SCHOOLS
In this section we extend the discussion of the early experiences of schools after their broadband access was upgraded, using responses to quantitative and qualitative survey questions answered by principals and teachers. We then outline some observations on attitudes to ICT and uses made of it for teaching and learning, as well as perceived barriers to using ICT more effectively in Irish schools.
4.3.1 Principals’ Views on Impact of Improved Broadband
Views expressed in the case-study schools indicate that the introduction of high- speed broadband helped facilitate administrative work as well as teaching in the school. For example, since the introduction of broadband, recording attendance had become considerably easier, taking less time:
But with broadband, we decided, you know, we wanted to keep a closer eye on attendance, so now it is every forty minutes... the roll returns were taking two or three minutes in every class. Now they’re only taking thirty seconds. (Alder Lane, High ICT, Principal)
Using a universal recording system also meant that all teachers needed to become familiar with the technology:
Since VSware, I suppose when our attendance software came in. Everybody had to get on board then. Whereas before you’d have different teachers going at different rates. Some of them wouldn’t be as keen as others. But they’d, they’d be happy out, filling out their books but and sending it down. But now everybody has to get up to speed. (Alder Lane, High ICT, ICT Co-ordinator)
With regard to teaching, the improved internet facilities also enabled some schools to introduce new programmes. For example, in Alder Lane, programming was introduced for Transition Year students:
I decided to introduce programming into Transition Year. So in our computer room, so thirty computers using Scratch, or Python... So these are all online based programming tutorials apps. That would’ve been impossible really; it would’ve been too clunky before broadband. (Alder Lane, High ICT, Principal)
The difference between ‘now’ and ‘then’ was also highlighted by another principal who noted that having a more reliable system makes it easier for teachers to plan lessons and enables them to organise different activities:
It [high-speed broadband] definitely does [make an impact]... they know it’s a safer bet. That they can actually log on to their school accounts, get on to these resources straight away.... whereas, before I suppose you had to plan a lesson around, okay, will it download, will it not download. What happens if it doesn’t download it, plan the second lesson... But because we have high-speed broadband and our iPads, we can actually do a range of different, different things. (Juniper Avenue, High ICT, Deputy Principal)
While the overall impression of the effect of broadband is positive in these schools, the principal of a low ICT integration school argued that in order to reap the full benefits the schools themselves needed to put in their own resources:
The Department have given us this wonderful high-speed broadband. But you know, we didn’t have the capacity really to, or we wouldn’t have had the capacity to deal with it, if I hadn’t been able to get that voluntary support, you know. (Cedar Avenue, Low ICT, Principal)
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In the surveys, principals were asked about the availability of ICT in their schools, ranging from computing hardware (Computer, tablet, interactive whiteboard) to other ICT infrastructure (quality of internet connection, presence of Wi-Fi, online content filtering). In most cases, the answers did not change significantly between the two surveys. However, there was an improvement in the perceived adequacy of internet access for both teachers and students after high-speed broadband was installed (Figure 4.2). Nevertheless, a minority of principals still felt that internet access was inadequate after the upgrade to their schools’ connectivity, particularly for students. As discussed later, this may relate in part to limitations of networking (e.g. Wi-Fi) within many schools.
FIGURE 4.2 Principals’ View of School Internet Adequacy for Teachers and Students
Source: Analysis of survey data (N=272 principals pre-installation, 158 principals post-installation).
4.3.2 Teachers’ Views on Impact of Improved Broadband
The study also explored teachers’ perspectives on the impact of high-speed broadband. Like principals, there was generally a positive disposition among teachers across different kinds of schools. Case-study teachers spoke of the high- speed broadband allowing more reliable, seamless integration of ICT:
I’m much more comfortable using ICT in the classroom now [with high-speed broadband]. (Alder Lane, High ICT, Teacher)
Many highlighted its impact in terms of speed and reliability:
now that it’ll be there and it’ll be done so quickly. Whereas before we’d serious, serious problems with breakdowns and... it was so slow. (Fern Avenue, Medium ICT, Teacher)
Sometimes we have problems with [internet access in] certain rooms or at certain times, but I must say it has improved since we went on this hundred meg thing. (Holly Road, Low ICT, Teacher)
A number of interviewees also pointed to the essential role of Wi-Fi coverage in the school, which needed to be of high quality:
We wouldn’t be able to rely on the technology in classrooms otherwise [without broadband]... but again the infrastructure of the wireless system that we put in as well had to fit and it does... so the high-speed broadband has been absolutely fantastic. (Juniper Avenue, High ICT, ICT Co-ordinator)
Overall high-speed broadband was noted to be particularly important for more ‘reluctant’ teachers, who needed the certainty provided by highly reliable broadband before they would incorporate ICT into their lessons:
With the teachers who aren’t au fait with technology... if they thought there was a twenty or fifteen per cent chance that their internet wouldn’t be working that day, they just wouldn’t bother. (Juniper Avenue, High ICT, Teacher)
Further, high-speed broadband was seen as a requirement for certain types of activities, particularly online:
I do a bit of coding with Transition Year students. I wouldn’t have been able to do that last year with the speed of the internet... I found last year if we were trying to research anything, just basic websites, they’d crash. It was a case of whoever got online first was lucky. (Alder Lane, High ICT, Teacher)
I use Netflix, and if we hadn’t got that broadband as fast, I wouldn’t be able to do that. I used to try it before, through the TV and it was very slow, it didn’t work. And it was cutting in and cutting out and that frustrates students and it frustrates me as well. (Ivy Lane, Medium ICT, Teacher)
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