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on on Problem Solving from a Leadership Perspective
on ICT integration within educational environments is complex and multifactored, influenced by significant features, such as those presented in associated literature, mimicking those experienced first-hand as a practitioner. The majority of readings focus on ICT integration within school environments, yet literature, echoes issues experienced within various Vocational settings. Flanagan and Jacobsen (2003), discuss one barrier as being, a lack of informed leadership, a common theme within community-based environments (p. 125). Within organisational structures, leadership is a key element, influencing all other aspects of ICT integration. Although the precise leadership style is important, there are a multitude of factors that impact success. For instance, without professional development, leaders and implementers may have insufficient skills to lead and implement successful integration of ICT into educational pedagogies (pp. 125-127). Garstka (2009), discusses the importance of professional development opportunities for Principals in schools, to develop the leadership skills required (p. 312). Within community settings there are similar issues, often managers lack leadership skills required for ICT integration, along with opportunity to develop these through professional development (p. 15).
Flanagan and Jacobsen (2003, p. 125) and Webber (2003, p. 121) , discuss equity, as an additional barrier, experienced within educational settings. Generally, learners experiencing disadvantage, commonly have less capacity to access ICT outside of their learning environment. Thus, resulting in individuals having decreased opportunities to engage with ICT, minimising technological literacy, causing a “digital divide” (Flanagan and Jacobsen, 2003, p. 126). Moreover, given that many educational environments grapple with ICT integration at the macro level, it is common that problems at a micro level are not addressed, resulting in further disadvantage to learners. As a practitioner, into the future, I recognise that considerations within strategic planning processes, that address areas of implementation at the macro, micro and meso levels require an previous in-depth consideration (Younie, 2006, p. 385).
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Digital Learning Resource Management Planning
on It is evident, many complex factors contribute to the success of ICT implementation, commonly such factors include; organisational structure, funding source, characteristics of staff, timelines and goals for implementation. Additionally, such factors determine complexity of stakeholder engagement at the micro, meso and macro levels. For instance, National policies for ICT integration within education, are influenced by Ministers of Education, Employment, Skills, Small and Family Business, Industry, Science and Technology, and within the VET sector, the Assistant Minister for Vocational Education, Training and Apprenticeships (Parliament of Australia, 2020). When ICT policies are implemented Nationally, smaller organisations can experience difficulty in departmentalizing larger tasks and developing ICT plans that are achievable within the organisational scope. Smaller organisations are impacted immensely by micro, macro and meso levels of policy and when demands are intense at a macro level, micro level interactions often are neglected, as frequently not recognised as high priority. Within small not-for-profit organisations, funding can be difficult to obtain and sustain at a micro level as guidelines may be presented at a macro level (Hauge, 2015, p. 398). Frequently hindered by incapacity to obtain expertise both in recruitment and retainment of skilled workers. Whereas. Younie (2006), also highlights multi-agency approaches as problematic due to lack of expertise (p. 385).
Mihai and Nieuwenhuis (2015) discuss, ICT integration as requiring innovative managers and leaders, and the necessity of both being complimentary of each other (p. 2). A view supported by Hauge (2015), who discusses leadership as imperative in driving ICT implementation, ensuring that set outcomes are achieved, whilst maintaining “student-centred learning climate and instructional guidance systems” (p. 341). Younie (2006), also discusses that there is often a lack of suitable ICT professional development, a common theme among organisations, thus hindering ICT integration into educational pedagogies. Thus, causing a lack of expertise and understanding in how to incorporate ICT and enhance educational outcomes (p. 398). In supposition, the evidence accurately reflects the key difficulties I have experienced working within small not-for-profit organisations attempting to implement ICT.
