A Strategy for the integration of ICT in Education

Introduction
We are currently living in the 21st century, known as the knowledge age, in which our lives
are inter-connected on a global scale. The students of today are expected to leave school and
entry the workforce with a new type of skill set, see table 1, Information and Communication
Technology (ICT). The Australian National Curriculum makes provision for this with the
inclusion of policy regarding the integration and use of ICTs. ICT has been considered
beneficial in enhancing teaching and learning, yet research shows disconnect between theory
and practice. Therefore, it is important for teachers to consider new strategies for the
implementation of ICT into their existing teaching practices.

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Table 1 Skills Needed in the Workplace of the Future

Digital Age Literacy

Technological
literacy
Information
literacy

Ability to decipher meaning and express ideas in a range

of media; this includes the use of images, graphics, video,
charts and graphs or visual literacy
Understanding of both the theoretical and applied aspects
of science and mathematics
Competence in the use of information and communication
technologies
Ability to find, evaluate and make appropriate use of
information, including via the use of ICTs

Cultural literacy

Appreciation of the diversity of cultures

Global awareness

Understanding of how nations, corporations, and

communities all over the world are interrelated

Functional literacy
Scientific literacy

Inventive Thinking
Adaptability

Ability to adapt and manage in a complex, interdependent

world

Curiosity

Desire to know

Creativity

Ability to use imagination to create new things

Risk-taking

Ability to take risks

Higher-Order
Thinking

Creative problem-solving and logical thinking that result

in sound judgments

Effective Communication
Teaming

Ability to work in a team

Collaboration and
interpersonal skills

Ability to interact smoothly and work effectively with

others
Be accountable for the way they use ICTs and to learn to
use ICTs
for the public good
Competence in conveying, transmitting, accessing and
understanding information
Ability to prioritize, plan, and manage programs and
projects to achieve the desired results. Ability to apply
what they learn in the classroom to real-life contexts to
create relevant, high-quality products

Personal and social

responsibility
Interactive
communication
High Productivity

Note. From ICT in education, p. 7, by V.L. Tinio, 2003, New York: United Nations
Development Programme-Asia Pacific Development Information Programme

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Current Personal Teaching Philosophy

An important part of a teachers classroom management plan is creating their own personal
teaching philosophy which is grounded on learning theory and pedagogy. A teachers
philosophy is organic and always evolving as more knowledge, experience and skills are
developed. Figure 1, shows my current personal teaching philosophy as a middle school
preservice teacher.
Figure 1: My Personal Teaching Philosophy
i.

Students best learn when they feel connected to school

ii.

Students need to feel safe in their learning environment

iii.

Students need continual encouragement and opportunities for success

iv.

Students need routine and structure

v.

Students enjoy hands on, interactive ways of learning

vi.

Students learn through a range of styles

vii.

Students need to be set work in which they are challenged, with clear goals and
expectations

viii.
ix.

Empower students with skills which are transferable for life-long learning
Provide many opportunities for student-centred learning to take place and reduce
teacher talk i.e. peer-learning.

x.

Developing teacher-student relationships enables students to become engaged in

school

xi.

Teachers must know the specific subject content and be confident teaching

xii.

Lessons should be relevant and interesting to the student cohort

xiii.

Current events and modern technology should be integrated into the classroom
experience (real world scenarios, connections to community)

xiv.

Being on time and prepared is essential

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Information and Communication Technology (ICT)

