UNIVERSITY OF CANBERRA, AUSTRALIA Kathryn Moyle Associate Professor University of Canberra, Australia 21 June 2007 Canberra to Canada Circumnavigating

UNIVERSITY OF CANBERRA, AUSTRALIA

Kathryn MoyleAssociate ProfessorUniversity of Canberra, Australia

21 June 2007

Canberra to CanadaCircumnavigating the world of technologies in education


Canberra, Australia


Measuring the value of education technologies

in schools

Overview of the research project


PartnersUSA–Consortium for School Networking (CoSN)

Australia–University of Canberra–education.au ltd–Department for Education & Children’s Services (South Australia)

UK–The British Educational Communications and Technology Agency (BECTA)

University of Nottingham


Research 2007 • Three case studies

1. California, USA

2. South Australia, Australia

3. Lincolnshire, UK

• The data for the US and Australian case studies have been collected

• The data for the UK case study will be collected in the first week of July 2007


Purposes of the research

• To investigate approaches to measuring the value of educational technologies in schools

• To undertake an international meta-analysis of the findings


Potential outcomes• Enable data-driven decision making by leaders about

the value, costs and benefits of deploying technologies in schools;

• Inform planning processes about the nature and extent of education technologies deployments over time;

• Assist in the provision of accountability requirements to central or regional departments of school education; and

• Inform approaches for strategic planning and improvements in school education that includes technologies


Objectives of the research• Investigate the nature of the ‘tangibles’ and ‘intangibles’ in

measuring the value of educational technologies in school education;

• Examine the inter-relationships between teaching and learning with educational technologies, school infrastructure and financial models to determine the value of technologies in schools;

• Synthesize practices and research from Australia, US and UK on issues related to undertaking measurements of value of educational technologies in schools; and

• Investigate research methods and their costs that are appropriate to making international comparisons about the value of educational technologies in schools.


Tangible assets• Items that have traditionally been measured • Usually defined as physical assets owned by an

organization or individual which can be seen or touched• Technologies tangibles include objects such as computer

hardware, software, peripherals and bandwidth costs • Covered by the Framework of International Accounting

Standards• The worth of such assets is usually presented in

quantitative terms• Schools can determine the costs of the purchases of the IT

tangibles from their financial records and can map these costs over time


Intangible assets• Goodwill

• Staff capabilities

• Organizational learning

• Culture of the organization


Premises• Measurement presupposes that what is to be

measured can be defined

• Value is the other side of cost

• Values are framed in discourse, and are ‘in the eye of the beholder’

• The value of educational technologies in schools rests in what is articulated as being ‘of value’


Premises• Requires an examination of the relationships

between teaching and learning with educational technologies and– the infrastructure required for deploying

educational technologies; – the costs of deploying educational technologies; – the value placed on the investments in

educational technologies in schools; and– the alignment between the staff capabilities,

organizational and cultural arrangements.


Research model Kaplan and Norton

Human capitalSkills, knowledge, talent of the people in the organization’s

workforce

Information capital Information often held in databases and networks

Organization capitalOrganization’s culture, leadership, the ability for staff to share

information, and how the human capital (ie the people) are aligned with the strategic goals of the school


Case studies• Value on strategic planning approaches to

analyzing the deployment of technologies in schools;

• Total cost of ownership of educational technologies in schools; and

• Approaches to capacity analysis and capacity building of staff and students.


Data collection• To measure the value of educational

technologies data are being sought on the relationships between and alignment of– Teaching and learning with educational

technologies;– Infrastructure;– Financial models; and– Asset management


Cost Staff readiness Organizational capabilities

Total Cost of Ownership Online self-assessment tools

IT infrastructure

Finance models within and affecting schools

Professional development

School culture

Value propositionsTeaching and learning with education technologies

Students’ learning with technologies


Data collection tools

• Total Cost of Ownership (TCO) surveys

• EdCAP: online self-assessment audit tool

• Documents

• Group and individual interviews


Total Cost of Ownership (TCO)

Definition TCO is a method of identifying and understanding all costs associated with acquisition, deployment and support of technology with the aim of improving decision making regarding future investment


Total Cost of Ownership• Monetary cost

– Initial purchase

– Ongoing costs

– Associated Costs

• Benefits

– Tangible

– Intangible• Direct• Indirect


Total cost of ownership• CoSN work

(http://www.classroomtco.org)

• Department of Education and Children’s Services (South Australia)

• BECTA work


EdCAP - Teacher capabilities • Online survey• Enables teachers to self-assess their capabilities

and set professional learning goals• Identifies factors (enablers and impediments) that

effect capabilities

More information available at:• http://www.tsof.edu.au/temp/edcap.zip • http://www.tsof.edu.au/temp/edcapmac.dmg


DocumentsStrategic planning and curriculum, assessment and

reporting documents. eg

– School, district and/or department plans

– Whole school plans

– Technology plans

– Teachers programs and assessment plans

– Role statement of the education technologies committee

– Total cost of ownership reports.


InterviewsWho How Why

Principal or Assistant principal

Individual interview Leadership responsibilities for educational technologies across teaching and learning

within a school.

Technology coordinator

Individual interview Across-the-curriculum and technical leadership

responsibilities

Members of the school/district technologies committee

Individual interviews Decision-making responsibilities

Finance officer Individual interview Financial responsibilities


InterviewsWho How Why

Teacher librarian Individual interview Capacity for ‘future watching’ but Australian research suggests they also tend to get trouble-shooting responsibilities

Teachers Individual interviews Teaching and learning, assessment and reporting responsibilities

Students Group interviews Views about how educational technologies are included in their learning


Student interviews• Groups of 8 students• Interviews conducted

with Zing


Outcomes for participants• Each teacher will have access to a report of the

outcomes of their online survey of their capabilities

• Each school/district will receive a the documented case study

• Partners will receive the case studies and meta-analysis


Leadership & Learning with ICT

Voices from the Profession


• How can school leaders support teaching and learning with ICT?

