Conference:
ECER 2009
Format:
Paper
Session Information
Contribution
The UK government’s commitment to the integration of ICT into teaching and learning has manifested itself over the years in a series of initiatives to improve schools’ access to the latest technologies and provide teachers with adequate training (DfEE, 1995; DfEE, 1997; DfES, 2005). In line with UK developments, the Department of Education for Northern Ireland has, for the last decade, invested heavily in ICT infrastructure in schools through the Classroom 2000 project. This has equipped schools in Northern Ireland with networked computers, administration and management systems and a managed learning environment called LearningNI. The importance attributed to ICT is also reflected in its role in the recently introduced new revised curriculum.
An inspection survey report (DENI, 2005) shows that primary schools have registered considerable improvements in the overall provision together with a boost in teacher competences. However a closer look at the evidence shows that half of the teachers in the study failed to adequately plan for ICT integration and lacked a proper understanding of its purposes. Moreover, in most schools the use of online technologies such as electronic communication and use of websites was very poor. In special schools, a more recent study (DENI, 2007) shows a similar picture, despite openly acknowledging the potential of ICT within special education. Results indicate that only 55% of schools portrayed good examples of best practice in students’ experience of using ICT. The report recommends a stricter focus on staff development programmes on ICT to help improve teachers’ understanding of the potential of the technology they have available. Furthermore, the survey reports a growing awareness of the online environment, LearningNI but fails to touch upon evidence of its inclusion within teachers’ classroom practice.
The aim of this study is to build upon the results of this report and focus in more specifically on teachers’ use of ICT, with particular reference to the use of online learning technologies. It seeks to determine whether the positive awareness of the benefits of LearningNI recorded in the previously mentioned survey has developed into more productive classroom use and integration of technology, a year on and after training has been provided to all teachers. This is considered in relation to teachers’ general access to technologies both at home and at school, their level of ICT skills and their resulting perceptions after the massive waves of recent innovations which have challenged the status quo of their educational practice.
Method
This study is quantitative in nature, seeking to collect data by means of a survey-based approach. Two separate questionnaires, one for school principals and another one for teachers, were developed and sent to participants in all special schools in Northern Ireland. The paper-based questionnaires consist of Likert Scale statements, adapted from relevant literature, as well as from two previously published questionnaires. The teachers’ questionnaire explores issues related to teachers’ access to technology, their ICT skills, their use of ICT in the classroom and their perceptions on ICT. On the other hand, questions targeted to principals focus on technological and human resources within the school, their own perception of ICT and ICT vision governing the school.
Expected Outcomes
The intended outcomes of the study aim to uncover where Northern Irish teachers in special schools stand with regards to ICT and its integration. Results from teachers’ questionnaires will be weighed against outcomes from the respective principals’ responses to determine the level of compatibility of perceptions prevalent within schools. Furthermore, the study aims to determine the initial impact of LearningNI within these special schools. Results from this survey endeavour to shed light on the current level of ICT integration in Northern Irish special schools and provide valuable indicators as to what future steps need to be taken in order to help special schools in Northern Ireland cope more realistically with ICT integration and exploit the full potential of the vast range of expensive technology they have been equipped with.
References
DENI, (2005). Information and communication technology in primary schools. Bangor: Education and Training Inspectorate. DENI, (2007). An evaluation by the education and training inspectorate of information and communication technology (ICT) in special schools. Bangor: Education and Training Inspectorate. DfEE, (1995). Superhighways for Information: the way forward. London: HMSO. DfEE, (1997). Connecting the Learning Society: National Grid for Learning: the Government’s consultation paper. London: HMSO. DfES, (2005). Harnessing Technology: Transforming Learning and Children’s Services. London : DfES. http://www.dfes.gov.uk/publications/e-strategy/docs/e-strategy.pdf, (12/01/07).
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