Monitoring classroom use of ICT to improve implementation

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Monitoring classroom use of ICT to improve
implementation

• Anthony Jones Julie Martin
• ICT in Education and Research
• University of Melbourne

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Intention

• Rationale
• Influences on ICT in school classrooms
• Influences on research project
• Research methodology
• Results
• Conclusions
• Unanswered questions

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Why are we concerned about classroom use of ICT?

• Nothing we can teach them now will be relevant by
  the time they finish school and so all we can
  do is give them the ability to go, I can see how
  this is done, and I have the ability to nut it
  out myself.
• Teacher M

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ICT in school classrooms

• Influencing factors include
• curriculum requirements
• physical environment
• teachers PCK

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Curriculum requirements

• In Victoria, in grades Prep -10, ICT is to be
  integrated throughout the curriculum and and
  taught as a separate entity.
• This domain enables students to focus on the task
  to be accomplished rather than on the technology
  they are using. ICT learning focus, grades 5
  6.

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Grade 6 curriculum

• Students-
• apply known ICT tools for visualising thinking
  in new ways
• use ICT tools to produce information products
• use ICT to assist with problem solving
• use new software that promotes efficiency
• begin to work in a collaborative global
  environment

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Physical environments

• Classroom - typically 4 to 8 computers. Direct
  teacher supervision expected.
• Computer pod - 6 to 8 computers in small room. No
  direct teacher supervision.
• Computer lab - usually one computer for each
  student. Direct teacher supervision.

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Pedagogical reasoning Lee Shulman (1987)

• Processes of teaching, assessing and evaluating.
• Content knowledge
• General pedagogical knowledge
• Curriculum knowledge
• Pedagogical content knowledge
• Knowledge of learners and characteristics
• Knowledge of educational contexts
• Knowledge of educational purpose and values

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Lesson events - mathematics

• Stigler Hiebert
• revision of previous material
• problem solving demonstrations
• problem solving practice
• correction of practice work

• Clarke ICCR
• learning task
• between desks instruction
• students at the front
• summing up

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Lesson events and ICT

• Lesson structure for ICT
• introduction
• body
• plenary or conclusion.
• What are the lesson events that characterise
  lessons using ICT?

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Methodology - lesson events

• How do you observe, record and analyse classroom
  lesson events?
• Video-record lessons with two cameras
• one follows teacher around room
• other gives fixed panoramic view
• Combine video images and use for stimulated
  recall interview with teacher
• Use videos and interviews to list and categorise
  episodes in lesson.

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Superimposed view from fixed camera
Fixed camera
Research Assistant
Teacher
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Participants

• The data reported here is from the first two
  primary lessons video-recorded for this project.
• Both teachers are female, have a four year
  primary teaching degree, and have been teaching
  for more than five years.
• Both lessons took place in a computer lab and
  involved grade 6 students.

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Results

• Lesson events categorised included-
• Start - statement about place of task in
  assessment or requirements then lengthy
  demonstration of techniques to be used.
• Between desks set-up - check students have logged
  in and found relevant material.
• Between desks teaching - react to issues as they
  arise.
• Sharing - students demonstrate their work.

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Conclusions

• Similar pedagogical strategies by both teachers.
• Lesson events that are different from those
  reported in mathematics lessons.
• Start with demonstration of techniques
• Between desk teaching
• End with sharing

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Unanswered questions

• In all the primary lessons observed students have
  been learning new techniques and skills with
  software.
• How many teachers are able to do this?
• Do teachers have PCK and ICT skills for cross
  curriculum integration of ICT?
• How are students assessed?