Integrating Information Technology into Education Edited by

Deryn Watson and

David Tinsley

I~I]I SPRINGER-SCIENCE+BUSINESS MEDIA, B.v.

First edition 1995

© 1995 Springer Science+Business Media Dordrecht Originally published by Chapman & Hall in 1995

ISBN 978-1-4757-5527-5 ISBN 978-0-387-34842-1 (eBook) DOI 10.1007/978-0-387-34842-1

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CONTENTS

Preface Deryn Watson and David Tinsley

The IFIP Working Conference in Barcelona

IFIP and Working Group 3.1

The Generalitat de Catalunya

Words of welcome Sra. M. Angeles Gonzalez i Estremad

1 New technologies: integration into education Bernard Cornu

2 The computer: ally or alien? Charles Duchateau

3 The roles and needs of mathematics teachers using IT Bernard R. Hodgson

4 An action research role for teachers (Frank) Nick Nicassio

5 Classroom ethos and the concerns of the teacher

ix

xv

xvi

xvii

I

3

13

27

39

John Olson 51

6 U sing evidence about teacher development to plan systemic revolution Jim Ridgway and Don Passey 59

7 The reality of learners' achievements with IT in the classroom David C. Johnson 73

8 A curriculum for teachers or for learning? Paul Nicholson 85

vi Contents

9 The case of Cabri-geometre: learning geometry in a computer based environment Colette Laborde and lean-Marie Laborde 95

10 Moving schema Ichiro Kobayashi 107

11 Developing analytical competency through informatics teaching Walter Oberschelp 115

12 Integration of informatics into education Tom van Weert 127

13 Promoting interdisciplinary and intercultural intentions through the history of informatics Klaus-D. Graf 139

14 Implementation of computers in Malaysian Schools: problems and successes Zoraini Wati Abas 151

15 Interpreting internal school influences on the educational integration of IT lordi Quintana i Albalat and Ferran Ruiz i Tarrag6 159

16 Factors affecting the use of computers in the classroom: four case studies Wim Veen 169

17 Integrating IT into teaching - struggling with windmills Lilliam Hurst 185

18 Effects of learners' characteristics and instructional guidance on computer assisted learning Qi Chen 193

19 Post-experimental phases of IT across the curriculum projects: the Spanish view Carlos San lose 203

20 Social and political influences on the integration of informatics into Japanese education Takashi Sakamoto and Keiko Miyashita 215

21 The failure of the education system to attract girls to formal informatics studies loy Teague and Valerie Clarke 229

Contents

22 Learners and their expectations for an integrated informatics environment Alison I. Griffith, Cassandra Murphy and Gene Diaz

23 Societal and organizational influences on integration: what about networking? Betty Collis

Short Papers

1 The teacher's role in a new problem-centred interdisciplinary approach Margaret Niess

2 Teacher training, problems in mathematics teaching and the use of software tools Rosa-Maria Bottino and Fulvia Furinghetti

3 School environments and students' opinions on informatics

vii

239

249

263

264

267

Georges-Louis Baron and Michelle Harrari 270

4 Animation microworlds for children as developers Andrej Blaho and Ivan Kalas

5 How to develop "discoveries" Hebert Moller

6 Integration of portable computers into Australian classrooms: issues and outcomes Anne McDougall

7 Developing an open learning environment with communication technologies Seppo Tella

8 The British approach to the integration of IT into the curriculum Mike Aston

Focus Group Reports

Addresses of contributors and programme committee

Index of contributors

Keyword index

274

278

281

285

289

293

311

315

316

Preface

Deryn Watson and David Tinsley

The topic of the conference, integrating infonnation technology into education, is both broad and multi-facetted. In order to help focus the papers and discussion we identified 7 themes:

• Current developments in society and education influencing integration; • Teachers, their roles and concerns; • Learners, their expectations of and behaviour in an integrated

environment; • Developments and concerns in the curriculum; • Successes and failures in existing practice; • Organisation and management of integrated environments; • Identification of social and political influences.

Each author was invited to focus on one theme, and these remained strands throughout as can be seen from the short papers and focus group reports.

