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Integrating Technology
Integrating technology into classroom practice
Is it as easy as it sounds?
W
hat was once a separate discipline held in a (TDA) has offered support for ICT in Initial Teacher generated a much greater initial take up by tutors,
dedicated computer room and accounting Training (ITT) through annual funding rounds open trainers and mentors it said. A similar impact was
for a small fraction of the timetable is now being to all accredited ICT providers, with the aim of seen in the ICT-led enhancements to existing
taken seriously as an application in every subject directly increasing provision for ICT equipment and administration and support systems used by staff.
area. Becci Knowles investigates the impact of ICT new research into ICT in teacher training. We talk a lot about how education needs to be
throughout the curriculum... more relevant to improve results in the classroom,
In the 21st century, no child will leave school so the TDA’s decision to do exactly that with
without knowing how to compose an email, offer a teacher training represents a very logical step
PowerPoint presentation or conduct interactive forward. In this context, it would appear that the
research on the World Wide Web. Today’s more socially recognisable and high-status
classrooms have evolved into modern office technologies, in addition to those designed to make
environments, with education rejecting the completing every day tasks easier, worked because
historical polarisation of academia and business in their benefits could be clearly seen. However, like
favour of a more interdependent relationship. any form of change in the workplace, there will be
There was a time when teachers and libraries some who see it as part and parcel of the job, while
were the only points of reference, but with up to others will be more reluctant to ‘fix something that
the minute information available online, answers isn’t broken’. Unsurprisingly then, the smoothness
can be found quicker than you can say “Lets with which technology is integrated into the
Google it,” a phrase so deeply assimilated into our curriculum was found to relate directly to the
consciousness and vocabulary that we don’t “Find culture of the school and the teachers it housed:
out” anything anymore, so to speak. Teaching “A great deal of the variation in take up can be
practice today is largely informed by the accounted for by the fact that trainers and mentors
technologies available in the classroom and the The TDA used a five point e-maturity scale were less likely to change or adapt their pedagogy
traditional role of the teacher has changed with it. derived from Hooper and Reiber (1995) to analyse in order to accommodate or make the best use of
As ‘guardians of the learning’, schools are the scheme’s success. In this model, the five stages new technologies. Trainees who had not developed
extending the ICT skill set of their teachers so that of ICT were identified as: familiarisation; utilisation; a ‘habitual pedagogy’ were more likely both to
they in turn can coach next generation into integration; reorientation; and e- maturity. “At the engage with ‘new’ technologies and change their
becoming independent learners, empowering them beginning of the projects, 17% of respondents felt pedagogies to incorporate their use.”
in the process. that their organization was at a stage even before The TDA has advised that providers audit the
‘familiarisation’, that is they were unaware of the digital habits of both trainees and trainers to
Implementing change at grass roots level potential benefits to practice of the ICT project in ascertain the match or fit between current skill sets
Integrating technology into classroom practice does question before it began. After the projects, 90% and those required by ICT implementation: “This
not come overnight and by making it fundamental of trainees were thought to have moved into one of would inform professional development and alert
to teacher training, it is clear that over a period of the higher categories - integration, reorientation or providers to the potential quick wins available using
years it is hoped that teaching culture will change to evolution,” it said. certain technologies.” Elaine Hunt, School
embrace it and, even better, see it as such a natural Interestingly, there were found to be huge Workforce Development Adviser for Medway Local
and necessary component to learning that it variations in the impact projects had on trainers. Authority commented “In terms of professional
becomes only notable by its absence. Since 2003 There were certain technologies, such as the use of development, a very relevant and frequent need is
the Training and Development Agency for Schools video and other multimedia approaches, that in ICT and keeping up with technology. We look at
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www.education-today.co.uk March 2010
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