• Sponsored by Teaching Australia (previously the National Institute for Quality Teaching and

School Leadership (NIQTSL))• Investigating relationships between:

– School leadership; – Teaching and learning with information & communication

technologies (ICT); and – Professional learning

Leadership & Learning with ICT


Starting points

School reform, ICT & Leadership • Important intersections exist between:

– School reform– ICT– Educational leadership

• Integrating ICT into teaching & learning represents whole school change

• Leadership and professional learning are fundamental to achieving whole school change


Community expectations

• School leaders in the 21st century must be able to build the capacity of their school communities where contemporary learning theories and practices include ICT

• Leadership and professional learning issues are central to school reform and that includes the integration of ICT into teaching and learning


ContextTwenty years of parallel policy initiatives

– Local school management/self-managing schools• Centralised accountability frameworks • Devolving of governance• Budgeting requirements• Lack of inclusion of ICT requirements

– ICT for students’ learning outcomes• Computing courses to• Including ICT into curriculum• Integration of ICT into teaching & learning


Research method1. Development of the focus questions by

‘Scoping the territory’ • Identifying school sectors aspirations and actions;• Reviewing of Australian and overseas literature.

2. Data collection June to September 2005 Focus groups

• National & State/territory conferences & meetings; • National agencies & school education jurisdictions through ‘key

people’; • Professional associations.

Voices from the Profession

3. Preparation of three case studies


Focus group participants• Leaders in schools:

– Principals, Deputy Principals • ICT leaders in schools:

– Directors of ICT; ICT Coordinators • Government and non government school sectors and

systems leaders:– Key people; policy makers, ICT & curriculum

specialists• Professional associations• Universities• Industry


Some findings

Some findings


Leadership attributes• Visionary, inspirational, creative, adaptable risk takers• Not necessarily school principals who are providing ICT

leadership but change requires the support of the principal• Are competent with incorporating ICT into their work• Understand the complexities

– Implications for decision-making• Encourage peer learning

– Enable structures that foster sharing of ideas across the school

– Facilitate collaboration • Share information and knowledge• Able to generate opportunities


Organisational strategies• Rethinking nature & structure of school education• Requires a whole school commitment - holistic• Importance of dynamic, school-based plans• Requires a robust infrastructure

– There is ‘just in time’ trouble shooting support so that teachers feel sufficiently secure with the technology to conduct lessons that include ICT

• Professional learning that embeds ICT in teaching and learning


Characteristics of an ‘e-school’

Has a vision, well understood planning processes, access to technologies in all classrooms, time allocation for teachers’ professional learning, technical support, an ICT committee, budget allocation including an allocation for professional learning for staff, an ICT replacement schedule, an intranet with 'help' facilities, up to date software, and educational and technical support for classes to trial and develop learning with technologies


Indicators• Members of the school community can articulate why

ICT is being integrated into teaching and learning• All teachers are expected to include ICT in their

teaching and learning• Innovation and risk-taking are valued and encouraged• Learning to learn strategies are used with staff and

students• There is a focus on professional learning by all staff


Professional learning for school leaders• Develop approaches & understandings about strategic

leadership that takes account of ICT• Able to make judgments & evaluate what’s happening in

their school• Be confident in approaches to developing the school’s

vision• Knowing how to link budget, planning & review processes

that take account of ICT• How to lead and manage whole school change• How to motivate people


Future issues• Relationship between student & teacher remains

fundamental

• Reconceptualising school education, ‘schools’ and teaching & learning

• ICT is resource intensive

– Personnel: skills and requirements

– Funding - time, in school resources, physical spaces

• Incorporating ICT more strongly into pre-service teacher education/practicum


Some observations• ICT is providing a lens through which to

reconceptualise school education• Role and professionalism of a teacher• Understanding the place of ICT in teaching and

learning is a necessary part of leaders’ roles• Opportunities for fostering enquiry-based learning• Renaissance for teacher-librarians • Funding models for ICT in schools will remain

problematic


What Australia is doing re training pre-service teachers re

ICT


National context• Over 30 universities offer teacher education

• Universities are independent

• Funding comes from a range of sources:

– State governments

– Federal government

– Fee-paying students


Initiatives• Carrick Institute for Learning and Teaching in

Higher Education

http://www.carrickinstitute.edu.au

• Report of the House of Representatives Review of Teacher Education: Top of the Class

• Partnerships in Learning with ICT (PICTL)


Carrick Institute• Carrick Institute for Learning and Teaching in

Higher Educationhttp://www.carrickinstitute.edu.au

• Mission:– To promote and advance learning and teaching

in Australian higher education

• Includes teacher education and ICT


Top of the Class• Fragmented approaches - lack of funding• Education Research Fund• National system of teacher education• Professional standards for teaching• Registration of teachers• Linking standards to accreditation• Indigenous teachers• Male teachers• Practicum and partnerships• Ongoing professional learning


Partnerships in ICT Learning• National project but …• Currently up to each university• One university in each state and territory

• University of Canberra– Using social technologies– 2008 - reviewing academics incorporation of ICT

into teacher education courses


Use of technologies for distance learning



Distance education• Education Acts define

what is a school and what is schooling

• Strategy to ensure universal education

• Physical attendance differentiates face-to-face schooling with distance education


Distance education over time



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Current issues


National priorities

• Australian ICT Education Committee• Policy development:

– Joint Ministerial Statement• Interoperability• Bandwidth• Learner Identity Management• Educators capabilities• Copyright• Domain name management

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Comments and questions

Contact details

Kathryn Moyle [email protected]