ICTs in Education: An Evaluation of the Dublin Inner City Schools’ Computerization

(DISC) Project (from a Cultural Historical Activity Theory (CHAT) perspective

Elizabeth Quinn BA, MA, MSc, MPhil, MBPsSTrinity College Dublin, IRELAND

This Thesis completed at Dublin Institute of Technology, Dublin, IRELAND, 2012

4th Congress of the International Society for Cultural and Activity Research

Inventing the FutureSydney, Australia. 29 September to 3th October 2014

What is DISC?

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Aims and Objectives of DISC

Aim: • to integrate use of innovative technology in

schoolsObjectives:• To help teachers meet the ICT requirements of

the Primary School Curriculum and Secondary School Curriculum

• provide an added dimension to the use of ICT in secondary schools

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Purpose of this ResearchEvaluate the effectiveness of DISC

– Were objectives met?– Should MLE be rolled out?– Suggestions for future?

Why evaluate?– Varied levels of commitment and use of ICT– Was technology used innovatively?– Curriculum implemented using ICT?– Teacher training/skills - underdeveloped

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Theoretical FrameworkCultural Historical Activity Theory (CHAT) (Engestrom (1987)

5(Source: Engeström 1987, p. 78)

Why use Cultural Historical Activity Theory?

• “Theoretical lens and analytical tool”(Barab, 2004, p. 30)

• “seeks to analyse development within practical social activities” (Sannino, Daniels and Gutierrez 2009, p. 1)

• Activity: Central to AT•

Focuses on “practice of group of users” rather than individuals (Bodker 1989, p.173)

• Encourages use of variety of research methods

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Questions for Researchers to ask

Activity

Evaluation of:The use of ICT in 38 primary and secondary schools in the Dublin Inner City Schools Computerization project

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Subjects• DISC staff • 38 schools in disadvantaged areas (primary

and secondary)• Teaching staff

• Principals• ICT coordinators• IT postholders• Teachers

Primary School pupils – aged 4-12Secondary School pupils – aged 12-18

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Tools• ICT AND LNI PROJECTS

– PCs, Laptops, whiteboards

• ICT PROJECTS• Lego technology• Mp3 players/recorders• Animation software• Video making/Multimedia (Photostory and Powerpoint)• Games Development (Game Maker)• Podcasting• 3-D (Sketch up)

• MLE/LNI PROJECT– LNI platform

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Division of Labour

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DISCSchool

TeachersICT co-ordinators

Students

Rules and Regulations

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Community

DISC

Students

TeachersICT coordinators

Principals/Board

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Methods Used:1. Questionnaires:

– 152 Questionnaires to 38 schools – 72 returned (46.6%) • Funder/DISC requirement• Compare with interviews

2. Case Study approach – 6 schools (varied commitment/3xMLE)• Different views

– Interviews (20): • Semi-structured – same questions

– Focus groups: • 3 school classes (age 9, 11, 15) – 2 x Primary, 1 x Secondary• Get student views

– Classroom observations : • 3 class groups at primary level (age 4/5, age 9, age 11)• ICT in action

Questionnaires Case Study approach

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Focus Groups (3) - age 9, 11,

15))

Classroom Observations

(3 class groups)

Interviews(20)

teachers/DISC

Findings– main issues1. Teacher motivation/beliefs2. Teacher Training3. Influence of Principal and School Policies4. Technical support/hardware replacement5. ICT coordinator role6. Students’ interaction7. Government policy/administration8. DISC staff support/DISC objectives9. MLE pilot

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1. Teacher motivation/beliefs‘Making a difference’ “Our mission in the school is to equip these kids to go out and make something of their lives” (Principal, PP 2)

Focus on ‘pupil engagement’Little research on ‘outcomes’ + ‘disadvantage’ (Blackmore, Hardcastle & Bamblett, 2003)

Some teachers using ICT innovatively BUTWhiteboard as ‘glorified blackboard’ (Karasavvidis 2009)

Teacher age/ICT experience not major factorTraditional/constructivist approach? (Hermans et al. 2008)

Policy can influence teacher change (Drent & Meelissen, 2008)

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2. Teacher TrainingKey issue (Meisalo 2010)