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Curriculum Development for Digital Integration
on Through review of the article written by Proctor (2003), it is evident the framework represented, provides opportunity for ICT evaluation. Within my organisation, it is common that a multitude of evaluative measures are undertaken, generally focused on reporting requirements, as stipulated by ASQA, NCVER and DESE. Furthermore, reporting is also required, within the training package rules; in this instance, those discussed within the ICT Implementation Guide, (2020). Proctor (2003), encourages schools to consider the what, where and how, of ICT through the creation of “methodologies that measure ICT integration and its resultant impact on student learning” (p. 68). These methodologies are flexible in design, suited to diverse educational environments, and imperative in strategic planning processes, creating a benchmark for educational settings . Moreover, literature also discusses the lack of strategic leadership, planning and professional development, whereas, this framework addresses those issues highlighted as necessary for ICT integration.
Whereas, Voogt (2005), recognises that ICT skills are not addressed within traditional training packages, and that “the implementation of curricula, aimed at contributing to lifelong competencies, are a major challenge to implement”, despite major investments in the past (pp. 157-159). It appears, many ICT skills are already incorporated into activities, not taught independently, which impacts the depth of ICT skills learners retain. Given these findings, it is recognised, that there is benefit in “computer literacy” being taught as a separate subject (p. 173). Therefore, not requiring significant changes to training packages as such, but the inclusion of ICT subjects as core units, within training packages.
Mutually Proctor (2003) and Voogt (2005), present valid theories, both, if adopted, are beneficial to educational settings, and demonstrate that ICT integration is multifaceted, thus requiring a range of strategies for successful integration.
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Education Digital Learning Leadership & Models of Learning Decision Making
on The inception of ICT has brought about many changes for organisational leaders, requiring individuals to become multi-taskers. Henceforth, ICT coordinators, once described as technology specialists, are now recognized as change agents (Devolder, 2010, p. 1651). Practitioners are now required to navigate multifaceted ICT, whilst utilising technologies to enhance their educational pedagogies. Literature recognises lack of time, as being the biggest challenge for ICT coordination (McGarr, 2013, p. 273) and availability of technology (George & Sanders, 2011, p. 1). Alongside, inadequate utilisation of ICT for professional development (Tondeur et al., 2016, p. 111), and acquisition of leadership expertise, imperative in the ‘change process (Hauge, 2015, p. 360). According to Hauge, (2015), shared leadership is fundamental in ICT integration success, providing more effective collaboration and use of ICT (p. 342). Substantiated by ICT leaders requiring a multitude of strategic skills and expertise in directing change processes (p. 360).
Exceptional leadership skills are imperious in determining organisational strengths and weaknesses, whilst ensuring individuals work within their scope of practice. Responsive leadership, an approach that aims to build trust and enhance motivation within the workplace (de Groot, 2016, p. 38). Often utilising ICT champions and working groups, to enhance motivation throughout the change process. ICT integration cannot take place effectively without the incorporation of formulised policy and planning documents, thus providing justification and clarification to those involved. ICT is a rapidly changing platform, and there is always the risk of organisations becoming reactive and implementing without appropriate planning. As the ICT project lead within the VET sector, the utilisation of authentic sites and documentation, such as NCVER (2020), are imperative.
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Teacher Professional Development for Digital Learning Pedagogy
on It is evident that professional development plays an instrumental role in the successful integration of ICT. Significantly, literature discusses the importance of empowerment and intrinsic motivators, as factors in ICT integration (Puhala, 2018, p. 136). Additionally, shared leadership, and responsibility, both in the design and implementation of ICT, within educational pedagogies, are imperative (Avidov-Ungar, 2019, p. 401); (Bain, 2012, p. 129). Moreover, these important aspects of ICT incorporation, previously unheeded, with the inception of ICT, are now, evidently seen as imperative to the success of ICT integration.
As a holistic practitioner, I have experienced frustration, at the under-utilisation of industry experts, who commonly have been excluded from organisational change processes. Whereas, when practitioner contributions are appreciated, experts are motivated and engage more with ICT integration (Tondeur et.al., 2016, p. 116).
