Information Technology Reference
In-Depth Information
tools and resources. Previously, with standalone computers, individual teachers
were able to choose resources. Best practice is that teachers are engaged in these
decisions.
In adopting major new tools and resources the impact on learning outcomes has
to be a first priority. So, an open-minded leadership team is essential if technology
use is to develop. The Leask and Preston (2010) research reported that teachers found
heads who are not well informed were sometimes easier to work with than those who
were better informed, because they hand over more responsibility to the teacher for
delivery. Other staff also need to be convinced about the benefits of technology for
teaching and learning and brought into the technology selection process. Sometimes
it was also appropriate to include governors and local authorities.
Effectivein-school/collegeprocesseswhichsupportdecision-makinginclude
engaging staff in opportunities to trial and evaluate products, providing opportuni-
ties for demonstrations and knowledge transfer from expert users, as well as time to
experiment and test out the software.
Embedding new tools and resources into practice
Once decisions are taken, implementation and embedding the tools in practice
becomes the next challenge. The length of time taken for new systems to be embed-
ded depends on 'need to do basis' and on the type of tool and its immediacy: that
is, the complexity and relevance. So, adoption time could be one week or could be
several years.
Factors that were identified in the Leask and Preston (2010) research as helping
embedding are listed in Table 6.4.
New e-tools have to be interoperable, and standardized. Training has to
allow teachers time to play. The best way to embed new tools into professional
practiceintheschool/collegeisteachersseeingthetoolsinoperationimprov-
ing teaching and learning. Chapters 5 and 9 provide further information about
staff development.
Table 6.4
Factors that help embed digital tools and resources in practice
Familiarity
pedagogical
support
training including on the job training and
informal peer training
Sharing of good practice
and open minds
school/college
ethos
ways in which teachers can share what they
are doing with others
Technical support
security sorted
pre-release issues sorted such as data
protection
Funding
compulsion
strong management
Teachers seeing immediate
benefits in supporting
their everyday work
IWBs
pragmatism and reduction of work load - the
new technology helps people do essential
jobs better
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