PCERA 2002 Symposium
Information Technology and Learning

Discussions

Policy Discussant:
Shannon Delbridge, Department of Education, Nova Scotia

If we had one more dollar for education, where should it go — Should we be putting more into technology for the classroom or should it go to address another area of need, such as special education? If technology, should the funds be used for teacher training or for infrastructure?

Can adding more technology to the mix really enhance student achievement — If so, under what circumstances, and how will we measure it?

Despite these limitations, some themes are starting to emerge — directions which can begin to inform policy issues. For the past 10 to 15 years we have been focussing on getting computers into classrooms — the more, the better.

And we have been producing outcome measures to tell stakeholders how well we're doing. Our basic measure has been the ratio of computers to students. The goal appeared to be 1 to 1 — one computer for every student. But we didn't talk about how these computers were being used, in what grade levels, or to what end.

We need to start thinking about these questions in order to better define our ICT goals for the future. We need to start focussing not on the number of computers, but how we are using them to enhance student success.

In listening to our presenters here today, three influential variables stand out.

1. The first is the critical role of the teacher. Both presenters note that computers are not replacements for qualified and caring teachers. In fact, without a well trained teacher, computers probably wouldn't be very effective learning tools.
   
   So if we accept that it is desirable to have technology in the classroom, how do we ensure that teachers are well prepared to integrate them into their instructional practices?
   
   How do we help them overcome their fears of using the technology — how do we create value for the teacher so that the impetus for using ICTs in the classroom is theirs?
   
   What about teachers' willingness to change how they deliver the curriculum — is this a major factor, and if so, what can we do about it?
   
   One of the answers we heard may be to encourage teachers to use computers for their own learning — it could help break down their fears and help them to think about computer applications for learning in a more concrete way.
   
   I found it interesting that teachers preferred a ‘collegial sharing' model rather than access to in-services. I would be interested in learning more about the reasons for their preference — perhaps we need to consider new ways to deliver PD to our teachers in other disciplines as well.
   
   In the research related to approaches to teacher PD, I noted that success was often measured in terms of whether or not the teacher's learning and comfort were enhanced. Does the research take the next step and examine how student learning was affected?
   
   
2. A second determinant of success in ICT integration related to the student characteristics. We tend to think of computers as good tools for all students. The research discussed some factors, such as age and gender, but I would like to learn more about other characteristics (whether individual or group) that help to determine success. For example, are there socio-economic or cultural factors that we need to consider; what about students with introverted versus extroverted tendencies?
   
   As in any pedagogical approach, one size doesn't fit all - we know learning styles and preferences for interaction vary — does the research point to other characteristics which contribute to positive outcomes when using ICTs?
   
   
3. And thirdly, how do we structure the learning environment to facilitate success? Student achievement won't improve simply because we've put computers in classrooms, so what other environmental factors do we need to consider?
   
   A couple of studies examined this issue, but more needs to be done if we are going to move beyond simply measuring the students to computer ratio and look at improving student outcomes. If we are going to do the measuring, we also need to know what factors to adjust if the outcomes are not acceptable.

Since I was a participant in the OECD Seminar earlier, this is the third day that I have listened to status reports and research results on this topic. Over the past few days, I have come to a lot of conclusions, and I have also formulated a lot of questions. In order to set my main concern in context, let me describe the current environment of the education system in Quebec

After the Estates General on Education and the ensuing broad social debate on the effectiveness of the educational system, the report Reaffirming the Mission of our Schools (1997) was the basis for the Quebec Schools on Course (1997) policy statement, which set out the framework for the current elementary and secondary educational reform process.

The Ministry of Education then chose to initiate this broad reform project by focusing on the development and implementation of a new curriculum based on the development of competencies centred on students' learning processes. This program is consistent with current trends in education in the West and is built on a socio-constructivist perspective, taking into account the latest research, including on the cognitive psychology of learning.

The implementation of the new curriculum poses major challenges for school personnel, including the need to:

• review and critically analyze existing educational practices (to move from a teaching to a learning paradigm, or in other words, to focus not on the imperative of "getting through the curriculum" but rather on observing and understanding students' learning processes).
  
