Technology is at the heart of the educational reform. And as programmes such as Building Schools for the Future (BSF) make the move from theory to practice, to bring together significant investment in buildings and Information and Communications Technology, there’s no doubt that for teachers, administrators and IT managers alike change is far-reaching and inevitable. However, although valuable lessons may be learned from best practices around the world, there is no one-size-fits-all formula for the rate and scale of adopting technology in the education sector. Understanding the broader implications of curricular, administrative, financial and social dimensions of using technology in education is key to determining the optimal level of this integration. Andy Barnes Director of technology at Bryanston School looks at the key considerations and competencies needed to make a successful start.
From infrastructure to curricula, teaching methods to multimedia resources, change has come in many forms across the education system. However, despite having several concerns and conundrums in common when it comes to adapting to this change, every educational institution in the UK will also face its own unique challenges, depending on a variety of factors. Addressing these challenges head on, and finding a suitable solution, will require careful planning and committed support from all parties involved, be they teachers, administrators or IT managers.
Begin at the beginning
Schools and universities may differ when it comes to size and remit, but the key elements to consider when formulating an ICT plan remain constant:
- Establish where you are now - the first step is always to take stock of the current system and examine what drivers and barriers to ICT adoption exist within the organisation. From hardware and software to operational practices and even basic infrastructure and utilities, analysis of current systems will help to identify not only where changes can and should be implemented, but also what resources are available to facilitate the process, as well as sticking points that could cause bottlenecks
- Apply goals and context – an understanding of and an objective for each kind of ICT deployed is vital to making the right choices, so it’s important that decision-makers know (or learn!) what technology is available, what it can do, what it needs to achieve and how success will be measured
- Find the funding – ICT is a highly valuable asset but requires ongoing investment to remain useful and productive. Securing the budget to make initial purchases can be challenging, however, it’s almost equally important to factor in long-term requirements such as regular maintenance if productivity is to be ongoing or indeed incremental.
- Test the waters - even the best designed models or those that have already been proven to work in other contexts need to be tested on a small scale. Trying a pilot project in just one area can be a valuable safety net to help identify and correct potential glitches in design, usability and effectiveness ahead of a full-scale deployment
In addition to these, perhaps the most vital ingredient to successfully implementing any ICT system is having the appropriate competencies and skill sets across all those involved in using it and the education sector is no different. While the teachers, who have to integrate new technologies into their methods, will be at the coalface of managing the change, administrators and IT managers will be equally responsible for providing the appropriate knowledge and support for a smooth transition to these new systems.
Who knows what
For teachers, the need for skills with specific applications and technologies that will be used directly in the classroom goes without saying, both in terms of using the tools to teach as well as teaching the tools themselves. Similarly the need for broader understanding how technologies can be incorporated into or, in some cases, replace traditional curriculum elements, teaching methods and educational theories is essential. What may be harder to define is how the teaching role itself changes accordingly,