Transformation

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

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Transformation is a major theme developing by implication from the observations made so far. On the basis of our observations we would say the following

Many teachers and schools now have a substantial number of years experience with ICT in classrooms (typically 5 to 20 years). In most situations there is the hope that the incorporation of ICT will bring about some transformation of teaching and learning programs.

Transformations have been achieved in most situations. However these transformations have largely been temporary and often situational (made meaningful and possible by remote circumstances). In this sense they can be considered episodic. Thus there is a need to consider sustainable transformation involving ICT.

Paradoxically authentic teaching and online learning are potential constraints in the achievement of a sustained transformation of schools, teaching and learning. Of these

authentic teaching is at least in part culturally determined so that teacher directed learning may be the agreed concept of 'authentic teaching' and
online learning (as an possible component of authentic pedagogy) is in part technologically dependent
and technology may not be reliable (many teachers explain that dependency on technology can be a risky business)

There is little or no evidence to support the converse, that is, the provision of reliable technology does not appear to lead directly to substantial transformation of teaching and learning.

The use of ICT to target a specific elements of teaching and learning is often associated with transformation.

Sustained transformation 1. Teaching to learning
One Tasmanian training facility is using WebCT to engage students in learning through self-testing. The self-testing takes students well beyond the immediate course materials and challenges their understanding of the course 'content' . This has transformed the core of the program from teaching to learning. The staff team is convinced that their approach is very sustainable.

On the other hand, they are finding that their approach is not readily 'transferable' to their colleagues. A possible explanation involves mismatched notions of authentic teaching, lack of confidence about compliance with system requirements and perhaps other cultural factors.

Other similar interstate training systems are interested in their approach and it may be transferable to them perhaps because of matching notions of authentic teaching and a similar culture.

Temporary transformation 2. Real history and geography
Another example is of the teacher whose class used email extensively while her parents were travelling Australia. The class followed the travellers closely and learned a great deal about other parts of the country. This has proved not to be sustainable: the parents are no longer travelling and the class is not in communication with others elsewhere.

Sustainability of authentic teaching incorporating ICT is almost certainly going to be project focused in an ongoing way. In projects there is information to be gathered, things to be done, and products to be produced and shared... Just the sort of activities to which ICT can contribute...see constructing knowledge.

Our 20 year history of computers in classrooms is overwhelming evidence that ICT will not directly cause transformation but that it can be used to support transformation.

So what might be involved in sustainable transformation?