  
• rethink the modalities and functions of learning assessment.
  
  
• review school organization — which over time has too often come to be based on system needs — to focus on students' real needs; for example, by implementing a two-year learning cycle that is a better match with students' pace of learning and that promotes exchanges between teachers while they plan joint work or complementary activities and assess student learning.
  
  
• open up schools to their communities through increased participation by parents in the life of the school.

As you can see, the new orientations designed to "keep up with the pace of change" are highly demanding for school personnel. A number of measures are needed to help them in the change process, including a strong professional development program and the creation of a support network.

My question is, therefore, the following: in this context of major upheaval in the school system, to what extent should ICT be used in teaching and learning while avoiding the risk of breaking down the process of change initiated as part of the ongoing school reform? What is the right place for this one piece in the huge puzzle of education reform?

To conclude, I currently perceive the need to reinforce or initiate — although in a well-defined context — a partnership between the Ministry of Education and other ministries with educational concerns; with universities; and — why not? — with the private sector that must take up its share of some of our social responsibilities.

Janice Sargant
Department of Education, Culture and Employment, Northwest Territories

As we know, the title of this session is "The Integration of ICT in the Classroom." This is as important to the Department of Education, Culture and Employment in the Northwest Territories as it is in the rest of Canada. It was important that ICT integration was presented not only in the secondary school classroom, but also at the post secondary level and in teacher training.

As Dr. Kozma indicated last evening, ICT is our catalyst for change. In each of our jurisdictions, that change will be the one that aids in narrowing the gap between policy and practice in education.

We recognize that ICT integration is fundamental and that this integration is in cognition with maintaining the quality of our educational mandates.

According to Dr. Cuneo and authors of their paper, policy recommendations could be made in seven different areas.

According to Thierry Karsenti and fellow authors of their paper, they argue that (and I will quote from page 15), "the integration of ICT will be worthwhile only if it enhances pedagogy by enabling learners to forge a better relationship with knowledge."

In the 3rd paper, Dr. Legault and Dr. Laferriere discuss the importance of the learning climate in the classroom which can foster and facilitate students' engagement in learning.

To sum up, it would seem that, and I would like to use a financial analogy here, the investment in research into ICT integration should produce a substantive return. That return would be policy commitment in each of our jurisdictions to maximize the benefits of ICT integration for students and educators.

In closing, I hope that we all can share our experiences and knowledge in this symposium and increase collaboration, today and in the future. Thank you.

Policy Discussant:
Michael Hayes, Saanich School District, British Columbia

It is important to give you the frame of reference I bring to this task, and the context within which I read these papers. I am an elementary school teacher, by trade, a union activist and president of my local teachers' association. I believe in change; but not change for its own sake. Change is a bi-directional process - a constructive amalgam of top-down and bottom-up processes, successful primarily when there is cooperation, collaboration and respect between and among education partner groups. Systemic change does not come about as a result of policy shifts, unless policy implementation is supported by planning, resources and involvement of the teacher at the classroom level. There is a tremendous need to improve pre-service and in-service training and professional development, to focus, energize and empower our teaching profession, especially in the area of Information and Communication Technologies (ICT). I am not, I confess, a researcher, so I make little comment on the quality or efficacy of the research in these papers, other than to say that I enjoyed them both and found that, at the end of the day, I had more questions than answers. I wanted to dig deeper and know more, and that, surely, is a good thing.

Teachers and teachers' unions are generally suspicious of large scale testing and assessment. There is an underlying fear that what is intended as a broad evaluation of program and system effectiveness and achievement can too easily turn into a high stakes competition, with local and provincial jurisdictions chasing numbers rather than meaningful results. We've seen it B.C., where PLAP (the Provincial Learning Assessment Program) became FSA (Foundation Skills Assessment) which has become a cornerstone of school and district accountability -- which, it is rumored, will drive a number of future Ministry decisions, with dollars attached to them. I believe there is reason to be concerned, and more than just a little suspicious.

