Recommendations from this study fall into two main groups: those for use by particular groups in the field of school education (E1 to E3) and those for future research (R1 to R4). Although particular audiences are specified for each of the fi group, there are examples where concerted action is required by other actors for the recommendation to have effect. In particular,
a
5.3.1 Recommendation for the teaching profession
E1: ICT professional development for teachers should be considerably extended, aligned with student learning outcomes, and encompass a wider range
applications relevant to their area of teaching specialisation.
Data from Australia show that some accreditation authorities are requiring teachers to be able to use ICT and understand its role in educational practice (Board of Teacher Registration, Queensland, 1999, 6.11 & 6.29; Australian Council of Deans, 1998; Education Department of Western Australia, 1998, p. 6). Evidence from international studies shows the latter requirement is often an optional part of teacher training in Australia (Department of Education, Training and Youth Affairs, 1999a, 1999b). This may need to become a mandatory requirement, developed in line with guidelines established by the peak professional association (Williams & Price, 2000, pp. 6-41) and a recent investigation into current practice (Downes, Fluck, Gibbons, Leonard Matthews, Oliver, Vickers and Williams, 2002). Competency standards for this h been explored (UWS, ACSA, ACCE & TEFA, 2002) but need to be aligned for those for students (see recommendation E3).
The strategy of facilitating teacher computer ownership appears to be a cost-effective way to maximise training opportunities. Teachers need to examine the evid
become implications of noring the full extent of home computer and Internet access by students. As the ducation Department of Western Australia (1998, p. 6) put it: “Teachers will include the roles of facilitator and coach, while students will add the roles of mentor and
cil has disbanded (Williams,
.3.2 Recommendation for teacher training accreditation agencies
should n of practicum or school experience to be completed in
y ,
sing ional ptance of irtual teaching and timetabling pressures often exclude a virtual practicum
lternative. As an example, pre-service teachers are required to undertake “not less
ional experience were included Rogers, 1995), by visiting local centres of excellence, and having the time to
confident in their own skills. Many need to reflect on the equity ig
E
teacher”. Although the Australian Teaching Coun
O’Donnell & Sinclair, 1997), this recommendation might be best addressed by professional associations working in tandem with systemic agencies.
5
E2. Systemic accreditation schemes for pre-service teacher training courses permit a limited proportio
virtual classroom settings.
The study identified the growth of virtual schooling and the transition of this deliver mode from the periphery to the mainstream (Annells, 2000; Feeney, Feeney, Norton Simons, Wyatt, & Zappala, 2002, p. 41). Given the growing importance of this mode of teaching, it is appropriate to suggest that pre-service educators are given the opportunity to generate online course material and supervise students who are u this in their learning. Most teacher education course include mandatory profess experience components, but regulatory processes rarely foster the acce
v a
than 100 days of professional experience, with a minimum of 80 days’ experience in schools and other appropriate educational settings” (Board of Teacher Registration Queensland, 1999, p. 17). Exactly 80 days of profess
in the calendar of such an approved course (James Cook University, 2000). This recommendation to permit some limited professional experience in a virtual practicum endorses that of Downes et al. (2001, p. 80).
h as MCEETYA hould consider existing ICT frameworks and determine whether adopting such a
Society,
at 4). hin the ed to achers by using sector-specific exemplification materials and should be aligned with
T standards for teachers (NM interview; O’Donell, 1996, pp. 121-126). Such a rald, 2002). Evidence from the case studies showed schools were
5.3.3 Recommendation for national decision makers in Australia
E3: In relation to curriculum, national authorities in Australia suc s
framework nationally would promote policy cohesion and alignment.
Previous work has been done in Australia on frameworks for student use of ICT (Australian Council for Computers in Education and the Australian Computer 1995; ACT Department of Education & Training and Children’s, Youth & Family Services Bureau, 1996; ACT, 1997). However, these have not been used to generally focus and align policies for professional development and student learning outcomes in the way indicated as necessary by this study. There is evidence from the USA th federally adopted standards can be disseminated and implemented through the use of policy instruments such as targeted or tied funding like Title 1 or the E-rate (DM This recommendation endorses the suggestion that “a consistent approach wit school system … must cover how technology is applied within schools to aid the learning process” (Hogg, 2002). Such a framework should be communicat
te IC
framework would need to include the ‘independent learning’ mode (Wood, 1998; Fitzgerald & Fitzge
adopting these techniques to broaden the curriculum and improve student
management. Implementation of the framework needs to address school access to digital resources appropriate for the whole curriculum beyond generic office applications by using central brokerages or application rentals.