The TPACK framework has undeniably been underutilised by practitioners, who have not been guided in its application, in retrospect to the design of educational pedagogies (George, 2017, p. 2877). Additionally, TPACK can guide PD processes strategically, encouraging leadership and promoting intrinsic reward, whilst incorporating ICT into educational pedagogies.
As the ICT project lead for a small RTO, elements of the TPACK were evident in the project plan, but internal resistance, made for difficult implementation. Where training was compulsory for staff, it was effective, but with inconsistent training opportunities and limited time for experimentation, unfortunately resulted in ICT not being integrated into educational materials and practices.
Leading ICT projects requires strategic planning and transformational leadership across the organisation (Oreg, 2011), thus ensuring that all stakeholders are engaged and empowered through dynamic structured professional development opportunities. Professional development requires clear objectives and must be an extension of learning, thus empowering individuals to utilise ICT to enhance their educational outcomes (p. 634).
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Models of Teacher Digital Learning Pedagogy
on As an educational practitioner, my encounters with the TPACK framework, presented by Colvin (2015), predominately relate to my studies. As a practitioner, I have worked within modified frameworks with elements of the of the TPACK, similar to that discussed by Bower (2017), which have been utilised in educator practice, “as more of an organising and descriptive framework (p. 28).
The use of TPACK, does not appear to assist educators in understanding how to implement ICT, or apply its use to their contextualized profession. However, through the use of modified rubrics and instruments, it appears to assist with educational design. Nevertheless, the execution of a TPACK model, requires strategic leadership, that guides organisations in their implementation within daily work practices. In particular, where there appears a lack of understanding of how to implement TPACK, into the context of the training environment (Bower, 2017, p. 20).
The TPACK Framework, is a clear roadmap, outlining concisely, the skills required by educators, in the integration of ICT. Commonly, educators struggle with ICT integration, thus receiving little professional development. Although, as discussed by Wastiau (2013), “professional development is imperative, in the ICT influence and teacher capacity, which directly influences the confidence and acquisition of students in ICT” (p. 16).
Furthermore, the integration of ICT, is a change process, which requires robust strategic leadership (Wastiau, 2013, p. 12). Those in leadership positions, must demonstrate both capacity and skill to implement change. As discussed by Bain (2017), for educators to successfully implement consistency across their organisation, a shared schema, embedded design and emergent feedback must be present (p. 63). Where pre-existing systems are found, new changes/reforms commonly result in conflict and resistance (p. 65). Therefore, as a practitioner, I perceive, the inception of ICT within my workplace, is reliant, on the strategic direction provided by our organisational leaders.
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Learning Integration and pedagogical change
on Since the inception of DT within education, practitioners have travelled a tempestuous journey. Hence, research being instrumental in determining the causes of inadequate integration of technologies, and the consistent themes, instrumental in re-shaping the future of DT integration within education.
Originally, digital technologies were designed for business purposes, as discussed by (Watson, 2001, p. 251). As DT infiltrated education, practitioners were expected to utilise digital technologies, without themselves receiving training (Wastiau, 2011, p. 16). Digital tools, traditionally complex to utilise and not aligned with traditional teaching pedagogies, caused difficulties in their implementation (Bull, 2016, p. 117), resulting in abandonment of their integration (Watson, 2001, p. 253).
As a project worker within education, these themes, highlighted within research, are issues that I have encountered within my work. Although a shift in organisational approaches to DT integration is evident. The establishment of working groups and organisational plans, to counteract these issues (Wastiau, 2011, p. 18) have evolved.
Although great strides, integration of DT still encounters resistance. Investment in staff development and capacity building are on the agenda, influenced keenly, by increased access to well-developed online training modules, now mandatory for many staff (Trust, 2018, p. 55). Instrumental, are the huge efforts being undertaken to utilise DT tools that can be successfully integrated into educator pedagogies, a massive leap in the right direction, given that this has been difficult in the past (Wastiau, 2011, p. 23).
