ICT in education and managing the transition to new technologies

[Vasi]

Hi everyone,
Gary Wood has brought an interesting issue for discussion. I have set up this forum so we could share our experiences, ideas and plans regarding the implementation of new ICT and any processes that you have found that are useful or have been successful in managing the transition to new communication tools and technologies in your educational environment. Gary are you happy to co-facilitate the discussion?

[Gary Wood]

Hi Vasi

Sounds great.

[Gary Wood]

Hi every one

I recently wrote an instructional program for teachers who were new to ICT in education. In the tradition of "Instructional Design" the first topic was all about understanding the learning needs of students. In particular the impact of generational stereotypes i.e. generation X etc...

Having developed a course in communication using multiple learning objects including video streaming (CD ROM based), video conferencing and workbooks for a group of Gen Z school based engineering students. I was surprised to find that this student cohort were not interested in learning using ICT technology or having their teacher communicate with them using email, while they had mobile phones and email addresses they preferred not to use these tools for learning.

In my discussions with this particular group it became clear that they saw learning as being primarily classroom based. This classroom strategy also included work books that had questions specific to the course content where students could check their understanding by referring to the answers printed in the back of the book. They had very clear expectations about how they wanted to learn, i.e. the strategies used in the program.

As the primary learning strategy used for the communicaton course was a task based enquiry model (Constructivist) and the work books and other learning objects supported this model. Many students were at a loss as to how to study using this type of strategy.

In using ICT in education we tend to have a picture in our mind as to who our students are and how they will learn, this is sometimes based on generational stereotypes. As in the case of my engineering students, the stereotypical student profile for Gen Z would be completely wrong.

So what do we do?

Build into our programs a transition process to the new learning tools or build multiple learning tools that meet the needs of a variety of student groups.

I would be interested in comments and experiences of others.

Regards
Gary

[Bonnie Schroyen]

Hi Vasi and Gary - Does this demonstrate that the high school experience for these students is behind the times? I'm assuming that Generation Z students are those just finished school? (I've lost track of the generations....)
Our 'more mature' students we assume (another assumption) would be used to sitting passively in a classroom listening to lectures and taking notes, but surely high school these days uses technology to teach? Do they not experience problem solving? Problem based, real life scenarios,etc.?

Maybe these students see technology - internet, phones, etc. as entertainment and prefer not to use them for boring old school! We have used the SMS for texting our nursing students when they are out in their various community work experience placements and response to that has been positive. We did wonder whether they would be annoyed by their teacher using their mobile phone but it has proved to be a useful communication tool. Bonnie

[Vasi]

Hi Bonnie,
you question "Does this demonstrate that the high school experience for these students is behind the times?" is quite on the spot here. From my discussions with high school teachers I know that most high schools ban technology rather than using it. No mobiles and no internet at school! My 11 year old daughter (the google generation) can't do anything without a mobile and internet I'm terrified when she goes to high school in a year she will be completely disengaged.

There is a big gap between primary and some intermediate schools that are adopting technology and integrating it into the kids learning and the most of the high schools that are sticking to the chalk and talk teaching strategy.

I think Gary is right in suggesting that we need to consider and develop learning opportunities and resources accommodating different learning styles.

For me the best option will be to have a number of different learning resources, tools and learning activities from which learners can mix and match what suits them.

Vasi

Bonnie Schroyen said:

Hi Vasi and Gary - Does this demonstrate that the high school experience for these students is behind the times? I'm assuming that Generation Z students are those just finished school? (I've lost track of the generations....)

[Gary Wood]

Hi Bonnie/Vasi

I'm not a great believer in the generational archetypes presented in mass media and I suppose my example here was highlighting that we make assumptions as to how our students will learn based on what we think they should be doing or the tools they should be using.

I think you are right when you suggest that the high school experience is not as positive in terms of self directed learning, technology useage or constructivist approaches although there are some great programs being developed and used in high schools all over Queensland. Education Queensland has a web site call the Learning Space withi houses examples of online learning, technlogy useage and case studies of alternative delivery models. However, high schools still work within a very closely measured system involving specific outcomes and delivery frameworks, which in a way necessitate more traditional approaches (not that I think it necessarily should). The issues sit with policy and academia. In Australia there is a requirement that all teachers have a four year teaching degree (which are usually run through a lecture/tutorial model), this does not re-enforce constructivist models of delivery and the policy issues often enforce more traditional evaluation and assessment practices.

My comments were really around the issues of making assumptions about the cultural learning tools used by our students, and that having a focus on one model of delivery i.e. online only, is a dangerous assumption. However, that's not to suggest that we can't move students to adopt new cultural learning tools, the issue is how do we do it and how much will it cost?

A number of years ago I developed a proposal for a management program where we were to give away a palm PC with the content of the course already loaded . At the time the technology was not sufficient to enable an effective delivery. However, now we can buy a fully functioning multimedia laptop for $400.00. This laptop has Internet capability, wireless networks, blue tooth cability etc.. with no mechanical parts to break or cause problems or to slow down processing time. To do this however, requires that the teacher have the skills to produce the course, set up the laptops, and teach the student how to learn with the technology and use the equipment.

What I would like to explore is some models of how this transition has occurred and what strategies have been used, but also what systems need to be recreated or modified to enable these transitions to occur.

Does any body have any examples of successful transition programs or reengineered systems that have helped them with this transition.

Regards

Gary

[Vasi]

Hi Gary,
I share your interest in best practice or effective strategies that could help with the transition from the traditional model of teaching and learning to one that provides more flexibility and harnesses the potential of existing and emerging technologies to empower and transform learning as much for the tutors as for the learners.

One of the areas I have been working on lately is to identify what are the sills that educators need to be effective not only today but tomorrow. I have looked at two sets ICT core skills and pedagogy. Educator's familiarity and confidence with any technology is critical to its adoption in educational context. As a result of that tutor/ teacher roles and job profiles will need to change to reflect that. Another strategy that could facilitate the transition is the organizational capability development strategy. For many years the focus in tertiary institutions has been on content/ subject matter expertise and research when it comes to professional development of academic staff.

Today institutions will need to put higher priority on technology and pedagogy or technogogy ( a term that I came up with integrating technology and pedagogy ) for academic staff and reinforce that with appropriate reword systems like academic promotion and progression which are currently only based on content and research.

Looking forward to develop these ideas further and possibly put them into implementation next year ;0)

Vasi

Gary Wood said:

Hi Bonnie/Vasi

I'm not a great believer in the generational archetypes presented in mass media