That is perhaps why I tend to relate more to the Morgan paper than to Bussière's magnificent mining of the PISA data. Morgan seems more real to me... more useful... more tangible.

Having said that, the Bussière/Gluszynski finding that there is a correlation between reading achievement and the frequency and comfort of computer use at home, along with Internet access and the number of computers in the home, is a real eye opener. The question I have struggled with over the past few weeks is: What does it mean? Patrick Bussiere tells me that the data does not necessarily show causality, just that there is a positive relationship. The question then is: Now that we know that this relationship exists, does it help us formulate policy or change practice? I would think not, but there are enough intriguing questions raised here to clearly indicate the need for more research.

For example, the data tells us that joy of reading is a good predictor of reading achievement. Many teachers understand that, intuitively, and work hard to instill this virtue in students. Do the PISA results suggest that we should now be trying to foster a love of Internet surfing? Or, is the relationship between Internet use and reading literacy more likely related to the kinds of reading tasks used in PISA, which emphasize information extraction and correlation - the same kinds of skills needed to quickly assess and navigate Internet pages?

Does heavy Internet use lead to a better appreciation of Shakespeare or Atwood, or to more effective creative writing skills? I suspect more research is needed.

Is the positive correlation between reading achievement and the number of computers in the home perhaps more directly related to socio-economic status factors than any direct connection between reading ability and computer use? More research, please.

If 70 to 80 percent of Canadian students have access to the Internet and/or a computer at home, and if frequency of use supports reading achievement, should we be looking at ways to encourage teachers to integrate computer use in homework assignments, or should we be pressing the government to find ways to hook up the remaining 20 to 30 percent. In either case, how do we go about it?

Everything in the Bussière/Gluszynski presentation cries out for more investigation. It is clear that the PISA data is a veritable gold mine of opportunity for research and analysis. The challenge will be posing the right questions - questions that, when answered, will inform policy and/or practice, and move use forward on the constructive change continuum.

Perhaps my suspicion of large-scale assessment and statistics is exactly why I have a certain affection for the Morgan paper. I like this piece of work, partly because it confirms many of my experiences and beliefs about the challenges facing the public education system as we try to effectively establish Information and Communication Technologies (ICT) as an integral and accepted part of how we deliver service. I am not an ICT zealot - but technologies are here to stay. The public (and more importantly, the politicians) are in love with them. So, if we're going to spend the money, let's spend it wisely.

It is encouraging to see a school district undertake this kind of research project, which clearly has value to the district, as well as making a contribution to the research field. With budgets under such incredible pressure everywhere, I'm sure it was a difficult decision to commit scarce resources to this work; but this kind of research has to be done and I commend the Toronto Catholic Board and staff for their efforts. If there are other examples of this kind of school district initiative out there, let's find effective ways to get at it and share the results?

Morgan and his team describe a number of concerns regarding the implementation of ICT strategies to support learning. Almost without exception, these are issues that teachers know, intuitively or experientially, to be true. These are perceived problems with ICT in action: too little inservice, too little time, implementation plans not well thought out, hardware and software problems, inadequate technical support, unenthusiastic teachers and reluctant learners - it's a long list.

These challenges are real and pose a significant hurdle to the successful use of IC Technologies in schools, at all levels. When ministries set funding levels and schools districts develop budgets, they must acknowledge that, for every capital dollar committed to ICT, there must be another dollar committed to training and technical support. Schools must be given the time and resources needed to build coherent, integrated hardware systems and there must be enough trained technicians, on site, to ensure that hardware and software function effectively. The hardware/software compatibility issue is a big one for teachers. That frustration alone, I think, turns reluctant users into luddites.