The first and most significant concern therefore was to be clear about our notions of integration; what do we mean and how is this relevant? Our keynote paper from Cornu clearly marked out this debate by examining the notion of integration and alerting us to the fact that as long as the use of IT is still added to the curriculum, then integration has not yet begun. Full integration, that is the evolution of new concepts and change in the curriculum to reflect a full incorporation of new technologies, is still far from being perceived and understood, let alone achieved. For there to be progress there will need to be change at all levels, and further reflection about the nature of the education system of tomorrow. The current situation of juxtaposition has to shift towards integration before we can hope to achieve the level of "invisibility", because IT is no longer special, such as that achieved by the telephone and television.

The interpretation of this aim, and potential methods for achieving it, was one of the threads that ran through the papers and at the conference.

Duchateau bemoans the fact that the computer is often being tacked onto an educational system that in itself is inappropriately designed for current society; a Socratic model with the focus on the teacher inhibits a

x Integrating information technology into education

clear perspective of the role of IT in changing the experience and indeed notion of the learner. The computer may however be seen as a mirror to help teachers reflect and revise their notions of their role.

The next four papers each address the roles and needs of teachers. Hodgson focussed on the key aspect of the teachers pedagogical agenda, and is concerned at the new range of competencies that teachers need to embrace. These cover both their subject specialism, their understanding of informatics, and their overall notions of being a teacher. This makes teacher education a key issue. Nicassio considers that an important aspect has to be the concerns teachers already express which are inhibiting integration, which include barriers to full access, a lack of personal preparedness and the problem of unanticipated negative consequences of computer use. He proposes that an action research role for teacher has potential for removing these barriers.

Olson has a similar theme in that he identifies a range of teachers' concerns on the difficulty of achieving interaction with existing practice, and raises the problem that teachers are not provided with enough time to reflect on practice and change. Indeed teachers appear to be expected to take a substantial risk in accommodating IT into their teaching that threatens their classroom ethos. Like Duchateau, he notes the value of computers in that they may help teacher to confront their experience; change is not just adoption and integration of the technology, but involves personal reflection and adaptation as well. Ridgeway and Passey provide further perspective on this theme by also focussing on the approaches to change. The advocates of computers, through over ambitious claims and an underestimation of practical constraints, seed failure; they challenge teachers' fundamental values and practices. They propose a means of conceptualising the change by identifying stages in the process that addresses the needs as perceived by the teachers.

The next two papers take us away from the role of the teacher and remind us of learners and their experiences. Johnson states that despite the rhetoric in some publications, most learners do not receive a consistent experience of using IT in their subject based curriculum. Indeed the amount of access to IT they have is patchy and below a threshold level that appears to make any impact possible. Although he accepts that the role of the teacher is of importance, the effect of the teacher is limited while access and curriculum incorporation is so weak. Nicholson proposes that rather than use a technocentric model of the curriculum for integration, a more humanistic model should prevail with the focus on the student as the constructor of knowledge, charting a variety of independent

IFIP WG 3.1 Working Conference - Barcelona, Spain xi

and flexible routes through traditional curriculum areas through the facilitation of computational media.

Two papers follow which are fulfil the demands of Cornu in that they discuss the role of software in changing the conceptual basis of a subject, in both cases mathematics. The Labordes argue the case for Cabri­geometre which provides an environment for the exploration of new problems, and in particular in relation to way mathematical objects may now be perceived by learners through novel manipulation. Kobayashi describes the way students, through moving schema in real time, may make comparisons between an object before and after transformation, and then focus on invariants. The reality of the achievements presented by both these papers provides a heartening window into the possibilities of change.

The debate in the next three papers moves on to an issue that has often exercised IFIP meetings, that is the role of informatics itself as a subject of study. Van Weert argues for a new informatics literacy, based on discipline integrated informatics; he identifies modelling and team work as key elements of informatics itself which has a wider role in all disciplines. He proposes that this aspect of integrated informatics in disciplines will be separate from the application orientated informatics that will be an elective and specialist form of study. Obershelp in contrast argues for obligatory informatics courses, that focus on the development of algorithmic and analytical competency for the learner. He states that in no other field can fundamental protocols such as parallelisms be handled. Graf opens a new dimension by arguing for a study if the history of informatics as a means of developing intercultural studies. His examples of hexagrams from the I Ching and Chinese calculating machines from the seventeenth century provide a delightful alternative perspective and role for informatics in education.

