The missing link: School policiesand the class use of ICT

Jo TondeurMartin Valcke Johan van Braak

ECER 2007

School improvement ICT-integration

Clear goals and systematic strategies for educational change (Reynolds et al., 2000)

Development of an ICT plan (Otto & Albion, 2002)

Strong leadership to guide change efforts (Gray, 1997)

Leadership to direct the process of ICT integration (Dawson & Rakes, 2003)

Profession development and support (Stoll, 1999)

Support and training to ensure ICT integration (Lai & Pratt, 2004)

(Self) evaluation systems for monitoring change (MacBeath, 1999)

Evaluation to monitor the integration of ICT and guide ICT planning (Kennewell, Parkinson, & Tanner, 2000)

Networking and exchange of good practice (Hopkins & Reynolds, 2001)

Cooperation for the dissemination of ICT-related knowledge (Triggs & John, 2004)

Purpose

(1) To describe the state of the art regarding ICT school policies

(2) To explore the extent to which the use of ICT in the classroom can be associated with school policies.

Data collectionStudy 1 Study 2

Sample 570 teachers

Primary education

Flanders

57 principals

Same schools

Instrument Vragenlijstonderzoek Interviews

Aim ICT class use

Perceptions ICT policies

Teacher characteristics

ICT school policies

School characteristics

To what extent does your school have an ICT plan?

ICT plan

ExtensiveLimitedNone

Per

cent

40

30

20

10

0

De

velo

pin

g

What engagements are made at school level?What engagements are made at school level?

ICT-planLearningand instructionTraining

Learning path

Standards

Software

Infrastructure

“Despite the effort of the ICT co-ordinatior to set up a strategic plan, teachers are not aware of the specifics of the plan.”

[Principal/School 17]

ICT-plan

Parents

Study group

TeachersICT co-ordinator

Support

Which actors play an important role in the development of an ICT policy?

Support

“Last year, our school had an excellent ICT co-ordinator; now that he’s gone, ICT-integration doesn’t receive a lot of attention anymore…” [Principal/School 37]

“With three hours a week, our ICT co-ordinator has enough time to repair our computers, but not enough for pedagogical input” [Principal/School 4]

Support

Barriers Needs

Lack of access to resources (52%)

Better infrastructure (58%)

Not enough ICT-co-ordination (28%)

More ICT co-ordination (36%)

Limited level of ICT skills of teachers (18%)

More training (20%)

What are the needs and the barriers for a better integration of ICT in the classroom?

Support

“In 2002, the Flemish government reached the aim of one PC for every 10 pupils,

but they forget that these computers need an update.”

[Principal/School 27]

‣In a systematic way: 17% of the schools‣Occasional: 32% of the schools

“Evaluation of ICT use for learning activities has a powerful impact on the practice in my school.

Our assessment tools oblige teachers to reflect about the specific ICT competencies they intend to reach each time they

plan to use ICT in their lessons. This detailed view how teachers use the potential of ICT in their teaching is also the starting point for reflection and policy planning.” [Principal/School 3]

Evaluation

Impact of school and teacher characteristics on ICT integration in class

School characteristics Principal Teacher

ICT plan +

ICT support +

ICT training +

Pupil / PC-ratio -

Individual characteristics

Principal Teacher

Innovativeness +

Computer attitudes +

Intensity computer use +

Conclusion

• ICT school policies are associated with ICT class use‣ICT-plan, support, training, infrastructure

• ICT school policies are often underdeveloped and underutilised

‣Only few schools have developed an ICT-plan, focus on technical support, not enough computers in the classroom

• Impact of ICT school policies depends on the perceptions of teachers

‣Involvement, commitment!

How can we support ICT school policies?