The influence of IT: perspectives from five Australian schools

Abstract

Information and Communication Technologies (ICT) are now widespread in Australian schools but with variation in how, where, when and how much they are used. Computers may be located in a computer laboratory, distributed throughout the school, or students may use their own laptop computers. IT may be a subject in its own right or ICT may be used across all areas of the curriculum. It is how ICT is used in the school setting that is important in providing students with the skills to be participate in a ‘knowledge society’. This paper examines the ways in which information and communication technologies influence teaching and learning in five Australian schools. Data were gathered through observation, interviews and document analysis in schools operating at the elementary and secondary grades in relatively technology rich environments. Each of the schools participated in the Australian component of the Second Information Technology in Education Study– Module 2 (SITES‐M2) of innovative pedagogical practices. Several of the studies were of specific projects where ICT was the key enabler of the learning programme. Others focused on an entire school's approach to ICT as an agent for changed approaches to learning.

Study on the use of mobile devices in schools: the case of Romania

“…Also, special efforts were made to develop teachers' digital skills, in order to use the computers at schools. However, schools have to "overcome the gap between ICT potential and effective implementation" (Ainley et al, 2002).…”

An extended Cyberhunts strategy: Learner centred learning-by-design

“…Epistemologically, we argue that the strategy is underpinned by constructivist principles, constructionism, collaboration and motivation (see Wisnudel, 1994;and McGrath, Cumaranatunge, Chen, Broce & Wright, 1997), and that there is the possibility of developing cognitive domains when learners become designers of an artefact or product (Ainley et al, 2002, Perkins, 1986Jonassen, 2000). In order for this to happen the products that are produced must be useful to learners and learning should be 'meaningful', i.e.…”

“…Procedural knowledge refers to methods or ways on how to do something (as well as knowledge of the criteria used for this). Metacognitive knowledge (or thinking about one's own thinking or doing) refers to self-awareness about one's learning (Ainley et al, 2002). …”

“…The cognitive dimension includes remembering, understanding, applying, analysing, evaluating and creating (Ainley et al, 2002). Remembering refers to recognition and recall.…”

“…In turn, several authors have proposed that in order to achieve such a social/participatory pedagogy students (or learners) should become the designers of artefacts which enhance their own learning and which can be used by their peers (Cameron & Gotlieb, 2007;Jonasson, 2000;Harel & Papert, 1991;Kafai & Resnick, 1996;Kimber & Wyatt-Smith, 2006;Perkins, 1986). Technology can provide the information resource tools, authoring tools and knowledge construction tools that are required for this process (Perkins, 1986) which aims at developing a number of cognitive dimensions (Ainley, Banks & Fleming, 2002).…”