” through rich learning tasks and authentic learning contexts (Jay & Jay, 2003, p1.7).

What is a Quality Learning Context? In terms of curriculum content, how can teachers identify rich learning tasks? What does this look like when ICT is integrated effectively? The following case study identifies what an example of excellence might look like in terms of both deeper and surface features. For instance, a teacher has viewed a multimedia presentation of a short poem in video format with classical music, voice-over narration and text. The poetry is well written, the aesthetics are visually appealing and the sound creates an evocative mood reminiscent of the stormy experience. This example gives the teacher a task in mind for the next literacy unit.

This teacher has previously spent a considerable amount of time coaching the children to compose poetry based on the impact of colours. She eventually grouped the children for the final crafting, reasoning one child working on their own is fine but several children collectively contributing in a constructivist manner will be more powerful. Evidence based research shows when teachers encourage students to acquire individual accountability through collaborative group work greater levels of achievement are possible (Alton-Lee, 2003). Here is one group’s poem. Red the colour of contradictions. Red is the love of a glorious rose, But is also the demise and hatred of a battlefield. It is the glowing colour of rubies, That blood is so carelessly spilt over. It is the adrenaline of speed, That is haltered by the cold hand of death. It is a swift elegant sprinter, Fuelled by red hot anger and hatred. Red is the confusion and emptiness of loss, But it is also the happiness and togetherness of love. Red is like a blazing inferno,

Raging through the heavens searching for the love of his previous life. Red looks like a powerful dragon breathing its treacherous flame, Burning the fragile but elegant leaves of life. Red is a sweet smelling rose, That loses its petals in the winter of its life. Red. Four Year 6 pupils, Tawa School 2003. The poetry writing is thought provoking and has provided the quality content (deeper features). Photographs were taken by the children and downloaded from the Internet to provide quality visual imagery, which is both mature and powerful. Using the Internet enabled the children to also develop searching techniques. Video editing software allowed the children to present their poetry in a multimedia way including text and voice narrative underscored with the music of Chariots of Fire, which further establishes a mood of serious reflection (surface features). This serves as a powerful example of quality content, processes and appropriate use of ICT. The teacher reasoned - she wanted her children to develop multiple literacies as well as the ability to utilise ICT tools in a powerful context through quality integration of Literacy, ICT and the Arts. This particular teacher has a strong belief about children creating their own images digitally and not using Clip Art, as “Clip Art lacks soul, originality and choice” (Rate, 2002, p.34). However, in this case she reasoned the children’s own images would detract from the original messages, so she encouraged them instead to source images that would impact on the poetry. The quality of the photographs was monitored closely so the children could develop ideas using symbols, icons and metaphors in visual

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language. The line in the poem, “It is the adrenaline of speed,” was depicted with an image of a red car resting after crashing at the end of a cliff.

Each group interpreted the poems further through the conventions of dance and drama as they presented their recital to their parents in a school concert while the data projector served as the backdrop to the performances. This learning experience is complex on a number of levels. The teacher was able to identify criteria for success and supervise outcomes for quality. “Effective integration of computer use in instructional contexts is based on the quality of instructional design decisions made by the teacher” (Jay and Jay, 2003, p22). Criteria for visual success can include; students owning their own images either by illustrating on the computer or using a digital camera. Photography skills should develop steady, clear shots that show a variety of perspectives including Long Shot, Mid Shot and Close-up Shots as well as being aware of different framing and lighting effects to create various moods from the imagery. As identified above, an expert teacher would have:

• Identified the needs, interests and ability of the students

• Had an understanding of the task

• Identified the learning processes involved

• Had first hand knowledge of one or more software

packages and it’s potential to achieve this goal

• Provided opportunities for the children to explore the software through play

• The ability to model the skills in context with guidance throughout the lesson

• Identified criteria for visually creative or aesthetically pleasing possibilities

• Envisioned multiple possible outcomes (often based on ideas stimulated from elsewhere)

• Encouraged choices and creative differences

If quality content is a factor for quality integration of ICT, then how do good teachers distinguish between topical content and powerful learning? One context, two very different scenarios Teacher A has carefully planned a unit from the curriculum and introduced the topic of healthy foods to the class. The children proceed to brainstorm everything they know about healthy foods, they examined food pyramids, complete handouts and view video footage on un-healthy foods and the effects on our well-being. They completed a mathematical survey on everybody’s favourite food in the class and create a graph in Excel to show these results. Finally the children have collected their information and presented this as a PowerPoint show with images found in the food section of clipart. Little teaching emphasis has been placed on the elements of creative design such as image quality, colour combinations and layout. Sometimes, the slides are crowded and the text too similar in colour to the background, therefore very hard to read. The presentations are never shared to an audience as the lesson was designed so the children could ‘do PowerPoint’.