Definition
For the purpose of this paper, ICT will refer to and be inclusive of;
a diverse set of technological tools and resources used to communicate, and to
create, disseminate, store, and manage information (Tinio, 2003, p. 4).
Computers, iPads, mobile phones and devices, the internet, radio, television, projectors,
Interactive White Boards (IWBs), YouTube clips, online games, assistive technologies, digital
photography, music, media production, e-portfolios, chat, and discussion forums etc., are a
few of the tools and resources of ICT (Fu, 2013; Macleod, 2006; Ministerial Council on
Education, Employment, Training and Youth Affairs [MCEETYA], 2005; Sadaf, Newby &
Ertmer, 2012; Somyrek, Atasoy & zdemir, 2009; Wilson & Boldeman, 2012).
Past, current and developing uses of ICT in Education
The integration of ICT in education has the ability to transform the learning and teaching
process. Generally, teachers have a positive attitude towards technology and think it is
beneficial in the teaching and learning process (Bladergroen, Chigona, Bytheway, Cox,
Dumas & van Zyl, 2012; Eng, 2005; Somyrek et al., 2009). Although the term ICT has
been around since the introduction of computers in schools in the 1960s, its integration into
classroom and teaching practices has been minimal, commonly with the purpose of
substitution for textbooks, exercise books, pens, blackboards and whiteboards and overhead
projectors (Hayes, 2007, p. 394). Jung and Latchem (2011) write that ICT enables the
teacher to make presentations motivating and informative for students with different needs
(p.6). Lafferiere (as cited in Kaffash, Kargiban, Kargiban & Ramezani, 2010, p. 64) supports
this ideas stating that ICT in schools and classrooms tend to attract school learners interest
and motivation. Although this is a beneficial use of ICT in teaching, it is merely utilising one
aspect, presentation, as teachers stick to the ICT tools and resources in which they are
confident (Volman, 2005). The authors include lack of knowledge, support and training as
reasons for this minimal usage (Hakkarainen, Ilomki, Lipponen, Muukkonen, Rahikainen,
Tuominen, Lakkala & Lehtinen, 2000; Pelgrum, 2001; Somyrek, et al., 2009).

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For ICT to be effective it needs to be fully incorporated in classroom activities, as well as, out
of school (Eng, 2005). Eng (2005, p. 645) further mentions that although there have been no
definitive results on the impact ICT has on student learning, when ICT is used, the outcomes
are possibly the same if not better, but never poorer. The Pedagogy Strategy handbook
published by the Ministerial Council on Education, Employment, Training and Youth Affairs
(MCEETYA), also concede the effectiveness of integrating ICT pedagogies depends on
high levels of interactivity amongst and between students and teachers, and between students
and the technologies they use (2005, p. 4).
The Australian Bureau of Statistics (ABS) indicates 96% of 1214 year olds in Australia
access the Internet and 76% of the same age group own a mobile phone (as cited in Wilson &
Boldeman, 2005, p. 663). Fu (2013) mentions that for ICT to be effective, students should be
given many and varied opportunities at school with less focus on the range and frequency of
ICT used at home. However, the opposite is true as students use ICT frequently and in a
variety of ways; as a source of information, entertainment and social communication (ABS
as cited in Wilson & Boldeman, 2012, p.663). Students use ICT outside of school to
multitask- chat, music, browse internet, homework (Stefl- Mabry, Radlick & Doane, 2010, p.
72). Compared to a study in the Netherlands showing that students in school are on
computers less than once a week (Volman, 2005).
As a result of this mismatch between outside interaction with technology and with school, it
is not surprising that students are frustrated and increasingly dissatisfied by the digital
disconnect they experience at school and expect the school to change accordingly (Kolikant,
2010, p.1386). Regardless of the lack of skill and time spent on technology at school,
technology alone will not necessarily improve the outcomes and process of teaching (Moll
as cited in Hayes, 2007, p. 386) as there is still a need for appropriate pedagogies for ICT in
education to be effective (MCEETYA, 2005). However, ICT tools give new possibilities to
enhance the curriculum method, content, product and process (Kaffash et al., 2010)
Student Centred Learning
As aforementioned, the impact ICT has had on learning is still inconclusive (Jung &
Latchem, 2011) even so, ICT can be used as a platform which supports learning theories and

