THE USE OF ICT IN TEACHING AND LEARNING THE PERVASIVE SOLUTION

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THE USE OF ICT IN TEACHING AND LEARNING THE
PERVASIVE SOLUTION

• Presented by George Corfield

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(No Transcript)
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Background

• This paper forms part of an on-going study into
  ICT integration and the development of blended
  learning models for a new college build in a
  medium sized North East Further Education College
• This research is also part of a wider study to
  explore the development of an integrated
  knowledge system in the college based around the
  concept of a portal to communicate applications
  and management information and where ICT is a
  vital but transparent element in management
  practice

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ICT and Teaching

• Successful integration of ICT into the curriculum
  depends on teachers being convinced of the
  relevance of ICT to provide access to a broader
  relevant range of resources for themselves and
  students. (Cox, M., Preston, C., Cox, C 1999).
• The potential impact of informed and effective
  use of ICT as a classroom resource has far wider
  implications than merely enhancing the immediate
  learning experience. (Harrison , C.et al 2002).

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ICT and Teaching

• The Ferris-Berg's report (2005) for
  Education/Evolving makes an observation that
• students claim their schools and teachers have
  not yet recognized the fundamental shift
  occurring in the students they serve and in the
  learning communities they are charged with
  fostering

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ICT and the college

• The method of analysis used was
• to review a Becta paper and other texts to
  conceptualise what was involved in enabling
  successful use of ICT,
• to examine specific recommendations about, or
  illustrations of, ways of achieving this.
• Once a model of current practice had emerged, how
  this compared to experiences in the Further
  Education College was explored

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Staff ICT needs
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Staff ICT needs
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Staff ICT needs
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Staff ICT needs
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Staff ICT needs
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ICT and the college

• ICT and VLE staff surveys
• Shortfalls in many ICT basic skills
• Staff, although making some progress, voiced
  concerns
• Out of a college course file of around 1000
  courses, less than 200 had an active presence on
  the VLE

External Barriers Internal Barriers
Lack of access to resources Lack of confidence
Lack of time Resistance to change and negative attitude
Lack of effective training No perception of benefits
Technical problems
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Conclusions and further work

• The Becta review observes that teachers are
  sometimes unable to make full use of technology
  because they lack the time needed to fully
  prepare and research materials for lessons
• Time is also needed for teachers to become
  better acquainted with hardware and software.
• This factor appeared to be significant in the FE
  college survey
• 55 would like more development time
• little evidence that staff development is
  working

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Conclusions and further work

• a more radical solution than merely reviewing
  allocated teacher hours for contact and
  development needs is called for.
• One approach is to consider invisible, everywhere
  computing that does not only live on a personal
  device, but is in the environment everywhere
• A ubiquitous computing strategy within colleges
  would therefore offer the teacher access to
  resources as part of the learning environment.
• ICT would become as pervasive as paper resources
  and form an integral part of the teaching
  strategy.

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Conclusions and further work

• As a solution, and in line with a ubiquitous
  approach, it might be advantageous to consider a
  suitable redesigned desktop interface for
  teachers that is more meaningful and discipline
  related.
• Non IT teaching staff did indicate during
  follow-up discussions, that some had a fear of
  computing screens and this acted as a barrier
  to use.
• Producing an intelligent or intuitive icon based
  desktop, linked to tasks familiar to the user,
  would alleviate a number of the more technical
  aspects of PC operation

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Conclusions and further work
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George Corfield

• Redcar Cleveland College
• gcorfield_at_cleveland.ac.uk