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ICT Implementation in Education

Implementation strategies in practice

The four Israeli schools that completed the questionnaire illustrate the broad diversity that exists in implementation strategies, even in a comparatively small country. These shall be examined individually. The first comes from the Shaar Hanegev school, a K-1 to K-12 school located on the same campus as a tertiary level college. At Shaar Hanegev, although the ministry initiative acted as a trigger to launch the implementation plan, it was the school principal's decision to give high priority to ICT integration that was decisive in the overall success of the project. The actual strategies of the declared Ministery policy had little influence beyond defining the mode of fund allocation (i.e. specific proportion of budget to be spent on software and hardware, other grants that can be used only for in-service training, etc.). Local headmaster are fairly limited in their degree of freedom in regards to budget allocation decisions.
 
Physical and Technological Infrastructure
In primary school, there are 2 PCs in each class, and 1 printer per 3 classes. One computer lab equipped with 12 PCs and special resources such as scanner, printers, video camera, etc. for basic skills learning and one media center. All PCs are networked and provide Internet access. In high school (age 12-18), subject rooms are typically equiped with 1 PC per 6 students (math, EFT, geography, judaism/bible, social studies). Special computer labs are available for technology, computer science and natural science. Once again, all PCs are networked and offer Internet access. The high school is also doted with a media center similar to that of the primary school. The overall average student to computer ratio stands at about 10:1. The teacher's room is equipped with 4PCs.
 
Objectives, Curriculum changes
The educational objective underpinning ICT integration in this school is to implement to the greatest degree possible an educational strategy based on Thematic, Collaborative and Information-based learning. In light of this objective, a cross-curricular approach is being progressively adopted, with a pilot now running in social studies based on integrative work. Whilst ICT implementation has been a trigger to develop such programmes, the use of ICT currently is not very wide. In each subject area where the use of ICT demands the development of new skills (e.g. in language studies for the use of word processing, in Biology for the use of spreadsheets, etc.), time allotments are extended accordingly. But when the use of ICT is inherent to the subject matter, no extra time allocation is given, for example, using a function analyzer in mathemathics or a drill program in EFT.
 
Teacher training Despite the availability of national teacher training courses, the school chose to prepare its own staff for ICT integration with the help of independent consultants. In most Israeli schools, this is not the case, and usually a national mechanism of mentorship is used. From the very outset of Shaar Hanegev's ICT integration programme, an extensive in service training program was offered to teachers during vacation times. Attendance (voluntary) was high. Over the first 2 years basic skills were introduced, e.g. how to operate a computer and use of basic software such as word processors. In the third and fourth year, modular workshops were conducted on various aspects, including Internet and related items. Now workshops focus on subject areas, are task-oriented, and aimed at developing learning materials. Training courses also take place all year long, conducted by a support team of experienced teachers that help colleagues prepare material and master basic skills. A third form of training takes place in each class, with certain pupils helping the teacher in operational tasks. More and more teachers are accepting the idea that they can learn from their students in some areas. There are increasing opportunities in the classroom for collaboration to develop between teacher and students, for each side helps the other in the learning process.
 
Probably the major incentive for teachers to participate in teacher training is the implicit message from the school direction that teachers who invest in these activities are more valued and have a better chance of getting promoted. About 20 % of teachers are very enthusiastic, 50% participate because of the school climate and the attitude of the direction. 15 % are not ready to take part in the integration programme because of a lack of capability, motivation, or for personal reasons. Some 15 % simply make a conscious decision not to use ICT, because they cannot master the skills, don't think they are important or because ICT does not fit in with their teaching style (some of these are, incidentally, excellent teachers).
 
Pedagogical approaches ICT integration was, from the beginning, viewed as the means of achieving a desired pedagogical approach. Class settings and the deployment of ICT permitted this pedagogigal approach to be implemented. The investments made and the directives formulated by the direction of the school conveyed the desired message to teachers. To facilitate implementation, two ICT managers with a high level of technical expertise but less pedagogical experience collaborate closely with pedagogical leaders elected in each subject matter and given an allotment of non-teachings hours each week. As a result, there appears to have been a shift of focus from subject to process, so in areas where ICT is more used, teachers give more attention to the learning process and skills than to the particular content being studied.
 
The relationship between teachers/parents/pupils/hierarchy has been considerably modified by the integration of ICT, mainly through the availability of easily accessible information on the school web site (administrative and learning activities) which permits more parent involvment. Most teachers have PCs at home with web access to the school site. They can collaborate with each other both within and outside of school by means of the school site, which includes e-mail and mail list facilities.
 
