Children, on-line learning and authentic teaching skills in primary education

    Collaboration

 

 

          

 

 

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More information ...

 

 

 

 

 

 

A change of focus

Early in this research project the following question emerged:

  • What is the impact of the use of ICT on collaboration in the classroom?

As a result of the extensive in-class observations to date, it has been concluded that it is more significant to consider the converse question. 

 

The complexity of incorporating ICT into teaching and learning is such that 

  • The level of collaboration in a school or class has a greater impact the use of ICT than vice versa.

 

 

 

 

 

While peers are often used to support the use of ICT (usually a low level form of collaboration) some ways of scheduling access to ICT use can reduce collaboration by 'withdrawing' users from the class thus reducing in class collaboration.

 

Transformation and Collaboration

When a transformation of teaching and learning occurs in our culture it almost always involves higher levels of collaboration. Collaboration is usually characterised by

  • shared purposes
  • enthusiasm for the activity (a sense of achievement often demonstrable by the  products of the activities)
  • confidence in one's ability to contribute (knowledge, skills...)
  • a sense of belonging as a result of having contributed

 

Transformation and the key success factors

Transformation involves giving  simultaneous and complementary consideration to the eight key success factors.

 

The cornerstones of such consideration are

 

 

Which comes first?

Numerous examples have been observed where the successful and extensive use of ICT has been possible because of the existing high commitment to collaboration

  • within the class
  • across the school
  • throughout the school community

In this context ICT has been used successfully to further develop the use of collaborative processes. 

 

On the other hand no situation has been observed where there was on-going successful and extensive use of ICT in teaching and learning in a school and/or class without a substantial commitment to collaboration. 

 

Many schools are being successful in using ICT for other tasks such as reporting, the school website, school administration. However such applications of ICT can be centrally managed and do not require collaboration across the school.

 

In classes with a low commitment to collaboration a temporary transformation may occur resulting in a significant increase in the level of collaboration during the specific ICT-based exercise. (See example)

 

Conclusions

  • The use of ICT can be used support the development of collaboration if the user can identify with the shared tasks and purposes. The contribution of ICT can be in terms of joint activities, working together to use tools and other resources, and the creation of sharable and meaningful products and experiences
  • A collaborative school and/or class culture greatly increases the likely success of incorporating ICT into class programs since 
    • students are already familiar with collaborative approaches
    • having shared purposes is the norm
    • preparation to use ICT in class programs is likely to be better informed leading to better matching of technology to tasks and greater likelihood of the technology being available within the window of opportunity
    • the school/class members will have ready access to an increased working knowledge of ICT 
    • action learning is more 'natural' in such contexts
    • the available resources are more cost effective when shared than when computers and peripherals are seen as single-user devices

 

Recommendation 

Focus on collaboration to achieve significant personal gains (using ICT as appropriate).

 

See also

 

 

 

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