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pedagogies. ICT can transform teaching environments into student centred learning
environments (Fu, 2013; Jung & Latchem, 2011).
The National Research Council of the U.S. defines learner-centered environments as
those that pay careful attention to the knowledge, skills, attitudes, and beliefs that
learners bring with them to the classroom (as cited in Tinio, 2003, p.5).
Learner centred environments affords the learner to be responsible for their own learning and
as a result they are more engaged (Colby & Colby, 2008; Fu, 2013; Hall, Cremin, Comber &
Moll, 2013; Volman, 2005). Project and inquiry based learning, in conjunction with the use of
ICT, has shown students to be more engaged, with increased levels of participation in literacy
(Hall, 2013, p. 663). Additionally, Wilson and Boldeman (2012) suggest by meeting students
where they are at, it will help them become empowered and autonomous learners. As a result,
they will acquire a life-long learning skill, as mentioned in point viii in my teaching
philosophy.
Constructivist Theory
Simmons and Hawkins write that all facets of an individuals life should play a role in their
education (2009, p. 5). This notion aligns with Jean Piagets Constructivism learning theory
in which we construct our knowledge from past experiences. Kolikant (2010) asserts that
ICT supports constructivist pedagogies. MCEETYA (2005) also outlines that ICT tools
support the constructing and creating of knowledge (p.4). The authors (Stefl-Mabry et al.,
2010) further add that constructivist learning theory is supportive of student centred
learning, and that authentic activity (hands on, minds on activities), need to be socioculturally relevant and meaningfully connected to the everyday life of the learner (p .1385),
supporting points v, xii & xiii of my teaching philosophy. Simmons and Hawkings also
supports the idea that students learn best through hands-on practice (2009, p. 7).
Social Constructivist theory
Lev Vygotskys Social Constructivist theory goes further in proposing that learning is a
consequence of our interaction between personal interest and experience and as well as the
people we interact with (Jung & Latchem, 2011). Collaborative learning supports Vygotskys
theory where learning becomes social, students learn and work with their peers which is

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enabled by discussion, negotiation, imagination and conflict resolution (Fu, 2013; Hall, 2013;
Livingstone, 2012; Simmons & Hawkins, 2009; Wilson & Boldeman, 2012). This process
teaches students critical analysis skills which can be adopted individually; in fact, the skill of
knowing how to learn is valuable compared to traditionalist teaching of knowledge
acquisition and rote learning (Jung & Latchem, 2011; Stefl-Mabry et al., 2010; Volman,
2005).
Another learning theorist, John Dewey, proposes in his ideas about Progressive education,
individuals learn through experience rather than through acquisition of knowledge (Jung,
2011, p. 8). Similarly, Farkas (2012, p. 92) states that knowledge is an activity, something to
find out it is not something that is changeless. Kolikant (2010, p.1385) also supports the
idea that learning is an experience with their concept of the three Xs: eXploring, eXpressing
and eXchanging ideas using technological means. Inquiry and experiential learning enhance
students construction of knowledge, an example is the term Bricolage, which mean work
something out by trial and error until you eventually figure it out (Kolikant 2010, p. 1384).
Knowledge Building Theory
The idea that learning is more than knowledge acquisition is not a new one. Scardamalia &
Bereiter (2010) has developed the Knowledge Building Theory, see Figure 1, which
originates from Piaget and Vygotskys theories, has only become more publicised recently.
However, the Knowledge building theory differs from the other theorists as it proposes that
the construction and creation of knowledge is for the benefit of the community as a whole.
Students who learn using ICT will become positive contributors not only to society but pass
these skills onto their children (Bladergroen et al., 2012; Simmons & Hawkins, 2009; SteflMabry et al., 2012).
Scardamalia & Bereiter mentions the term intentional learning, a deliberate enhancement of
skills and mental content (2010, p.7). Similarly, the authors ( Simmons & Hawkins, 2009,
p.7) describe it as a thirst for knowledge and understanding. In collaborative projects, because
students have that universal desire to belong, as proposed in Abraham Maslows Hierarchy of
Needs, intentional learning takes place to contribute to the groups knowledge solution.
Maslows Hierarchy of Needs support the idea that if a child needs are met they can succeed
in their goals. This theory also refers to points i, ii, iii, vi of my teaching philosophy.