5.3.4 Recommendations for future research
The model of stages of development for ICT in school education developed in this thesis has, like all good research, raised as many questions as it answers. In particular there are matters of generalisation, verification and greater discrimination to be explored.
ere
work and
his study found growth in virtual schooling which can supplement school-based arning and support a greater proportion of independent learning. This may free time for exclusively socialisation oriented activities and there would be a good case for
ome of this time working in independent teams on projects seen as
as e of ly relevant to school education, and a discussion paper
epartment of Education, Employment and Training (Victoria), 2000) looked at some of the social implications of on-line learning for post-compulsory students. Ten percent of innovations involved off-school sites, but significant breakthroughs were restricted by the constraints on school operations (Cuttance, 2001, p. 208). When learning through ICT (as opposed to learning with ICT), outcomes were broader than R1: This study could be extended by examining policy exemplification and
communication material.
The main sources of data in this study have been national policy documents, and expert panel and school case studies. Although the national policy documents w easily identified, it became apparent during the research that they were regarded as subsidiary for the classroom teacher: “the statutory bit, the definitions, which I would have done in 10 point Courier” (NM192). In addition there were schemes of
other exemplification materials which were considered more relevant to daily teaching (Thomas & Bitter, 2002). A comparative examination of such policy dissemination materials may provide data more grounded in practice.
R2: Further research should be done into the building of social capital and personal networks using current school resources, while academic learning is increasingly displaced into self-directed flexible delivery modes.
T le
students to spend s
more relevant to themselves, where teacher leadership was expressed in a less- directive way. For example, West (2000) sees the future Australian student as one who may pick up social, sporting and cultural skills at a neighbourhood learning centre and combine this with some online tuition at home. Further investigation into a similar educational concept is being undertaken by Jolly (2002).
This line of inquiry can be seen as a section of social informatics research which h previously been scattered in journals of several different fields (Kling, 2000). Som this work is particular
those specified in curriculum outcom
current curriculum frameworks. This debate about social and es needs to be extended to examine the opportunities and d
mobility
R
to elimin
Major b dentified in this study were the lack of policies relating home and s
teachers schools
Schools’ 999, p. 37; Smithers, 2000). The study could be c
and Dav Fitzgera
Territory were not perceived by students as being supported by their teachers, despite t
proposed a
R4: Rese into the future implication of ICT for curriculum reform. T
pedagog constant
instance, voice recognition systems deployed with common generic office products (
writing s
translation system
(Univers for curriculum reform in
the light
into old curricula which were developed prior to their existence” (Kozma, 1994, p. 8) ifficulties for younger students, particularly when handheld wireless ICT increases
and convenience (Atputhasamy, Wong, Phillip & Chun, 2000).
3: Study of barriers to the adoption of ICT in school education should identify ways ate these.
arriers i
chool-based ICT (Becta, 2002), and the lack of alignment between policies for and students. These could be investigated using a series of case studies of where home access was brought to all students, perhaps using the ‘Tools for
model (Pennington, 1
onducted using a multi-site cross national methodology based upon that of Venezky is (2002). This would explore conflicts such as those found by Fitzgerald & ld (2002) when independent learning systems in the Australian Capital he finding that student progress was much improved by the use of such systems. The
model can be used as an organising metaphor to classify the different pproaches of schools.
arch is needed
he importance of the link between student outcomes and substantiation of the ical rationale was identified in the current study. This link is subject to change because of the high rate of change of ICT (Moore, 1997). For
Microsoft, 2003) could fundamentally alter concepts of literacy by increasing student peeds by a factor of ten (Fluck, 2000b). Speech activated language
s could have similar implications for foreign language teaching al Translator, 2001). Yelland (2001) noted the need
a
with gre plete
overhaul” (Tinker, 1999, p. 2). This research could proceed through experimental s
5.4 Endnote