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Sources: I=ICT Coordinator; T=Teacher, P=Principal, O=Observer S=
Student
Change, costs & benefits
I: Change (from a non-ICT approach to an ICT-based approach) is often more difficult than using ICT to move to an entirely new task, wholesale change seems easier than adaption.
[Comment: Change from one approach to another is often experienced as redoing something that has proved to be reasonably satisfactory is unlikely to be convincing in terms of reward for effort]
I, O: Doing a new task with new technology may be experienced as doubly rewarding: new skills and
new resources.
Class program, social, cultural
O: In order to make sense of the class program it would be helpful to be able to categorize certain
exchanges in ways that identified them as being about social and cultural matters.
Possible use of UNESCO framework: Learning - the reassure Within (four pillars)
Efficiency
O: Efficiency depends on knowledge and skills as well as tools and technology
Email and websites
T: Those staff who are regular users of email are likely to have better access to sources for
appropriate websites through their colleagues
Have a go
T: Don't be afraid to make mistakes; give everyone a fair go (equity); be patient - it takes times; need for groups and variety of experiences;
ICT knowledge and skills
T, O: Schools and classes are very busy places attending to social, cultural, school and community matters in addition to 'the curriculum: ICT has to compete.
S: Collectively many students have more knowledge than experience of using ICT, even those who are not particularly interested and low-level users.
T: ICT knowledge and skills can be developed by tutoring from teacher and/or peers
ICT usage
T, O: There appears to be much less opportunity to use ICT in the class program than is generally assumed. Typically 2-3% of student time. Value of use is another matter
Individual tasks in groups
O: A task of producing some original words (a car ad.) appeared to prompt students to verbally communicate their words with others in their group or in nearby groups, perhaps seeking some 'feedback', endorsement…
Library
L: Identifying good sites and organising them into 'minwebs' is a very
valuable and key task
L: [Re online resources for the Library] Websites that complement children's books are highly valued
Money and change
P: Money doesn't buy change. Change needs a competent, vibrant, respected facilitator.... in order to change entrenched culture ... by leading peer learning. This a role for 'senior staff' or a person
with a similar profile. [Comment Culture is likely to be entrenched (by definition)]
Motivation to use ICT
O: Interest seems fostered by circumstance; parent's work, after-school arrangements
O: Few children are impressed with computers. They dislike "viruses, slow, crashes"
Online materials, websites
I: Evaluation of online materials is a time consuming process; useful sites are often found through
'word of mouth'
PD
I: Provide PD - revisit and build on previous [Comment: common core
strategy consistent with the pedagogy model adopted
for the research project]
I: Provide staff with help folders (hard copies) as a useful support strategy
Professional support networks and websites
T: To ensure easier access to suitable websites it is useful to have a professional support network
of colleagues who are willing to share their finds (works well if based on email)
Time on task and groups
O: When working in groups, many students often move between their own tasks and the tasks of
others in their group, usually via what appears to be a non-task bridging exchange
O: When working in groups, many students move easily and frequently in-and-out of attending to the task.
Transitional strategy
I: Provide the means - give choices - then expect response (uptake) - be patient (allow time) -maintain a sense of humour - KISS (low jargon, well focused…)
Visual, auditory, tasks
O: Many computer based tasks can be adapted to the preferences of the user. Students may
respond to a task with a visual (graphical) or 'auditory' (text) product or a mixture of both
Comment There is value in allowing individuals some choice about the products arising from tasks
Websites, TV programs
S: Many TV programs have supporting websites. Students tend to equate websites with their parent
programs: 'This program is silly so we don't bother with the website'. [Comment The
TV program tends to be given precedence over the website]
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