Teacher B has posed a question or or relevant problem to the class, “In current event news, a man in America is suing MacDonalds because he believes their fast food has made him fat. He claims the advertising campaigns have encouraged him to eat burgers and fries more frequently”. The teacher shares the newspaper article and asks the question, ‘I wonder whether this man has a point or not’. The students contribute their own ideas, based on what they already know. Varying viewpoints are expressed. The teacher regroups the children according to similar responses and challenges the children to change their point of view in apposition to their original ideas. An organised debate forms. The teacher introduces the rules of public debating. As the argument grows, the teacher challenges the students to find out more. In their new reassigned groups, the children pose a key question and articulate sub questions of interest using known questioning techniques to promote deeper questioning as apposed to superficial, low–level recall of facts. This teacher wants to engage the learners, but also wants them to understand the nature of their own learning while promoting inquiring minds. She guides the children through the Big Six Learning model developed by Michael Eisenburg (2002), to enable children to act on their learning. The Big Six learning model stages include:

• Task Definition • Information Seeking

Strategies • Location and Access • Use of Information • Synthesis • Evaluation

This teacher is aware of current theory that discusses the importance of two learning intentions: bits (skills, concepts and knowledge) and application

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(in valid contexts). Students are not merely taught facts, data and information, but are taught skills and knowledge in authentic learning contexts, so that they can act on their learning in some way (synthesis) and apply this as knowledge to make it their own (Clarke, 2003; Alton-Lee, 2003). Throughout the learning process the children found books in the library with guidance from the teacher. They access daily newspapers on-line (previously book marked by the teacher) and download websites that show recent coverage of this discussion. This information is treated as print media and worked through in guided silent reading sessions. Each group develops methods of note taking and note making from video footage, newspaper articles and websites to ensure that information literacy skills are developed. Some children researched food group combinations found at MacDonalds in relation to the food pyramid. They went for a visit to Mac Donald’s to view the business in action with pre-determined questions to ask about food preparation. They photographed the visit using the digital video camera, digital still camera and recorded interviews on film. Food nutritionists and doctors visited other groups at school and talked about the short-term effects of nutrition as well as the long-term influence of obesity on our society. Discussions evolved about the possible political policy on the controversial FAT TAX (proposals to tax fat content in fast food). Each group used non-ICT templates like graphic organisers (diagrams, mind maps and flow charts) to formulate action plans, show comparisons and make inferences about the knowledge they had learnt. Reflection tools like De Bono’s P.M.I (plus, minus, interesting

observations) and Six Hats enabled the children to reflect on their processes and understanding. Each group posed new ideas, questions, solutions to problems and found ways to synthesise their knowledge further. The groups chose the method by which they would inform their chosen audience (in this case, parents) of their new learning to hopefully influence current eating habits for the better. All groups chose to share slideshow presentations that combined text, visual images (owned by the children from either illustrated or photographed images), narration and video. Illustrations were improved by encouraging the students to develop a series of sketches to show development of ideas. They were able illustrate these images in drawing applications using freehand techniques paying special attention to outlines, colour and texture. Similarly, some students transferred their original sketches onto acetate, tacked this to the screen and traced using the mouse.

Using acetate to trace on screen

One group developed a whole new health bar based on food pyramid information using the technology design brief model and Scamper model (Pohl, 2000). With Material World knowledge strand from the Science curriculum, the children also made appropriate packaging with advertising to market the product. Another group chose to make a public health advertisement, (filmed in the local supermarket)

complete with jingle. It was created in a loop-based music application and completed using movie editing software. The children reported on what they learnt, what they created and any new processes they learnt such as storyboarding, directing, acting and gathering footage. The whole class produced information pamphlets and flyers with knowledge, statistics and photographs for the parents’ presentation evening. Particular focus was on high standards of artwork, with emphasis on clear visual layout and presentation. Throughout this experience, information was transformed into knowledge through analysis and synthesis and application. Essential skills like problem solving and effective communication skills were put to practice while communicating findings to an audience. “Research shows that where such questioning promotes thoughtful and sustained discourse, the effects are likely to be substantially greater”(Alton-Lee, 2003, p.84). Although the teacher brainstormed the possible direction this learning experience as a mind map at the beginning of the learning experience, the unit however, was planned after consultation with the children. A Constructivist Classroom In this case, a valid concept was identified within a context with content that reflected true Curriculum Integration, whereby the learning community within the classroom negotiated a democratic curriculum. The children were involved in their learning and were able to be actively connected to real life experiences. They were able to identify and understand their own learning process and develop independent and collaborative work habits to further develop critical, creative, reflective thinking. “In summary, sustained higher achievement is possible

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when teachers use pedagocical approaches that enable students to take charge of their own learning” (Alton-Lee, 2003, p.85).

