Month: April 2020

Digital Learning Resource Management Planning

Lynda MacMillan 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

Lynda MacMillan 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

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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

Lynda MacMillan 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

Lynda MacMillan 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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