The next five papers return us to the reality of integration by their reports from widely different environments of the situation as it is today; all use classroom based studies as a basis for their comments. Abas reminds us that many countries need to focus on computer literacy projects, and that schools often face, particularly in rural areas, problems of scarcity of resources as basic as a reliable electricity supply. Despite such problems, she identifies the role of teacher education and preparation as key factors in achieving success. Ruiz and Quintana identify another set of factors by reporting on the role of the internal factors to a school which impinge on the quality of integration. These appear to include the schools' internal decision making processes, the pedagogical perceptions

xii Integrating information technology into education

of access to the resource by the students and the participation levels of the teachers. This paper echoes aspects of Johnson's, but they focus clearly on the partnership between the individuals and the institution that is required.

Ween identifies exactly the same two major aspects, school and individual teacher level, but concludes that the teacher is the most dominant. His statements about the importance of teachers beliefs with respect to their subject and pedagogy remind us of the earlier papers by Hodgson and Olson. But he also stresses the problems they face if they are working in a non-collaborative school culture. The focus of Hurst's paper is the range of barriers, or windmills to be fought, if a subject specialist teacher is to achieve appropriate use of IT. From the headmaster to the computer specialist and subject colleagues, the battles that had to be fought clearly echoed problems of an isolated innovator. But she proposes that as colleagues turn into allies, the culture of cooperation can result in change. Chen focusses not just on the role of the teacher, and particularly the style of instructional guidance, but reminds us ofthe key perception of the learner. The learning characteristics of the students were explored in relation to preferred styles in association with tutorial help, and she suggests that the interplay between these two variables would appear to be important.

In the next two papers, these studies based on individual classrooms are placed in the broader context of national policies. From the experience of national projects in Spain, San Jose identifies elements that have not appeared before, in particular the role of IT in special needs and also the role of IT in fostering new cross-diciplinary perspectives. He reminds us that costs are still a major inhibiting factor and as a result places great emphasis on the use of general tools and multimedia as trends likely to have most impact on teaching and learning in the near future. Sakamoto and Miyashita identify the importance of government initiatives in spearheading and maintaining a momentum of implementation. Never­the-less they recognise the problems faced at the school level; they remind us that some teachers gain a sense of achievement in using IT that may be both trivial and inappropriate.

Teague and Clarke remind us that informatics still appeals more to males than females; boys consistently use computers more than girls in the home, school and community. They point to the importance of school as a location for providing a range of experiences to all pupils that may encourage a change of perception; in particular they identify the opportunity for informal use as a key factor for girls. Griffith, Murphy and Diaz however point to a further disturbing issue. Their study clearly

IFIP WG 3.1 Working Conference - Barcelona, Spain xiii

showed that students' expectations of an integrated informatics society was formed principally by futurist portrayals in television and film. Their understandings were mediated substantially by social class. Working class and minority students are more likely to see the social contradictions of information technology. But it was Griffith who provided us with a timely reminder of the main issue of the conference. When presenting her paper on the last day, she asked how we could hope to have such lofty ideals as those espoused by Cornu when we are living in a world that has severe problems with integration within society.

Collis finally reminds us of the rapid changes in society and its perceptions of the role of information technologies; the current vision relates to a new world of an "information superhighway". The relationship between these political and economic forces, and the professional education community, may be the area in which integration is most likely to be achievable. Networking taps human needs to communicate and she argues for the adoption of a perception of community networking of which education is a part.

With this last paper we therefore see a direct strand back to the first. The role of integration, according to Cornu, is but a step in the path towards the generalisation of IT into everyday curriculum and teaching concepts. The subsequent papers reflect the tensions and issues that such a goal generates. The aim of the whole collection, including the short papers and focus group reports, is to provide a focus for further debate and forward action on integrating information technology into education.

xiv Integrating information technology into education

Deryn Watson is a Senior Lecturer in Education at the Centre for Educational Studies, King's College London. Since the mid 1970's she has been actively involved in the research and development of computer assisted learning materials in the Humanities and Languages, with concerns for both models of software development and the potential for interactive learning to stimulate the exercise and development of process skills amongst learners in the classroom. She lectures on the role of IT in schools and has recently

completed research into the impact of IT on children's achievements.

David Tinsley retired from his post as Chief Inspector of Training in 1992 and has recently joined the Red Cross as a manager. His early career was in teaching, during which time he helped IBM to develop the first computer for schools. After working for the National Computing Centre he was a General Inspector of Schools in Birmingham and then Education Officer for Further and Higher Education. He joined the Government Service in 1984 as Director of the Open Tech Programme and then pioneered a national inspection service for

the Youth Training Scheme. David has been a member of IFIP WG 3.1 for over 25 years and has edited or contributed to a number of international guidelines during that time.