Criteria for successful integration
When questioned about the profile of ICT competent teachers, the Shaar Hanegev staff maintain that integration success is more an organizational than a personal variable, since schools with similar teaching population profiles often differ widely in ICT implementation. It is noted, however, that teachers fluent in English have a head start over others. The staff has drawn up a list of what it considers to be the technological criteria for successful ICT integration:

• configuration design according to planned use,
• the use of network resources to administrate the system centrally, so that station configuration can be easily set up,
• allocation of funds for maintenance and upgrade. The ICT managers point out that many schools have made the error of investing heavily in purchasing hardware, but after less than 3 years can no longer use most of it because of lack of means to maintain the technical equipment, and lastly,
• "It seems critical that teachers have an on-site support team with whom they have a constant dialog. The support team must fully understand the teacher's needs, the curriculum, be technologically capable of offering teachers ICT tools for fulfilling their needs and be supportive enough to help them in implementing the tools in the classroom. We think that this might be the single most important factor for successful ICT implementation, once the necessary condition of funding for hardware/software deployment is met."

 
Hagalil Primary School
The computerisation process is seen in this school as an inevitable development of the modern school system, and national integration guidelines have played an important role. National level assistance has included:

• help from advisors in the planning of the layout of computers,
• funding for the purchase of computers and peripheral technology (printers, scanners, software…)
• "integrator" organisations that provide a holistic service to schools at the level of hardware and software,
• advice and counselling in terms of human resources, in-service training course, intensive training of the ICT coordinator,
• the intensive aid of a counsellor within the school is also available, but this school did not use it.

 
The school has set up numerous task-based work groups, one of them responsible for the progress of ICT integration. Five of the full staff meetings per year are run by this task group, where they address issues relevant to school needs and based upon the goals and achievements of each school year. The school also has two pedagogical advisors who work with and train teachers in the pedagogic integration of computers in the learning process. The principal makes the decisions on personal development, but all teachers partake in these training courses within the school after school hours. Those who need individual support or training can meet with the ICT integration coordinator on a one-to-one basis.
 
Coordinators in the various subject areas partake in courses outside of school which integrate ICT into the subject matter. Teachers who show incentive and initiative in ICT integration are awarded with extra teaching hours, but most simply consider their training as part of the school culture. All teachers have computers and internet access from home, and receive inter-staff information via email. Teachers who enjoy challenges, master application tools and know how to integrate them differentially are the most capable of adapting their curriculum and teaching process to integrate ICT-based methods. However, this can only be achieved by long hours of training and assistance at the personal and group level. Aid must be based on the individual needs of teachers.
 
Integration objectives and level of attainment
National policy underlines the importance of developing computer literate pupils able to use the computer as a tool in the learning process. More particularly, this school states as its objective "to educate school-leavers capable of adapting and integrating in a changing world of technology and information. The pupil should be capable of flexible thinking and a user of advanced information technologies." As the school is situated in an average to low socio-economic neighbourhood where most of the children do not have access to computers at home, one of its major aims is to narrow the growing digital divide between these children and those of other neighbourhoods. It is considered that approximately 80% of the overall objectives have been achieved. Most children use the computer in an intelligent manner, to access relevant information from the Internet for projects using exploratory learning methods, to present digital portfolios and to reflect on their thinking processes and achievements. The computer room is used to full capacity, mostly for finding and documenting information and for problem solving situations.
 
Technological infrastructure
Each of the twelve "standard" classrooms have two computers (486) each, the computer laboratory is equipped with 28 terminals, the science and math room with two computer and one computer respectively, two computers are located in the library and another one in the teachers' room. This shows that, although the ideal pupil to computer ratio is cited by the school as being 2:1, the number of computers available is not the most important factor in successful integration. This seems more to depend on connectivity, accessibility, availability of accessories (paper, ink, etc.), continual upgrading of equipment and immediate integration and use of new technologies as soon as they have been purchased.
 
Curriculum content
Hagalil Primary had already adopted a cross-curricular approach before ICT integration began. The prevailing method of learning is constructivist, where pupil knowledge is developed on the basis of previous knowledge and learning is based on the subject matter and knowledge presented by the pupils. Each subject is learnt through basic concepts and thinking processes in order to extend the child's learning ability, e.g. literature may be the starting point for examining dilemmas. Time allotment per subject generally follows a set timetable and division of hours for use of the computer room, however certain hours are flexible. The timetable is also adjusted according to the particular stage and needs of the learning process of given teachers, pupils and subjects. ICT integration has brought about one major organisational change: traditional division of school hours during the day has been changed from 45 to 90 minutes to allow teachers and pupils a more in-depth examination and learning experience. The computer is only used as a tool when and where its applications add value to the learning process.
Two types of changes have been noted in curriculum content. Information gathering activities have become more frequent and accurate through use of digital tools to develop surveys and questionnaires. Secondly, certain subjects or topics (e.g. daily news and current events) not previously addressed have become an integral part of what is learnt at school, because digital tools have brought added authenticity.
 
