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OECD Case Studies of Organizational Change Preliminary findings from Canada

OECD Case Studies of Organizational Change Preliminary findings from Canada. Alain Breuleux http://telelearning.mcgill.ca/OECD/. York University Ron Owston Herb Wideman and collaborators. McGill University Alain Breuleux Ray Fitzsimons † and collaborators. Research team.

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OECD Case Studies of Organizational Change Preliminary findings from Canada

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  1. OECD Case Studies of Organizational ChangePreliminary findings from Canada Alain Breuleuxhttp://telelearning.mcgill.ca/OECD/

  2. York University Ron Owston Herb Wideman and collaborators McGill University Alain Breuleux Ray Fitzsimons† and collaborators Research team Funding from the Office of Learning Technology (OLT), HRDC, OttawaMs. Lucie Nobert, Ms. Murielle Gagnon Coordination by the Counsel of Ministers of Education, Canada (CMEC) Ms. Monique Bélanger & Mr. Douglas Hodgkinson

  3. Methodology • Site selection • ICT has been for at least two years an important component of a major improvement of the school as a learning organisation • major, non-incremental changes that received national attention or cited as examples • at least 60% of the teachers at a site should be regular users of ICT in their classrooms • Nominations from Ministries of Education • Selection by Expert Panel

  4. Sample innovations from Canadian cases • Grade 10 students in a computer course design and program non-violent computer games for young elementary students and field test their games in a neighboring school • English Portfolio Web page: examples of Grade 7 student work over the year • Collaborative unit planning between teacher, librarian, and computer teacher

  5. Synthesis (1) • Integration of ICT into daily curriculum activities is an important but challenging achievement • Targets for ICT: • 21st century skills • Student motivation and engagement • Curriculum integration • Improved learning • ICT creates incentives for: • collaboration amongst staff • connections between activities that are usually private and isolated • connections with outside partners

  6. Synthesis (2) • Connection with community is an important aspect of ICT implementation • equity for disadvantaged families • partnerships and knowledge networking • One dedicated and supported person with competencies across boundaries of teaching and technology • A plan, vision, policy emerging from the teaching staff or heavily influenced by it

  7. Synthesis (3) • Timeframe for innovative ICT use at the organization level has been short. It seems too early to see clear results • Limited resources for monitoring and collecting evidence of achievement. Knowledge is tacit. • Very caring approach to issues revealed by the case studies • Many in-school leaders mention a problematic relation with the school board: • Policies and timelines going against local decision making and local competence (e.g. wiring).

  8. Conditions for successful use of technology • Vision with support and proactive leadership from the education system • Educators skilled in the use of the technology for learning • Content standards and curriculum resources • Student-centered approaches to learning • Assessment of the effectiveness of technology for learning (Source:NETS Project http://cnets.iste.org/)

  9. Follow up • Ensure that the case studies are available for practitioners and policy makers • Maintain the process of interpretation open • Establish a process for disclosing case study data • Interpretive community supported by web-based data sharing and interpretation tools

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