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ICT Implementation in Education

INTRODUCTION

The objective of the present study is to define the criteria that appear to determine successful implementation of ICT (Information and Communication Technology) in primary and secondary schools. A preliminary analysis of implementation strategies was carried out through contacts with national and European authorities in the four countries selected for the purposes of this study: Australia, Canada (Quebec), Finland and Israel. Initially each country was asked five questions concerning organisational aspects of the education system, ICT implementation objectives, resources and strategies, implementation phases and budget, and means of assessment to evaluate resulting changes. In most countries, this led to an ongoing dialogue with educational authorities. The survey was then followed up by a questionnaire addressed to one or more schools in each country considered to be successfully implementing ICT, in order to examine the practical issues at stake at all levels of education from K1 - 12.
 
When analysing successful ICT implementation, it is first necessary to define "success" in terms of ICT integration in education. Does success refer to the level of ICT integration achieved across the curriculum in everyday teaching practice, or does it refer to the level of ICT literacy that school leavers have attained? Should it be interpreted as the realisation of the learning objectives laid down in national implementation policy and translated into learning outcomes in study programmes? This is a question that was repeatedly asked by schools participating in the survey. The study shows that the earlier tendency to measure the degree of ICT implementation by student to computer ratio has now given way to more qualitative measures of ICT applicability, accessibility and connectivity. Indeed, both Canada and Australia warn against the danger of placing too much emphasis on the amount of equipment available, to the detriment of quality and equity of access, and a sound pedagogical basis in ICT use. Nevertheless, most countries did include ratios in their data. If the level of ICT literacy is to qualify success, how is this to be measured? The drive for ICT literacy has led to the introduction of "computer drivers licenses" in both Finland and Australia, but in Australia attention is drawn to the fact that two levels of computers skills exist, and that most pupils will attain the first level outside of school anyway (see DETYA report and definition of Basic and Advanced skills in Annex). 1
 
The third success criterion has been somewhat neglected to date. A report produced in Canada this month 2 decries the almost total absence of research proving the efficiency of ICT in improving school results. It adds however, that an improvement in behaviour, attitudes and capacities of students in ICT rich environments have been noted, as well as greater autonomy, collaboration, more sustained efforts and more personalised teaching. In the present report, underlying educational objectives of each country and of participating schools are examined. These mainly focus on such aspects as citizenship, collaboration, critical thinking, problem-solving and communication skills. Understandably, few schools are able to give an estimation as to the degree of achievement of such objectives.
 
ICT integration in education has led to a number of evolutions in curriculum delivery and lesson content that are outlined in the report. Finland, for example, is developing a form-free, modular approach for the last two years of secondary schooling, enabling students to tailor part of their own study programme by choosing suitable courses in other schools or vocational institutions and passing them in any order, sometimes without having to physically attend lessons. Another content innovation introduced into the secondary curriculum is 'Media education', which aims at developing citizenship by educating students to understand and judiciously implement media sources.
 
The findings described in this study above all underline the profound evolution that took place in national ICT implementation strategies over the last years of the second millennium. From the multitude of euphoric pilot projects born of the late eighties/early nineties, most countries now seem to have turned to a more long-term, bottom-up approach with strategies involving all four key levels of the educational system - national and local educational and training authorities, schools, teachers and students. An innovative measure in national ICT strategies is the partnerships that are being formed with the local community and the business sector as a supplementary source of expertise and finance in the drive for more successful implementation. ICT is obviously no longer dealt with as an add-on for high achievers or a more personalised approach for students with learning difficulties or lacking motivation, but rather as another essential aspect of literacy and as such is generally being integrated as a tool across the curriculum. Equity of learning opportunities is a further issue that is increasingly becoming a major area of preoccupation throughout the world. According to a report from Australia, Internet access is broadening the digital divide between rural and city schools, nationals and immigrants, boys and girls.
 
Focus is obviously still turned to initial and in-service teacher training, as the realisation has dawned that mastery of new technology as an add-on is certainly not enough to prepare teachers for the pedagogical shift inherent to incorporating new technologies in the teaching and learning process. In a report released this month, the Education Ministry of Quebec draws attention to the scarcity of teacher trainers able to combine the pedagogical and technological expertise necessary to respond to this need. It further underlines the importance of peer learning, and hands-on support and development opportunities for teachers through virtual learning and practice communities if pedagogically sound ICT integration is to be achieved.
 
These are some of the aspects that will be examined in the following pages, from the viewpoints of national ICT implementation authorities and individual schools striving to succeed the challenge of successful integrating ICT in education in the coming decade.