The implementation of DT for educational practitioners, has been, and continues to be, challenging. However, integration of DT within education is changing, many institutions are implementing strategies to counteract these inhibitors.
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The History of Digital Learning
on Apparent to educators, is that learning environments have changed considerably, with the inception of ICT. Although associated pedagogies implemented by educators are still gathering momentum, research identifies similar inconsistencies across education. Hence, highlighting parallel impediments, yet to be overcome, before the scope of ICT is fully evident.
As discussed by Bull et al., (2016), although many pioneering endeavours have incorporated ICT into learning, evidence indicates slow growth throughout the past four decades (p. 117). Furthermore, Wastiau et al., (2012, p. 25), attributes the ICT gap to the underutilization of ICT within home environments. Even with conceited efforts to narrow the gap between home and school, evidence suggests, many learners have inadequate access to ICT within their homes, impacting equality in learning (Trust, 2018, p. 54). Moreover, (Wastiau et al., 2012, p. 54), states, the utilisation of ICT has been impacted by problematic incorporation into educational design, along with deficient assumptions, as discussed by Bain & Weston, (2012, p. 1). The importance of strategic leadership in ICT implementation is fundamental in ensuring educator training needs are met. Educators, themselves require ICT professional development that is engaging, builds confidence and assists with changing attitudes regarding ICT utilisation (Wastiau et al., 2012, p. 54).
Overall the inception of ICT into learning environments has created fundamental changes to education, it is only through strategic leadership and implementation policies, that challenge issues of inequality, educator education and usability within learning environments, that ICT can reach its full potential in education.
References
Bain, A., & Weston, M.E. (2012). Education and technology. In the learning edge: what technology can do to educate all children (pp. 1-24). New York, NY: Teachers College Press
Bull, G., Thompson, A. D., Schmidt-Crawford. D., Garofalo, J. (2016). Evaluating the Impact of Educational Technology, Journal of Digital Learning in Teacher Education, 32:4, 117-118. https://doi.org/10.1080/21532974.2016.1217052
Trust, T. (2018). Why Do We Need Technology in Education? Journal of Digital Learning in Teacher Education, 34(2), pp. 54–55.
https://doi.org/10.1080/21532974.2018.1442073
Wastiau, P., Blamire, R., Kearney, C. (2013). The Use of ICT in Education: A Survey of Schools in Europe, European Journal of Education, Vol.48(1), p.11-27.
Digital Natives vs Digital Immigrants
on | With the rapid inception of ITC into traditional learning environments, educational practitioners have grappled with the expectation of its immediate application into their workplaces. In conjunction with the rapid-paced ITC movement, educators and learners were categorized as either ‘digital immigrants’ or ‘digital natives’, thus making assumptions about learner capacity to embrace ICT.
Digital immigrants have been defined as, lacking ICT exposure and learning differently. Whereas, ‘digital natives’ are considered to have had comprehensive exposure to ICT (Prensky 2001, p. 1) and being “fearless in embracing technology” (Tedx , 2015). Prensky (2001), neglects to identify educators as learners, yet educators have been expected to instruct learners in ICT, without training. Such terminology creates assumptions, rather than strategically implementing ICT within workplaces. Whereas, Kirschner and Bruyckere (2017), establish essential links between the success of ICT implementation and design of tools utilised, encompassing cognitive, meta-cognitive and pedagogical knowledge and content (p. 140). The inception of ICT in education, without the formation of strategies for ICT tool implementation along with assumptions regarding learners has formulated a hypothesises, that lacks foundation, when measured against learning theories in general.
References Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135 -142 https://doi.org/10.1016/j.tate.2017.06.001 Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5). https://doi-org.ezproxy.csu.edu.au/10.1108/10748120110424816 TEDx Talks. (2015). Sreenivasan. S: Digital natives vs. digital immigrants [Video]. YouTube. https://www.youtube.com/watch?v=n_9gI0B4nS4&feature=emb_title |