When using ICT as a stand-alone tool, children can learn concepts and work through processes, but holistically, a quality learning experience enables students to become both computer and information literate (Jay & Jay, 2003). Digital Horizons, Learning Through ICT, takes this one step further and talks about digital literacy, whereby the learner is able to appreciate the potential of ICT and can recognise when and how to utilise ICT tools to meet certain needs (2003). In this case; subsequent months after the experience, students were able to apply the skills acquired into other learning experiences, consolidating independent learning. More importantly, these children were able to recognise and choose appropriate applications to perform required tasks. “All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task” (Eisenburg, 2002, p.2).

The teacher pre-determined the learning content with the learners needs interests and abilities in mind. She also determined the types of ICT’s needed for information gathering, processing, creating and communicating and thought about these tools would be used by children either individually on in group situations. The concept was meaningful, the processes relevant and the essential skills developed. Ryba and Brown(2000) reflect that, “The real issue is not whether IT enhances learning but whether new technologies provide a context for creating better learning conditions” (p.6).

Throughout the learning experience, multiple literacies were encouraged, whereby children were given opportunities to explore, investigate, process and communicate knowledge. This included text, oral and visual literacy. The open-ended nature of the multimedia software used and the creative insight from the teacher encouraged the children to invent examples of ICT excellence. How can teachers achieve quality? Evidence based research shows that whole school alignment and collective perspectives of teachers in schools can have a profound effect on student outcomes. Teachers need professional development not only to help develop ICT skills but also to challenge their own teaching practice and understandings so that ICT can enhance both teaching and learning. “Accordingly, there is support in this research for the view that the path to further enlightenment is through teacher’s increasing knowledge of educational theory” (Ryba & Brown, 2000, p.11).

While a school may have a clear vision for ICT and structures in place for implementation, it seems there are still certain elements and characteristics that teachers could take responsibility for in order to facilitate rich ICT learning experiences that have the awe or wow factor.

Attributes such as:

• Passion and energy • Core beliefs about quality

teaching and learning • Understanding the nature

of learning (bigger picture) and how ICT supports this

• Ability to be reflective of current educational theories and able to put into teaching practice

• Confidence to play and up-skill with ICT tools personally

• Knowledge of software potential in a number of applications

• Ability to utilise existing examples of ICT and alter to show originality

• Ability to teach confidently with clear idea of deeper features

• Understanding the process of creativity

• Able to identify and define visual quality and surface features

• Ability to transfer this onto the children

Therefore, goals for professional development could include: teacher skills, knowledge and confidence, understandings and pedagogy and finally the ability to transfer this into practical classroom situations. “Teachers need professional development programs that can help them address the impact of technology in their classrooms, in their lives, and in the lives of their students” (Roberts, 1999, p.1). Alongside professional development, there needs to be quality time set aside for reflective practice to acknowledge what is already being done effectively and areas for improvement. Schools could establish professional learning communities within their own school and beyond. (Digital Horizons, Learning Through ICT, 2003). Strategies such as quality learning circles and critical buddies for reflective feedback are seen as powerful forms of professional guidance. Fillan (cited in Stratford, 2000) notes, “Moreover when mentors are skilled in pedagogy and innovative technology integration, they can be powerful in helping other teachers develop more enlightened computer-using pedagogy”(p.11). Teachers could receive external guidance from those teachers who already develop innovative ICT learning examples. “The more creative and innovative the teacher is in applying good design characteristics during the development process, the more likely it will be that students will achieve a higher level of learning”

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(Jay and Jay, 2003, p.22). Therefore professional development could also focus on the criteria for successful visual elements or surface features and powerful learning contexts or deeper features.

