7. Recommendations: Maximising the TELA Scheme

The evaluation showed that teachers and schools have experienced evolutionary, rather than transformative, experience of ICT integration. This is of critical significance in policy development. If the TELA scheme had been a catalyst for change, then provision of laptops to teachers would have been sufficient. Given that it has not, “…the direction of change needs to be carefully planned out and supported” (Venezky, 2004, p.11). In this regard, the findings of this evaluation are substantiated by studies elsewhere (see Section 2) that have indicated sustained growth in teachers’ use of ICT, in this case laptops, especially for teaching and learning, requires a system solution. As Salomon (1993) points out, the effectiveness of a tool, in this case the laptop, “results from and contributes to the whole configuration of events, activities, contents, and interpersonal processes taking place in the context of which it is being used” (p.189). Sustained innovation is possible through the conscious, deliberate, reflective actions of policymakers, school leaders and teachers (Fullan, 2005). 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, for three levels of the New Zealand education system: national educational policymakers, schools leaders, and teachers. No consideration has been given to resource implications.

7.1 NATIONAL POLICY

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 wider social and political variables that shape the larger context of schools; a systems analysis is required (Selwyn, 2002). The finding the TELA scheme has more generally leveraged, rather than been a catalyst for transformative change, planned change has implications for policy (Venezky, 2004). There are four sets of findings that suggest potentially productive directions for further policy development in terms of both establishing a vision for use and of capacity building in the system and in schools to optimise the impact of teacher access to laptops. These findings relate to the role of school leadership, teacher professional learning needs (particularly those in relation to teaching and learning), school technological infrastructure, and to these three aspects as a system that can be flexibly tuned to accommodate teacher individual needs. We would make the following recommendations to policymakers:

TELA and wider policy development

We recommend that:

1. Up-to-date specifications for laptops continue to be maintained.

2. Laptop ownership/use issues are clarified for teachers who have gained scholarships, fellowships, or other service-related leave, as well as for ancillary staff, and student use of teachers’ laptops.

3. Teacher education providers be encouraged to include a focus on teacher professional use of ICT in their teaching programmes, particularly ICT use for teaching and learning. 

Professional learning opportunities

We recommend that strategies, in line with teacher recommendations (and the research literature), be considered to support teacher professional learning and development, including:

2. Provision be made for support and opportunities for in-school peer mentoring. Ideally this would include time for the mentee to consolidate and use what they learn, and opportunities for the mentor to enhance their own knowledge and mentoring skills. School cluster groups and subject associations may be useful in this regard. 

Use of laptops for teaching and learning

We recommend that:

4. Information be provided to Boards of Trustees and principals about international, national and local best practice in the use of laptops/ICT in teaching and learning. It is suggested that this will include information on what is needed to support innovative and integrated ICT use with respect to school technological infrastructure and productive professional development and learning opportunities.

5. A programme be established for the dissemination of innovative and effective quality ICT teaching and learning ideas and practices.

6. Continued support be given to research and development into the use of ICT in subject-specific teaching and learning to provide New Zealand context-specific instances and examples of use.

The development of school technological infrastructures

We recommend that:

7. The centrally funded review and upgrade of infrastructure and network development be continued and, where possible, expanded.

8. A mechanism is 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.

9. Schemes such as that for a reduced purchase price for data projectors be continued and, if possible, expanded to include other peripherals and software for subject specific classroom use.

School leadership

We recommend that:

1. The exchange of information amongst principals about current and potential ICT use in administration, management, and teaching and learning be encouraged and supported.

2. Boards of Trustees and principals be supported to adopt a ‘systems approach’ to ICT integration, one that includes consideration of the function and impacts of leadership, technological infrastructure and professional development, individually and in interaction with each other.

3. Teacher peer mentoring and the sharing of effective practice be encouraged and, if possible, supported by the provision of time for this to happen.

7.2 SCHOOLS

School leadership was found to be crucial in providing the impetus, encouragement, and conditions for enhanced teacher expertise. Without a clear vision and senior management level leadership, school-wide development may be haphazard and ad hoc, dependent upon individual capability and interest. At one level, senior school managers provided school-wide support and incentives to use the laptop for a range of administrative and managerial tasks – school leadership initiatives such as a move to computer-based reporting appeared to have stimulated laptop use for this purpose; at another level, departmental leadership supported teachers’ day-to-day work with laptops, particularly in relation to teaching. Leadership support for these ‘consequential uses’ (Becker, 1994) would seem to be essential. Enhanced teacher use of the laptops would seem to require access to facilities, professional development, technical support and organisational and administrative systems that support teachers to maximise the affordances of a TELA laptop. School leaders would be advised to take a ‘systems approach’ to these factors. We would make the following recommendations for the integration of laptops/ICT to school leaders:

We recommend that:

1. While it is important that school principals prioritise and support ICT integration, they do not need to take the lead role for this within a school. Where possible, we recommend that principals identify and support an individual or group to take the leadership role in laptop/ICT coordination, use and integration.

2. Given the importance of leadership, and the indication that principal leadership and support are essential, we recommend that principals take up opportunities to investigate the use of new technologies and what these might contribute to their school to enhance teaching and learning. Not only are individual technologies important, but also networking, robustness and systems need to be explored.

3. A ‘systems approach’ be taken to increasing teacher use of the laptops for communication, collaboration, administration, and teaching and learning. This could include:

4. Providing opportunities for department leaders to learn more about applications of ICT;

5. Providing leadership in the use of laptops for school-wide communication, administrative and managerial tasks;

6. Encouraging use of email communication by becoming active users; and

7. Allowing teachers the use of appropriate curriculum–specific software.

8. The development of a culture of collaboration, sharing and professional learning around ICT integration be encouraged within a school. Processes and procedures to allow teachers who are currently using ICT in their own teaching to mentor colleagues be established. A network be cultivated amongst those within the school who are using ICT for teaching and learning.

9. An assessment of teachers’ needs for technical support be undertaken, and support given is to be timely.

10. Laptop access to the Internet and the school network be made possible in all school locations.

11. Provide teaching staff with home access to the school network.

12. Schools consider the mobile nature of secondary teaching when considering further investment in infrastructure. Wireless connections, ‘Computers on Wheels’ (COWs), and other mobile technologies might merit consideration.

13. Staff work area ICT facilities be evaluated, including the nature of teacher access to the school network, Internet, printers, and other ICT peripherals. Staff work areas are important in supporting ICT use as they can serve as a locus for the diffusion and sharing of ideas and resources.

14. Where the intention is to increase classroom use for teaching, ongoing access to a data projector, the school network and the Internet would seem essential.

15. An ICT expert practitioner be identified and supported within each department or teacher grouping.