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Comparing perspectives on the role of ICT in education. Bob Fox & Peter Twining SITE Conference Orlando March 2006. Overview. Background Looking at occupational groups Conclusions, discussion. The ‘problem’. Reality rhetoric gap (Trend, Davis & Loveless 1999)

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Comparing perspectives on the role of ict in education
Comparing perspectives on the role of ICT in education

Bob Fox & Peter Twining

SITE Conference

Orlando March 2006


Overview
Overview

  • Background

  • Looking at occupational groups

  • Conclusions, discussion


The problem
The ‘problem’

  • Reality rhetoric gap (Trend, Davis & Loveless 1999)

    • High investment (e.g. Twining 2002)

    • Low impact on learning (e.g. Pelgrum 2001; Cuban 2001; OFSTED 2002a, 2002b)

  • Shared understandings? (Twining 2002)

Cuban (2001) Oversold and Underused: Computers in the Classroom, London: Harvard University Press.

OFSTED (2002a) Primary Subject Reports 2000-01: Information and communication technology, London: HMSO.

OFSTED (2002a) Secondary Subject Reports 2000-01: Information and communication technology, London: HMSO.

Pelgrum (2001) Obstacles to the integration of ICT in education: results from a worldwide education assessment, Computers & Education, 37 pp163-178.

Trend, Davis & Loveless (1999) Information and Communications Technology, London: Letts.

Twining (2002) Enhancing the impact of investments in educational ICT, Milton Keynes: Open University.


Dictated s approach d iscussing ict a spirations t argets for ed ucation
dICTatEd’s ApproachDiscussing ICT, Aspirations & Targets for Education

  • Rationales in literature

    • 19 discrete rationales (mapped to Computer Practice Framework (CPF))

  • Questionnaire

    • Views/aspirations

    • Shared ‘visions’?

    • Encourage debate


Analysis – Variations among Occupational Groups


Eight Occupational Groups

  • From total selection of 5885 respondents

  • Sample includes 2136 responses

  • Some ‘double counting’

Categories

  • Secondary Teachers

  • Teaching Assistants

  • Primary Trainees

  • Secondary Trainees

  • Teacher Educators

  • Advisers

  • Parents

  • Primary Teachers



  • Advisers: N = 192

    • Advisers = 44

    • Advisory Teachers = 39

    • Inspectors = 7

    • Consultants = 102Not all are ICT specialists


  • Secondary Teachers: N = 442

    • Teachers = 399

    • Deputy Heads = 25

    • Heads = 18


Rationales

10) In order to increase productivity in education

11) In order to reduce the cost of education

12) In order to make education more efficient

13) As a substitute for teachers

14) In order to reward learners

15) As preparation for living in a society that is permeated with technology

16) As preparation for work (employment)

17) In order to support and stimulate the country’s economic development

18) In order to impress stakeholders

19) In order to reduce inequalities of differential access outside formal education

  • As a tool to support learners in thinking about their own learning

  • In order to provide access to the curriculum for those who might otherwise be excluded

  • In order to learn IT skills.

  • As a tool to achieve traditional teaching and learning goals across the curriculum

  • In order to extend and enrich the curriculum

  • In order to motivate learners

  • As a catalyst for educational change

  • Because of the impact of ICT on the nature of knowledge

  • In order to fundamentally change teaching and learning

  • As a tool to support learners in thinking about their own learning

  • In order to provide access to the curriculum for those who might otherwise be excluded

  • As preparation for living in a society that is permeated with technology

  • As preparation for work (employment)

  • In order to reduce inequalities of differential access outside formal education


Top Ten Rationales

  • In order to learn IT skills

  • As a tool to achieve traditional teaching and learning goals across the curriculum

  • In order to extend and enrich the curriculum

  • In order to motivate learners

  • Because of the impact of ICT on the nature of knowledge

  • As a tool to support learners in thinking about their own learning

  • In order to provide access to the curriculum for those who might otherwise be excluded

  • As preparation for living in a society that is permeated with technology

  • As preparation for work (employment)

  • In order to reduce inequalities of differential access outside formal education


8

12

9

16

10

6

13

1

4

15

18

11

17

7

3

19

14

5

2

-2

-1

1

2

0

-3

3

Distribution of Means (N = 2136)


2.06

-2

-1

1

2

0

-3

3

Rationale 15: As preparation for living in a society that is permeated with technology


Parents

2.14

Advisers

1.96

2.06

Teaching

Assistants

2.38

Teacher

Educators

1.87

1.8

2.0

2.2

2.4

2.6

1.6

Secondary

Teachers

1.99

Primary

Trainees

2.11

Secondary

Trainees

2.14

Primary

Teachers

2.00

Rationale 15: As preparation for living in a society that is permeated with technology


