8. Recommendations

From the findings of this report, we have identified implications or options that may have the effect of maximising the TELA scheme and building capacity for laptop teachers’ integration of ICT into their professional lives. The findings suggest that sustained growth in teachers’ use of laptops, especially for teaching and learning, requires a systems solution to build capacity. Fullan (2005) describes capacity building as developing the collective power of a group to bring about positive change. This development will encompass new skills and dispositions, enhanced and focused resources, and new and focused motivation or commitment. The findings of this study lend support to the contention that any analysis of the impact of ICT cannot afford to decontextualise it from the factors that shape the larger context of schools - a systems analysis is required (Selwyn, 2002). Systems change is accomplished through the conscious, deliberate, reflective actions of individuals and groups at all levels of the education sector. Hence, we set out implications for national educational policymakers, schools leaders, and teachers.

8.1 NATIONAL POLICY

The provisions of the TELA scheme can be seen to influence the context for teacher use of ICT in general, and their use of the laptop computer in particular. The provision of a portable laptop computer for teachers’ personal use provided for a flexibility in time and place of use that teachers very much appreciated. The ability to store all their professional work in one place and to easily access information, people and services brought efficiencies and motivated teachers to learn more about using ICT in their teaching role. Under the TELA scheme (Ministry of Education, 2004), the government reimbursed two thirds of the lease cost on approved laptops for use by eligible teachers. The teacher and/or the school were required to meet the balance of the lease cost. Teachers were asked whether they or the school were paying the one-third lease costs. In 2006, a majority of teachers reported that their schools paid all the lease costs (2004-68%: 2005-80%: 2006-84%). In this way, schools can be seen to have actively engaged with the scheme as a means to enhance ICT use. The TELA policy thus can be seen to have provided a direction and resources for change.

Support for teacher development and the use of laptops for teaching and learning

The e-learning strategy states that teachers “must be supported in developing and enhancing their own ICT knowledge and skills, through professional learning and consistent ongoing support across the education sector” (Ministry of Education, 2006a). Teachers wanted to learn more about the use of ICT in teaching and learning and they said they needed more time to experiment and to learn to use new technologies. The importance of ‘time’ and ‘professional development and support’ as the major influence on their use of laptops in the classroom was more so for ‘beginners’.

We recommend that:

1. Policymakers adopt a systems approach to the development of policy and practices to initiate, extend and sustain the integration of the laptops/ICT into school and teacher work, particularly in relation to teaching and learning.
2. Ongoing support be given for schools to collaborate to share knowledge and expertise in ICT use, particularly use for teaching and learning. Schools be supported and encouraged to provide opportunities for on-site ‘experts’ to continue to extend their expertise including their expertise in mentoring and working with colleagues.
3. The focus for future professional development be on how teachers might use the laptop for teaching and learning, and on the use of the laptop with other equipment, with a focus on pedagogy.
4. A mechanism be put in place to ensure that schools have access to advice and guidance about infrastructure development, including the resources and systems needed to operationalise their vision.
5. A mechanism be put in place to ensure that schools have quality access to technical support - consideration be given to funding onsite school technical positions.

8.2 SCHOOLS

School leaders also need to adopt a ‘systems approach’ that includes professional development opportunities, technical infrastructure support and leadership in the use of laptops/ICT in the school.

Professional learning opportunities

The evaluation study has shown that there is potential for TELA laptops to expand possibilities for learning and to influence teaching practices. It has been a slow process of getting used to new technology and with support and encouragement, often from colleagues; laptop use has begun to expand the possibilities for learning activities in Years 7 and 8. It was evident from the findings that by 2006 laptops had begun to influence teaching practices indirectly, and teachers’ images of their own work had begun to evolve to take technology into account. This does not mean that it is enough for a teacher to have use of a TELA laptop for pedagogical change to occur, the use of technology may serve only to fit into current practices. A focus for development could be the understanding and development of new kinds of relationships between learning and teaching and the technology.

We recommend that:

1. School leaders be encouraged and supported to adopt a systems approach to the development of policy and practices to initiate, extend and sustain the integration of the laptops/ICT into school and teacher work, particularly in relation to teaching and learning.
2. The focus for future professional development be on how teachers might use the laptop for teaching and learning and use of the laptop with other equipment, with a focus on pedagogy.
3. Schools consider how best to support and utilise peer mentoring which can provide for teacher professional learning that is relevant and timely.
4. Boards of Trustees and school management teams provide opportunities for school or syndicate leaders to learn more about how to provide professional development for staff with laptops.
5. The provision of professional development opportunities for all teachers with laptops be co-ordinated by an individual in the school who has the role of ICT professional development facilitator, and who is supported to help teachers to work in a sustained way with colleagues. This role could also be undertaken by a dedicated group.

Development of school technological infrastructure

We recommend that:

1. Schools continue to upgrade their infrastructure, in particular, at this time, the availability of additional equipment and ongoing technical support.
2. Schools’ technological infrastructure improvement programmes be seen as ongoing as teachers are keen to take advantage of new tools as they are developed.

School leadership

We recommend that:

1. School leaders encourage all their teachers to participate in the TELA scheme as a means to promote whole school focus on and development of ICT use.
2. Where practical and possible, school leaders model use of the laptop/ICT for administrative and management tasks and communication.
3. School leaders seek out opportunities to learn more about the possibilities of ICT use across all aspects of school life.
4. School leaders give consideration to setting realistic and achievable expectations for teachers’ laptop use.
5. School leaders make provision for teachers to work together to develop and share ideas and activities for teaching and learning by providing teachers with opportunities to share expertise.

8.3 TEACHERS

The findings indicate that access to a TELA laptop resulted in Year 7 and 8 teachers gaining more confidence and capability in the use of ICT. By 2006, they were making use of the laptops for communication with colleagues, a range of administrative tasks including reporting to parents, and the development of classroom materials. Teacher commentary in this study attests to the efficacy of professional development, albeit not formal professional development provided by external experts but rather peer mentoring. Teacher development was heavily influenced by internal factors in a school, such as help from colleagues. Easy access to models for teaching students using ICT would seem to be essential. This situation also has the additional benefit of supporting the development of schools as learning communities. Given the evolutionary nature of ICT and its possible uses it seems likely that opportunities to share will continue to be important. Teacher commentary indicated that the facility to use the laptops/ICT for communication and collaboration, and for accessing material, information, and services via the Internet, was becoming more common, to the extent that those without the requisite expertise were likely to be excluded from the broad range of these activities.

We recommend that:

1. Teachers take advantage of what opportunities they have to access professional development on the potential of ICT, particularly the role of laptops in teaching and learning.
2. Peers are the most accessible source of professional development. Teachers would be advised to seek out help from and share ideas with colleagues, particularly those in the same syndicate level.
3. Teachers who are proficient laptop users pool and share their expertise.