Outcomes
The teaching team today is developing a greater tendency to work and think together as a group. Teacher/pupil and peer collaboration for both have increased. Successful ICT integration can only be achieved if the necessary time is allocated to training and development, and if the school system remains sufficiently flexible.
 
Harishonim Secondary School
The questionnaire from this school was filled out by the ICT coordinator, who also considers that the national integration policy set the stage for the direction and aims of the integration of computerization in the school. Most integration decisions, however, come from the school principal, vice-principal, the technician, and the ICT integration coordinator. Harishonim was computerized over a two year period, with an allocation of 140 computers. At each stage of computerization, a sum of money was allocated to the purchasing of software and applications. Advice and assistance in human resource development was provided by the regional computer training center, which also provides courses on the integration of ICT in various subject areas. Other training courses to direct the teachers in their use of ICT in the classroom based upon the education policy for ICT integration were provided or funded by the national ICT integration programme. The ICT coordinator received training in a course organized and run on the national level, and aimed at training facilitators for schools integrating ICT in their learning environment.
 
The educational objectives underpinning ICT integration at Harishonim Secondary was to ensure that, upon leaving school, all students are computer literate and able to make intelligent use of computerized information resources and tools. By the time they graduate, pupils have spent a large number of hours using computers in their studies.
 
Teacher training
The training of teachers has been a long and ongoing process which began before the computers arrived at the school. In all, the school received many ICT teacher training courses, aimed at achieving three major goals:

• Basic computer skills for the teachers - Office and Internet
• The integration of ICT in the teaching/learning process (for the more computer literate teachers)
• Development of a group of leading staff members to develop ICT-integrated curricula.

 
Special time slots were allocated for in-service teacher training, although teachers also attended after-hour training courses. In-house courses were facilitated by the school computer coordinator. The teachers chosen to develop learning tools for the integration of ICT in the classroom received intensive training and met with an ICT integration counselor on a one-to-one basis during regular work hours. Most teachers participated in in-service training, whilst others attended courses during their sabbatical break.
 
The incentives used to encourage teachers to invest in ICT integration are mainly based on staff acknowledgement. The results of the work done by teachers in the various fields of ICT are presented to the rest of the staff, the school site is used to present lessons developed by teachers, and teaching units are partially developed during work hours. Groups of teachers (grouped by subject matter) are given the opportunity to participate in courses at the local Center for Integration of Computers in Education (financed by the national ICT integration program and the local municipal government).
 
Teachers having difficulties discovering what to do with computers in their subject areas are allocated hours for teacher training, coordinated by the ICT integration coordinator, though this obstacle is generally overcome by promoting the participation of all teachers in courses within the school and out of the school. Gradually more and more teachers are developing the basic computer skills and an understanding of integration of the computer in the classroom, though not all the teachers are willing to develop in this area.
 
Pedagogical approaches, curriculum content and assessment
The school has adopted a modular approach whereby pupils choose the subjects they want to study. There are very few examples of cross-curricular teaching within subject areas due to the preparation for the mandatory 12th grade external examinations. Time allotment per subject has been modified to some extent in that certain classes are divided into two, with half of the pupils attending a lesson in the computer laboratory whilst the other half attend a lesson with the class or subject teacher.
 
Pedagogical approaches have considerably changed in that many teachers show interest in integrating ICT in the classroom in an attempt to improve teaching methods and make their lessons more relevant to their pupils and their subject matter. This change began taking place as soon as teachers became aware of the potential of on-line lessons and the use of creating a "pool" of teaching materials on the net. Many subjects now include a variety of teaching methods, including group learning, enquiry methods of learning, and simulations. A large amount of course material has been developed by teachers which integrates the use of ICT and is available to pupils on-line, either in the classroom or from home. This allows pupils to study independently, from home and at their own pace. Preparation for examinations are available on-line for pupils. Before the final 12th grade examinations, they partake in a "marathon" of revising the material learnt through e-learning using satellite and video conferencing. The pupils present questions, which are answered on-line.
 
Certain teachers have adapted curriculum content so as to integrate the use of ICT in the learning process. This is particularly noticeable in Science (chemistry, biology, physics), English, government studies, Physical Education (physiology), bible studies. New subjects such as information science and digital media (on-line newspaper) have developed based on the use of ICT. But the main changes are noted by the English language teachers. Some of these teachers utilize the computer room to teach part of the syllabus (in the past, something that was more prevalent amongst the teachers of pupils with special needs). "Citizenship" (government studies) teachers have developed a special curriculum which is part of a project using alternative assessment to replace regular final examinations. They have developed learning units which integrate the use of internet forums and Internet sites dealing with human rights, citizenship and democracy, and the right of free speech. The methods used present an added value to the subject.
 