The second major issue relates to training and mindset hurdles. It is appalling how little we, in education, spend retraining our work force. Can you imagine Ford or Honda, when introducing a new product line, asking workers to learn new technologies on their own time and largely at their own expense? Would you buy a car assembled by workers forced to learn on the job, or receiving only a hodgepodge of disconnected, employer-funded training? When school districts introduce new tools or expectations to the workplace, time and resources for training must be in place for them to be successful. There were other intriguing nuggets in this paper. One unusual finding was the significant difference in perceived program effectiveness between teachers and administrators. Is this disparity only found with this particular software, or does it exist in other areas and intervention strategies - even other programs, resources, learning tools and curricula? Is this difference real or role driven? Is it actual perception or reported perception? This is a worthy subject for further research, and something to be aware of when evaluating policy effectiveness.

There was also the disturbing evidence that a significant number of secondary school teachers do not consider the teaching of literacy to be part of their job. My own experience would substantiate this finding. Here is an issue to be addressed, through research, policy and practice. For a variety of reasons, more students with literacy issues are arriving in our secondary schools. In the past, these children may have slipped through the cracks, but the new focus on accountability will make it harder for that to continue. For the next generation of teachers, this issue must be addressed through pre-service training. For those already in the system, it will require an attitude shift, supported by in-service and professional development opportunities. It will also require less reliance on high stakes accountability testing, that stresses content learning over more holistic and inclusive goals. Policy makers must decide whether they are prepared to break away from old models of accountability measurement and encourage all teachers and all students to be successful.

If the Bussière/Gluszynski work can be said to identify large-scale issues requiring further analysis with broad policy implications, then Morgan's is a small-scale study, that uncovers a number of large-scale issues. I would, for example, include: the need for more resources to support ICT initiatives; general and specific inservice for teachers; time for planning and consultation; technical support for both hardware and software; pre-service training in both skills and attitudes needed to ensure success; and adequate funding for professional development opportunities.

Both these studies tell us that we must stop believing that our commitment to ICT is met when we buy the computer or install the network. We must understand what we are doing and why we are doing it. Information Communication Technologies are tools, - like text books, ballpoint pens, film strips and video tapes that have come before. To use them successfully, we need not abandon the past, but prepare for the future with rational policies, adequate funding and effective practice, grounded in solid researc

Session 4: Equity issues

Policy Discussant:
Britta Gundersen-Bryden, Ministry of Education, British Columbia

In their papers and presentations, both Diane and Brad have pointed out several intriguing aspects of the digital divide - what it is - and what it isn't.

They've raised questions of "Who" - who has access to ICT (and who doesn't) - and "What" kind of technology is available and what uses of IT are made. They've discussed "Where" the technology is available - at school, at home or in the community. They've referred to "When", in looking at how quickly specific gaps have been - and continue to be - closed. They've raised important questions about "Why" it is important for policy-makers to address equity issues and they have each offered some suggestions as to "How" the digital equity challenges might be faced.

Their research has questioned some assumptions that policy-makers may be tempted to make. For example, many decision-makers may think there is still a significant digital divide along gender lines, where the Looker paper shows that girls (helped by their schools and parents) have closed the access gap, the way the recently-released School Achievement Indicators Program results show that girls have closed the gap in mathematics. The Corbett paper challenges the assumption that recent immigrants may be less ICT-inclined than those people who have lived in Canada longer.

The papers should cause policy-makers to think of equitable access not only to computers themselves and their offspring, the internet, but also to equity of access to: quality ICT instruction and to technical support; to a variety of software programs that have applications beyond the classroom; to centrally-delivered e-services, such as student transcripts and even web-based examinations; to equal protection from those who would use ICT to exploit children.

The presentations lead to a number of other important questions for policy makers. For example:

• To what extent should governments attempt to narrow any remaining hardware/software gaps? Or should the main focus now be on other aspects of access, including equity issues? And, at what cost?

• How will federal and provincial governments work together to span the digital divide?

• What role exists for the private sector?

• How will various educational ICT issues link with the broader drive to "e-government"?

• What role does - or should - the public education system have in shaping - or even changing - attitudes (for example, of girls) towards technology?

• What is the potential for national and international assessments to measure ICT performance, not just self-reported use and attitudes?