The IFIP working conference in Barcelona

This book derives from the IFIP Working Group 3.1 working conference "Integrating Information Technology into Education" in Barcelona, October 1994. The conference took a forward look at the issue of integration of information technology, and related problems of quality, at the secondary education level (students aged 11 - 18 years). It was the result of a partnership between the International Federation of Information Processing and the Department of Education of the Generalitat de Catalunya, Spain, based on shared interests in the development and integration of information technology into education. The programme and organisation of the working conference fell under the responsibility of the Programme committee, the Organising Committee and the Conference Secretariat.

Programme Committee

Bernard Cornu (chair), IUFM Grenoble, France Klaus-D Graf(short papers), Free University Berlin, Germany Bernard Hodgson (focus groups), Laval University, Quebec, Canada Raymond Morel (focus groups), CIP Geneva, Switzerland Ferran Ruiz Tarrago (organizing committee chair),

Generalitat de Catalunya, Spain Harriet Taylor (short papers), Louisiana State University, USA David Tinsley (managing editor), United Kingdom Deryn Watson (technical editor), King's College London, United Kingdom Tom van Weert (vice-chair), University ofNijmegen, The Netherlands

Organising Committee from the Generalitat de Catalunya, Departament d'Ensenyament

Francese Busquets Xon Camacho Jordi Castells Celia Fransitorra Marian Minguillon Ferran Ruiz Tarrago (chair) Jordi Vivancos (vice -chair)

Conference Secretariat from OTAC, Barcelona

Josep LIuis Laborda Elvira Martinez Jesus Monforte

IFIP and Working Group 3.1

The International Federation for Information Processing (IFIP) is a multinational federation of professional and technical organisations concerned with information processing, founded in 1960 under the auspices of UNESCO. IFIP is dedicated to improve worldwide understanding about the role information processing can play in all walks of life, and to increase communication among practitioners of all nations. Members of IFIP are national organisations in the field of information processing.

Technical work, which is at the heart of IFIP's activities, is managed by a series of Technical Committees (TC). Each Technical Committee is composed of representatives of IFIP Member organisations. Technical Committee 3 is on Education. Under each technical committee there operate working groups which consist of specialists who are individually appointed by their peers independent of nationality. Working Group 3.1 (WG 3.1) is one such group which has its focus on secondary education.

IFIP WG3.1 has a tradition of organising working conferences every two years or so. The more recent ones were: Informatics and the teaching of mathematics, Sofia, Bulgaria (1987); Educational software at the secondary level, Reykjavik, Iceland (1989); and The impact of informatics on the organisation of education, Santa Barbara California, USA, (1991). These conferences have special organisational features: they are small with invited attendees; a series of invited papers are presented to stimulate discussion; other short papers are presented; and focus groups are formed from all participants which generate an exchange of ideas on particular topics and present at the end of the conference position papers reflecting their debate. These special features allow in-depth treatment of the conference topic, informal exchange of ideas and opinions, and encourage the establishment of new professional relationships.

The aim of this book is to publish the invited papers and to reflect the debate that occured during the conference through the short papers and focus groups.

The Generalitat de Catalunya

Catalonia is in the north-east of the Iberian Peninsula. Its language and socio-cultural, historical and political traditions make it quite different from the other peoples and nations that form the Spanish State. The Generalitat de Catalunya is the self governing body of Catalonia and its Department of Education controls the public administration. of education. The handing over of the educational services from the State to the Generalitat, together with the responsibility for resource allocation, began in January 1981 and ended in 1985 with the transfer of the University education.

Throughout its history Catalonia has shown great concern for education, and has always been open to leading European pedagogic thought. Catalonia's educational policies have been at the forefront of educational planning, working towards the improvement in both the conditions and the standards of its educational system. With infonnation technology being a major focus of innovation in education, the Department of Education set up in 1986 the Programa d'Informatica Educativa (PIE) or Information Technology in Education Programme, in order to provide the education system with computing equipment and a wide variety of services to foster the integration of information technology in primary, secondary and vocational schools, and also into special needs schools and resource centres. The Programa d'Informatica Educativa provides in-service teacher training, pedagogical and technical support to schools, information and documentation services, telematic services, fosters curriculum development projects, and is active both in pedagogical research using information technology and in development of software materials.

Catalonia was proud to welcome partlclpants from over 25 countries worldwide to the IFIP WG 3.1 working conference in Barcelona.