1.93

-2

-1

1

2

0

-3

3

Rationale 1: In order to learn IT skills


Advisers

1.53

Parents

2.08

1.93

Teaching

Assistants

2.28

Teacher

Educators

1.71

1.6

1.8

2.0

2.2

2.4

1.4

Secondary

Teachers

1.89

Primary

Trainees

2.00

Secondary

Trainees

2.18

Primary

Teachers

1.72

Rationale 1: In order to learn IT skills


1.91

-2

-1

1

2

0

-3

3

Rationale 9: In order to provide access to the curriculum for those who might otherwise be excluded


Teaching

Assistants

2.41

Advisers

1.77

Parents

1.79

1.91

Teacher

Educators

2.04

1.6

1.8

2.0

2.2

2.4

1.4

Secondary

Teachers

1.90

Primary

Trainees

2.00

Primary

Teachers

1.83

Secondary

Trainees

1.80

Rationale 9: In order to provide access to the curriculum for those who might otherwise be excluded


-1.97

-2

-1

1

2

0

-3

3

Rationale 13: As a substitute for teachers


Advisers

-2.06

Teacher Educators

-1.59

Teaching

Assistants

-2.52

Parents

-2.16

-1.97

-2.4

-2.2

-2.0

-1.8

-1.6

-2.6

Secondary

Teachers

-1.72

Primary

Trainees

-2.09

Primary

Teachers

-1.92

Secondary

Trainees

-2.05

Rationale 13: As a substitute for teachers


0.71

-2

-1

1

2

0

-3

3

Rationale 7: In order to fundamentally change teaching and learning


Parents

0.33

Advisers

1.09

0.71

Teaching

Assistants

0.5

Teacher

Educators

1.23

0.4

0.6

0.8

1.0

1.2

0.2

Primary

Trainees

0.75

Secondary

Teachers

0.84

Secondary

Trainees

0.37

Primary

Teachers

0.7

Rationale 7: In order to fundamentally change teaching and learning


Rankings

  • (Based on 3 points for 1st choice, 2 for 2nd, 1 for 3rd)

  • These correlate highly, but not precisely, with rating order (about 0.7)


Rationale 15: As preparation for living in a society that is permeated with technology

1st Choice: Parents, Secondary teachers, Secondary trainees, Teaching Assistants

2nd Choice: Teacher educators, Primary teachers, Primary trainees

3rd Choice: Advisers


Rationale 3: In order to extend and enrich learning across the curriculum

1st Choice: Teacher educators, Advisers, Primary teachers, Primary trainees

2nd Choice: Secondary teachers

3rd Choice: Secondary trainees

4th Choice: Parents

5th Choice: Teaching Assistants


Rationale 1: In order to learn IT skills the curriculum

1st Choice:

2nd Choice: Parents, Secondary trainees

3rd Choice: Primary teachers, Primary trainees, Teaching Assistants

4th Choice: Secondary teachers

5th Choice:

6th Choice: Teacher educators

7th Choice: Advisers


Rationale 6: Because of the impact of ICT on the nature of knowledge

1st Choice:

2nd Choice: Advisers

3rd Choice: Teacher educators, Parents, Secondary teachers

6th Choice: Teaching Assistants, Primary trainees, Secondary trainees

8th Choice: Primary teachers


Rationale 9: In order to provide access to the curriculum for those who might otherwise be excluded from it

1st Choice:

2nd Choice: Teaching Assistants

3rd Choice:

4th Choice: Teacher educators, Advisers, Primary teachers,

Primary trainees

5th Choice: Parents, Secondary teachers, Secondary trainees


Least Popular Rationale: for those who might otherwise be excluded from it

Rationale 13 (As a substitute for teachers)

Primary Teachers, Secondary Teachers, Secondary Trainees

~ For Primary Trainees it was 5th worst…

Rationale 18 (In order to impress stakeholders)

~ No category placed this last

Rationale 11 (In order to reduce the cost of education)

Teacher Educators, Primary Trainees

Rationale 14 (In order to reward learners)

Advisers, Parents

Rationale 17 (In order to support and stimulate the country’s economic development)

Teaching Assistants


Conclusion
Conclusion for those who might otherwise be excluded from it


Helping each other
Helping each other for those who might otherwise be excluded from it

  • Stimulating debate

  • Auditing views

    • Students on entry and exit

    • Staff

  • More responses => Finer grained analysis

    www.meD8.info/dictated

    www.meD8.info/qqa


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