• How pervasive - and persuasive - will the internet become? How will governments set standards for educational services delivered via the internet?

• What role will ICT play not only in instruction but also in assessing student learning?

• Finally, given the fast-moving pace in the ICT world, will equity of access ever truly be reached and if so, can equity be maintained?

In other words, as access to ICT becomes essentially universal, governments will need to turn their attention to questions of quality and standards so that educational benefits accrue to all learners and to society.

Learning Enhancement:
How can ICT best be used to support learning at all levels?

Margaret Haughey, University of Alberta

We believe progress has been made and see it important to work past an orientation of teaching about technology, and teaching with technology to teaching through technology. It has the potential to change space and time but its greatest challenge is in its pedagogical use. Integration of ICTs is not about the implementation of ICTs but about enhancing learning. Students already use it in their lives and we need to help them with critical and evaluative skills. Some of the present components of the educational system, i.e., assessment strategies, hinder or confine these new moves.

The goal is to learn how to perfect the use of the technology in teaching. It will continue to develop at a very rapid pace and we need to integrate research, development and implementation and not consider them to be in a linear relationship.

Children live in a digital world; we cannot afford the loss of motivation in secondary schools, especially for boys. We need to "make learning delightful" for them. We don't support a single approach and instead must ensure that teachers and learners retain the present diversity of teaching and learning styles.

In terms of teachers' professional development, we asked: What will we teach teachers? Who will teach teachers? How will we teach teachers? We stressed that students are often the expert users and new models of learning should be reflected in teachers' PD models.

In terms of pre-service education, we discussed a resource-based curriculum and the way it influences the appropriate use of ICTs, and that instructors must understand and model good ICT use. We identified a variety of strategies including linking solution options (including ICT) with problems within discipline areas. But in the end, we believe that all teachers are also learners.

Research questions/areas:

1. the use of an integrated model in research
2. the need for ongoing work within present contexts (low student motivation)
3. the skills for life (critical/evaluative) issue
4. the PD questions
5. the faculty development issue (how/who/what models)

Teaching and Technology:
How can new information technologies support the way teachers teach?

Patrice de Broucker, Statistics Canada

• Need for research into the effective integration of technology into curricula, there are no templates for this
  
  
• Technology as a foundation skill
  
  
  • General skills at each level, then integrate into curriculum
  • "Curriculum navigator"
  • Online access
  • Sample learning experiences with various strategies
    • Activating
    • Acquiring
    • Each linked with an outcome
    • Really a pedagogical approach
  • Provide training based on a model
  • Online professional learning
  • Ontario - school boards decided to create new report card that takes technology skills into account
    
    
• Interpreting ICT across subject matters
  • Teacher being trained in ICT within their subject matter training
    
    
• Post-secondary
  • Queen's University education program tries to push this integration
  • Professional development of the faculty
  • Teacher training to achieve what? What would it be like to be a teacher effectively using ICT in the teaching practice and professional development?
  • Teachers want to know the tools before engaging in a new pedagogy
    
    
• Motivation
  • Question around motivation (is ICT beneficial?)
  • Exposure to use of technology is meaningful (professional development deliveries with ICT)
  • Student motivation leads to teacher motivation
    
    
• School administrators have key role as champions
  • Create enabling environment Integrate ICT with professional development
  • A shift in the role of the principal
    
    
• Faculties of Education
  • More face-to-face than online
  • How many students come to faculties of education with ICT skills (not a defined prerequisite for most)
  • Re-certification for curriculum updating
  • Pre-service education - accreditation - make sure technology is integrated, embedded in program
  • Protected environment while in training but when moving to actual practice, it is difficult to sustain when confronted with all other issues in the classroom
  • Support is needed from the learning community
    
    
• What proportion of teachers have a laptop given to them?

Quality and Effectiveness:
How can we best measure the effectiveness of technology-mediated learning?

