Tentative Theory

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

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Tentative Theory

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Analysis of inschool observations made in the project support a 'theory' that has the potential to inform the development, management and use of ICT in relation to teaching and learning.

The theory

The appropriate unit for attention is the inclass practices in which the teacher and students are engaged (or hope to engage). that involve the use of ICT

There are four primary primary success factors that together ensure that ICT is used easily and well in the life and work of the school:

1. Purposes of the inclass practices and the rationale for the use of ICT in the practices. These emerge in 'local' conversations and persist as discourses.

2. Matching technology that is readily available (functional, reliable...)

3. Working knowledge that is readily available to the users

4. Cost effectiveness in that the valued added through the use of ICT is worth the time, effort and other investments made including hardware, software, facilities, support...)

There are four secondary success factors that are contextual, beyond the 'control' of individual teachers yet have a profound impact on inclass practices.

5. Consideration at three levels. Scaffolding the successful use of ICT requires explicit attending to the school governance, classes and activities. This consideration needs to be informed by an understanding of

the key primary success factors

and the culture, history and current situation in the school

6. Reliability is a critical and complex issue that needs to be managed comprehensively

informed by the current situation and anticipated future needs

supported by services and professional learning

7. Professional Learning for to the use of ICT is best

focused on practices

situated in the life and work of the school as an ongoing cycle

and undertaken as an community of practice

8. Collaboration is fundamental at all levels

See publications for more related material.