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Strategic Plan: Integration of ICT in Education

Table 2 Overview of Pedagogy in the Industrial versus the Information Society
Aspect

Less
(traditional pedagogy

Active

More (emerging pedagogy

for the information society)

Activities prescribed by
teacher
Whole class instruction
Little variation in activities
Pace determined by the
programme
Collaborative Individual
Homogenous groups
Everyone for him/herself
Creative
Reproductive learning
Apply known solutions to
problems

Activities determined by
learners
Small groups
Many different activities
Pace determined by learners

Integrative

Integrating theory and practice

Relations between subjects
Thematic
Teams of teachers

Evaluative

No link between theory and

practice
Separate subjects
Discipline-based
Individual teachers
Teacher-directed
Summative

Working in teams
Heterogeneous groups
Supporting each other
Productive learning
Find new solutions to
problems

Student-directed
Diagnostic

Note. From ICT in education, p. 9, by V.L. Tinio, 2003, New York: United Nations
Development Programme-Asia Pacific Development Information Programme

For my strategy to integrate ICT into my classroom I plan to use tools and resources which
support Collaborative learning, Social Constructivist learning, Knowledge building and the
promotion of the skills listed in Table 1. I will also utilise the pedagogy outlined in Table 2.
Stenhouse (as cited in Jung & Latchem, 2001, p. 10) writes that education has 4 functions,
seen in Figure 1. The teachers role ranges from that of training (skill acquisition) and
instruction (specific information acquisition), by talking the role of a manager ( Jung &
Latchem, 2011, p. 10)During the initiation period the teacher acts as a facilitator and
encouraging the students, this is a time for students to develop their understandings of the
project or inquiry at hand. Induction enables the student to work autonomously with even less

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teacher input as student practise critical thinking. Volman also shares this idea in which we
see the teacher step back and have a role for support, to advise and coach (2005, p.16).
Figure 1 Extension of teaching and learning spaces in e-education

Note. From A model for e-education: Extended teaching spaces and extended learning
spaces by I. Jung and C. Latchem, 2011, British Journal of Educational Technology, 42(1) p.
11.

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Figure 2 illustrates an adapted version of the 12 principles of Knowledge Building,

demonstrating its ICT application in education.
Figure 2 12 Principles of the Knowledge Building Theory
Real Ideas, Authentic Problems.
Students ideas and problems of understanding drive knowledge advancement and need to be at the
heart of classroom interactions.
Improvable Ideas.
From the earliest ages, students understand that ideas are improvable and that working to improve
idea quality, coherence, and utility brings their work into line with others trying to create a better
world.
Idea Diversity. To create new ideas it is essential to compare and combine diverse ideas, take risks
with ideas, and work through complexity rather than focus primarily on asking questions and finding
right answers.
Rise Above. Students deal with competing ideas by formulating higher level ideas that capitalize on
the strengths and overcome the weakness of the competing ideas.
Epistemic Agency. Students learn to take over high-level knowledge work (generating ideas and
plans, evaluating results, etc.) usually reserved for teachers.
Community Knowledge; Collective Responsibility. Each student accepts responsibility for what the
group as a whole is able to achieve, with focus on generating ideas the whole community will find
useful.
Democratizing Knowledge. All members of the community find productive roles and take pride in
what the group as a whole is able to achieve.
Symmetric Knowledge Advancement. Students recognize that advancing the frontiers of knowledge
is a civilization-wide effort in which they can participate, and that contributing to the knowledge
advancement of others and of their community returns gains to their own knowledge advancement.
Pervasive Knowledge Building. Students come to see all problems, in and out of school, as
occasions for building knowledge. g Landscapes | Vol. 6, No. 2, Spring 2013 387
Constructive Uses of Authoritative Sources. Authoritative sources are valued means for
understanding the state of the art in a field; they are also objects for critical analysis and improvement.
Knowledge Building Discourse. The discursive practices of the community engage all participants in
transforming ideas, with critical analysis and efforts to go deeper highly valued.
Concurrent, Embedded, and Transformative Assessment. Assessment is an integral part of the
students efforts to advance knowledge, with self- and group assessment part of the knowledgebuilding process.