Conclusion So, how can we recognise a rich ICT experience? A powerful example of ICT integration whether it is print-media or multi-media will illustrate quality imagery (static or moving), clever layout and other surface features will serve to enhance the ethereal experience. As apposed to Clip Art, sound and visual bells and whistles that lack creative soul and only serve to show off the software application with little regard to enriching the learning experience at hand. How will we know if ICT has improved student achievement? The context will be relevant and meaningful, the content will be owned by the learner and the information shared will represent new knowledge or wisdom, not merely low level, shallow recall of information. The children will not only talk about what they have learnt, they can now explain their process of learning and the skills they have developed.

In conclusion, to develop rich ICT learning experiences, teachers could identify existing examples of excellence and find ways to adapt the surface and deeper features of those illustrations to new learning experiences within their own classrooms. They will need to explore and play themselves before encouraging their own students to be creative with the open-ended tasks. Finally, the ICT related experience, will serve to enhance those attributes recognised for the 21st Century learner. References Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.

Antifaiff, G. (2000). Integrating Technology into the Curriculum. Presented (on-line), Retrieved 27/03/2004 from http://www.usask.ca/education/coursework/802papers/antifaiff/antifaiff.htm Armstrong, D. (1999). Integration of Computers into Montessori Curriculum. Presented (on-line), Retrieved 27/03/2004 from http://www.cs.berkeley.edu/~jfc/hcc/courseF99/projects/armstrong.ppt. Atkin, J. (1996). From Values and Beliefs about Learning to Principles and Practice. Presented (on-line), Retrieved 27/03/2004 from http://www.learning-by-design.com/papers/V&BtoP&P%20.pdf.

Chiero, R.T. (1997). Teachers Perspectives on Factors that Affect Computer Use. Journal of Research on Computing in Education, 30 (2), (pp.133-145). Clarke, S. (2003). Enriching Feedback in the Primary Classroom. England: Hodder & Stoughton Educational. Clements, D. H. (1985). Computers in Early and Primary Education. New Jersey: Prentice-Hall Inc. Eisenberg, M.B. & Johnson, D. (2002). Learning and Teaching Information Technology-Computer Skills in Context. Eric Digest. Presented (on-line), Retrieved 27/03/2004 from http://www.ericfacility.net/databases/ERIC_Digests/ed392463.html

Emans, B. (2002). Guidelines for Primary School Teachers for Integration of ICT in their Lessons. Presented (on-line), Retrieved 27/03/2004 from http://www.ecolenet.nl/projects/guidelines_primary.html Holland, P. (2001). Professional Development in Technology: Catalyst for School Reform.

Journal of Technology and Teacher Education, 9 (2). Jay, M. Ellen. & Jay, Hilder.L. (2003). Teaching with Computers: Strategies that Work in Grades K-6. New York: Neal-Schuman Publishers, Inc. Liu, L. & Johnson, L. A Technology Integration Model and Weak Areas. Presented (on-line), Retrieved 27/03/2004 from http://www.hiceducation.org/Eu_Proceedings/Leping%20Liu2.pdf. Ministry of Education. Digital Horizons, Learning Through ICT. A strategy for schools, 2002-2004 Revised edition, Wellington. Learning Media, 2003 Murray, D. & Campbell, N. (2000). Barriers to Implementing ICT in some New Zealand Schools. Computers in NZ Schools, March, (pp. 3-6). Pohl, M. (2000). Learning to Think. Models and Strategies to Develop a Classroom Culture of Thinking. Australia: Hawker Brownlow Education. Rate, N. (2002). Computers, Children and Clip Art. Computers in NZ Schools, July, (pp. 31-35).

Roberts, J. & Associates. (1999). Integration of Information and Communication Technologies (ICTs) Through Professional Development: Issues and Trends in Canada. Presented (on-line), Retrieved 27/03/2004 from http://www.cmec.ca/international/forum/co.Canada.en.PDF.

Rodriguez, G. & Knuth, R. (2000). Critical Issue: Providing Professional Development for Effective Technology Use. North Central Regional Educational Laboratory. Presented (on-line), Retrieved 27/03/2004 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm Ryba, K. & Brown, M.E. (2000). How Proficient IT Teachers

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Integrate Computers into the Curriculum. Journal of Computing in Teacher Education, summer, 16 (4), (pp. 6-11). Stratford, Robert. (2000). Professional Development and the Barriers to Successful ICT Integration in Classrooms and Schools. Computers in NZ Schools, March, (pp. 7-12). Williams, M.D. (2000). Integrating Technology into Teaching and Learning: Concepts and Applications An Asia-Pacific Perspective. Singapore: Pearson Education Asia Pt Ltd.