Charles Ungerleider, University of British Columbia
Jerry Mussio, Statistics Canada

Teaching & Learning

• ICT should be defined and taught in the context of the broad goals of education
• ICT doesn't change what is learned; it changes how it's learned
• We should draw on teachers' stories across Canada to generate hypotheses about ICT and learning. From that, we can test these hypotheses and begin to build a quantitative knowledge base
• Analyse what students are currently doing with ICT, and use these experiences to inform directions for ICT in schools

Indicators & Assessment

• We currently have very rich data sets in Canada, perhaps the best in the world. For example, PISA, YITS and the National Graduate Survey (NGS) provide opportunities to incorporate key indicators about ICT that can be tracked systematically over time
• Large-scale assessments like PISA, SITES and SAIP provide good opportunities to measure ICT Literacy
• Classroom assessment strategies should be provided to teachers to assist in monitoring student ICT progress

Key Research Questions

• What can ICT do that can't now be done with current resources in schools?
• How can ICT make teaching more effective?
• Is investment in ICT the best way to improve learning?
• How can provinces work together to improve ICT learning in schools?
• How can changes in the workplace, which are heavily influenced by ICT, inform the integration of ICT in schools?
• What is the impact of ICT integration in the home and how does this compare with ICT integration in schools?

Equity:
What are the equity issues in relation to ICT and their impact in teaching and learning?

E. Dianne Looker, Acadia University

Policy Issues — How do we ensure equitable access to ICT and/or the benefits that ICT can bring?

• Suggestion: create federal and provincial initiatives that tie contracts (for curricular material, software, etc.) to compliance to equity guidelines
  
  
• Need to articulate equity goals in education at the provincial/territorial level as well as at the federal level — for K-12 and postsecondary education
  
  
• Need to recognize that cultural barriers can be exacerbated by ICT — points to the need for involvement of stakeholder groups
  
  
• Need to recognize the importance of providing focused initiatives to subgroups, however small or dispersed (it can make a significant difference to these subgroups).
  
  
• Importance of coordinating federal and provincial/territorial consultation, especially with respect to Aboriginal people (i.e., they fall under federal jurisdiction and so are often excluded from provincial/territorial consultations)
  
  
• Question: What is the link between access to ICT in the home environment and schooling — and what role do public bodies have vis-à-vis this issue?

Research — What research is needed?

• A lot of comprehensive research is being done by private firms for marketing purposes. It is very difficult to access this. Is there a possibility of increased access and/or a clearinghouse?
  
  
• The legitimate constraints on research coming from the Tri-Council Ethics Guidelines often limit information about certain equity groups (i.e., questions about racial background, culture, religion, etc.)
  
  
• Topics that warrant research attention:
  
  
  • Age inequities in ICT (especially as regards lifelong learning)
  • Role of private tutoring and privately marketed curriculum materials
  • The diversity of disabilities and the ways in which different types of disabilities affect use of ICT
  • Language and cultural issues — especially how these are affected by increases in Internet access across Canada
  • Negative effects associated with ICT use (rather than assuming only positive effects)
  • Research on Aboriginal groups which have on the one hand, been excluded from many large-scale surveys and, on the other hand, are over-studied
  • Who does not have access in their homes and why?
  • Who is excluded from the research?
    
    
• Call for multi-model methodology. Policy makers need to recognize the usefulness of a variety of research to inform policy - action research and qualitative research, as well as large-scale surveys and/or experimental research

Sandy Bellan, Alberta Learning

What are the issues (opportunities and challenges) surrounding online learning?

• Implications for parental role Accountability (BC will have strict requirements)
• Rigor of the course content and assessment
• Completion
• Growing area in some parts of the country
• Opportunity for new course material
• Reach more people
• Challenge to understand the range of definitions ("virtual school"
  "e-mail use", etc.)
• Research
• What does it mean in context of publicly funded education (our concept of education)?
• At what point do we introduce ICTs to students? (issue of socialization)
• How to make it more interactive (synchronous/asynchronous)
• Certification issues, marking issues (concern of deprofessionalization)
• Professional development for teaching online
• Integration - using online to support
• Who is it best suited for?
• Cost
• Copyright - digital resources available (education amendment)
• Quality