Ivan Webb

Conversations toward effective implementation of information communication technologies in Australian schools

Purpose – To outline the emerging imperative for the integration of ICT into schools and to locate such integration within broad notions of governance and effective implementation.Design/methodology/approach – Using a flexible interview structure, conversations concerning ICT integration into schools were held with 65 school‐based personnel in 50 Tasmanian schools.Findings – Coding analysis of conversations enabled 14 themes to be identified; for example: “The use of ICT involves partnerships between people”, “ICT is more or less integrated into the classroom curriculum and is more or less entwined in the various pedagogies employed by teachers”, and “ICT ‘champions’ or ‘heroes’ are recognised more or less in schools”. Many of the themes focus on issues of governance. A number of strong correlations were found to exist between the themes. Few differences were found to exist within the data in regard to four criteria, namely: whether the school was in the Catholic sector or the Department of Education; the...

ICT, Professional Learning: Towards Communities of Practice.

Abstract This article reports on findings from ‘action research’ pilot projects in four Tasmanian primary schools. The projects focused on the provision of professional learning to support the use of information and communication technology (ICT) in teaching and learning. These pilot projects used an approach developed from observations of Tasmanian primary school classes as part of an Australian Research Council (ARC) Linkage grant to study the impact of ICT on pedagogies in primary schools. In the course of the projects, some participants developed and implemented solutions for a major problem of professional learning, namely, how to ensure the transfer of professional learning into in–class practices. The projects suggested that there are significant advantages (increased effectiveness and considerable cost savings) when professional learning is undertaken as a collaborative activity and when teaching colleagues focus on specific class practices. From the projects it has been possible to discern a possible ‘pedagogy’ for in–school professional learning. Finally, the projects highlight the value and importance of professional learning initiatives being informed of the hopes, interests and abilities of the participants.