Note. From Knowledge building and knowledge forum: Getting started with the pedagogy
and the technology by C. Tarchi, M. CHuy, Z. Donoahue, C. Stephenson, R. Messina and M.
Scardamalia, 2013, LEARNing Landscapes, 6(2), pp. 384-5.

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ICT Tools
Moodle
Eng (2005) promotes the use of teacher developed programs rather than using commercial
products to tailor towards the need of your student cohort. Therefore, a class project page will
be developed on the Moodle.org website. This Web 2.0 platform allows for access anytime,
anywhere (MCEETYA, 2005), it give students opportunities for online feedback,
collaborative discussions, chat, messaging, blogs, wikis and many other social networking
functions, peer and self-assessment opportunities and e-portfolios. Research show that Web
2.0 ICT tool benefits include
-

it matches the social networking student experience outside of school

easy to transfer and share information

active class member engagement and interaction

student can work individually and collaborative allowing self-directed learning

(Farkas, 2012; Sadaf, Newby & Ertmer, 2012)

Learning Objects
MCEETYA (2005) recommends the use of learning objects when using ICT in education.
MacLeod (2006, p. 7) writes
Learning objects are chunks of digital material, such as graphics, text, audio,
animation and interactive tools, specifically designed to engage and motivate student
learning.
Learning objects:

enable students, individually and collaboratively, to work with complex content and
ideas in new and dynamic ways; for example, students can manipulate and experiment
with variables, explore simulations, design and publish storyboards, prepare
exhibitions with authentic artefacts and explore new concepts in game formats

challenge students to question, investigate, analyse, synthesise, solve problems, make

decisions and reflect on their learning

contain scaffolded learning tasks and provide feedback to students on their learning in
a variety of supportive and engaging ways

can be used by teachers in a range of different ways to meet the needs of their
curriculum and the differing learning needs of their students

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There are many ICT tools and resources which can be used as learning objects i.e. YouTube
video clips, sound recorder, digital photography, Flickr, educational games. Learning objects
which link to the National Australian Curriculum can be found out scootle.edu.au. SteflMabry and authors (2010) share student opinions on how they would like ICT to be
integrated into their school; Integrate video games (creating) strategy skills, movies, view
grades online (see what assignments are missing and what they need to do to improve their
grades, worksheets and textbooks online. There are a few devices in which these digital
objects can be utilised; iPad, radio, computer, Interactive Whiteboard (IWB).The authors
(Somyrek et al., 2009, p. 369) claim that there are any benefits using an IWB - flexibility,
versatility, multimedia ability, efficiency, interactivity, lesson participation, collaboration,
idea-sharing, motivation, instant access to a vast electronic resources, and the ability to save
and post drawings and writings on the board.

Conclusion
Currently we are living in an information society in which students will continue to utilise
their high-level technology skills and combine this with their learning experiences at school.
ICT has the ability to change the school learning environment, at the same time encouraging
academic success for students. Constructivist and Knowledge Building theories are used to
frame ICT pedagogies to provide student with opportunities with self-directed and
collaborative learning. This will motivate their learning journey and provide them with lifelong skills specifically when they enter the workforce.

References

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ACARA see Australian Curriculum, Assessment and Reporting Authority

Audain, J. (2014) The ultimate guide to using ICT across the curriculum (For primary
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Pritchard, A. (2007). Effective teaching with internet technologies: Pedagogy and practice
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Tarchi, C., Chuy, M., Donoahue, Z., Stephenson, C., Messina, R., & Scardamalia, M. (2013).
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The link to my portfolio site is as follows:

http://est204ict.weebly.com/

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