In other subject areas such as biology, physics and astronomy the computer is essential to the subject matter and to the methods of learning the material. The use of simulations in these subjects could not exist without the computer. ICT use in teaching English has greatly improved the level of understanding and expression. ICT is also essential to both to subject matter and method in teaching video and digital editing. Alongside the modification of curriculum content, assessment methods have evolved, though not solely due to the integration of ICT. Rather, the school has undergone changes which have coincided with the use of ICT. Computers and ICT are an integral part of the assessment process in this school.
 
Technological Infrastructure
Computers are located in the library, science laboratories, (biology, physics, chemistry), media studies room, staff room, two teacher training rooms and the administration centre. There are also 4 computer rooms, each with 20 computers. Computer configurations are mainly Pentium 133 - 233 with 32 Mb memory, windows 95 and MS Office 97. The most widely used applications are Ms Word, MS Excel, and the Internet, as well as content based programs for certain subjects (essay writing) and simulations (physics).
 
The computer infrastructure has modified classroom organisation, e.g. in the science laboratories each group has a computer with internet connection on their table and the students partake in group work. In the computer room, each pupil has access to a computer. The class is divided into groups, so that only half the class is in the computer room while the other half is in a different lesson. In this case, the use of the computer room has changed the organization of lessons in that the student:teacher ratio is halved
 
Technological criteria for successful ICT integration:

• A sufficient number of computer for students
• Fast speed Internet connection
• Continual upgrading of hardware and software
• Sufficient quality accessories: printer, scanner, digital camera, CD writer

 
Outcomes
Teachers are beginning to learn from their pupils without being afraid of losing face. At first, teachers had difficulty with the feeling that they were not the sole source of information and knowledge, not the only specialist in the field. The role of the teacher is changing, and the connection between pupils and teachers improve and strengthen when the pupils aid the teachers. It is important to continue to strengthen the view amongst teachers that in the age of information, they are not the sole bearers of information and knowledge. Teachers and pupils communication has improved, both through email and on-line discussion groups.
 
Staff are given more opportunities to collaborate with each other within and outside of school through staff meetings and training courses, divided by subject matter or by the grade they teach. During school hours and after hours teachers meet to develop ICT integrated learning materials. Through team work they develop units for the various subject areas. The school internet promotes forums for the "School community".
 
English teachers and teachers of pupils with special needs appear to be making the most use of new teaching/learning opportunities. The most ICT-competent teachers are those who have developed skills and competency in the basic computer tools, and are interested in investing in their professional field. They are also:

• Teachers who show initiative
• Teachers with leadership skills, able to work collaboratively
• Teachers who are in contact with colleagues from other schools, and receive professional training outside of the school within their field of expertise

All staff members are gradually being encouraged to develop ICT competency through promotion of collaborative work in developing an ICT integrated curriculum, promotion of courses within the school environment, and technical and pedagogical assistance and training for teachers who show initiative.
 
Four other criteria are listed by this school as contributing to successful ICT integration:

• A school principal who promotes and encourages change
• Belonging to a supportive professional community within the school
• Contact with professionals outside of the school environment
• Time allocation for personal and group development

 
Ranaana Secondary School
The last school which responded to the questionnaire is the Ranaana Secondary School, which does not consider itself particularly successful in ICT implementation so far, but wishes to share its experience as a means of assisting in the joint venture of improving the learning environment. This school is striving to integrate ICT as a means of encouraging students to become independent learner-researchers skilled in using the learning material wisely. It is considered here that no specific national strategies have helped in ICT integration, mainly because the Ministry encourages self-initiative in high schools. Although teacher training has been a long and ongoing process, the school did receive a few ICT teacher training courses aimed at two major goals.

1. Basic computer skills for teachers - Office and Internet.
2. The integration of ICT in the teaching/learning process, only for the more computer-oriented teachers.

The school curriculum dictates to a large extent curriculum content, and is directed towards succeeding the matriculation exam.
 
In all, the school is equipped with 65 Pentium computers (19 of which are connected to Internet), printers and scanners. The most frequently used applications include Excel, PowerPoint, PhotoShop, Internet and chat. At present just 15 out of 150 teachers (in particular, science teachers) use ICT in their teaching, but those that do consider that ICT enables them to spend more time with students having difficulties in learning. ICT technology enables students to practice in whichever subject area they choose, at their own level of knowledge. Collaborative learning increases in lessons combining computers.
A large amount of course material has been developed by teachers which integrates the use of ICT and is available to pupils on-line, either in the classroom or from home. This allows pupils to study independently, from home and at their own pace.
 
So far, only technology based training has been provided at the school, after school hours. Pedagogical dimensions have not yet been covered in these courses. The ICT competent teachers are for the most part highly motivated, auto-didactic teachers who understand the benefit of using computers in education. They feel that unless ICT implementation is firmly steered by a strategic plan adopted at the Ministry level, few teachers are really motivated to integrate ICT in their classes, and those that do receive little support to progress in their endeavor.