Too focused on skills (Hew and Brush , 2007 in Vanderlinde and van Braak, 2010, p. 545)

Lack of training -pedagogical use of ICT53% did not receive ICT training pre-service72% - ICT did not prepare for teaching 81% - some ICT training – post (mostly DISC)should be subject specific (OECD - Enocchsson, 2010)

“They really want to integrate IT into teacher training to be part of the daily life. I think continuous teacher training – like I think in any job... You don’t qualify, graduate, and that’s it, that’s your education cap in. Like that day is gone” [Interview, T2, Ps 3]

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3. Principal/School Policy influenceTeachers – Principal’s attitude crucial

“If the Principal isn’t in favour, you can forget it”(ICT coord, PS3)

School ICT Policy/DES support “the Department always expected us to have plans and they didn’t have a plan” …were giving money willy nilly” (Principal, PP 1)

“fractured delivery of digital technologies” (Marshall and Anderson, 2008, p. 474)

Driving change -teacher co-operation (Vanderlinde et al 2009;

Vanderlinde and van Braak 2010)

“We are expecting everybody to try and engage with some kind of project once in the year” (Principal, PP2)

“…a lot of it depends on teachers’ own personal interests” (Principal, PS2)

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4. Technical support/hardware• Lack of Technical Support the major issue

– Resources don’t include it– Other jurisdictions provide it -

• NI (C2K)• Flemish schools (DOE 2002)

• Contradictory – adequate/not enough• “Department certainly has never really supported IT” (Principal, P1)

• Inequality between disadvantaged schools – funding/resources access differed - PRINCIPAL

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5. ICT co-ordinator role• Reduced to technicians – not qualified

“I was never trained for that…we don’t know what we are doing” (ICT coord, P4)

– Pedagogical role/teacher support more appropriate (Vanderlinde et al 2009; Lai and Pratt 2004)

• ICT role – takes too much time• Curriculum requirements – overwhelming

“the curriculum is so overloaded already that you don’t want any more” (Teacher, P4)

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6. Students’ interaction - DISC/ICTEnjoyment of technology – social aspect?

Graham Nuthall (Brophy, 2006, p.529)– interaction/aimless discourse ˃ cognitive learning experiences

Students don’t identify with DISC programmeAbsenteeism NOT improved (43% teachers) – stated DISC objective!

Fuchs & Woesmann, 2004 – mere availability of ICT a distraction from learningHepp et al 2004 ;Merrienboer and Brand-Gruwel, 2005 – ICT may motivate

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7. Government Policy

Perceived lack of interest/support/planning-DES“get the DES and NCTE to really see that IT is hugely, massively in schools at the moment. Like everything goes through ICT” (ICT coord, P4)

Curriculum Relevant Material?

Policy-other countries? (Ottestad, 2010)

-heavy investment not translating into practice

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8. DISC support• ICT Projects Coordinator widely praised • DISC programme – saving school money (ICT coord)

• Schools concerned about DISC terminating• Timing of projects – limited by school year• Schools - admit they have not engaged enough• Schools engaged with other projects/orgs• DISC emphasis on Primary sector perceived

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9. MLE– main issuesInterface

– difficult to navigate (DB*), Passwords issue– Confusing terminology – DB, NewsDesk, Forum

Content– NewsDesk – very useful + enjoyed– Not Curriculum-relevant - stated objective– Social and collaborative aspect – THE TRIP– Research enjoyable – all ages

Technical difficulties – broadband/accessTeachers - lack of collaboration/motivation

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Were objectives met?• DISC, Teachers, students – different objectives• Original objectives

• not readily identifiable • DISC staff – unclear• Curriculum implementation – no clear targets

– ICT use – for its own sake?

• Why not?– DISC staff – lack of engagement by teachers

– Teachers - curriculum/time/resources

– Major issues outside DISC control – DES

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Research findings - Overall 1. Lack of Co-ordination – all levels

– Infrastructure– Equipment– Training– Plans

2. Lack of Vision and Planning– Haphazard provision of equipment and money– No plan

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Reflection on Research Process• Terms of Reference – extensive (influenced design)

• Business emphasis (versus academic)– Influenced Methods used – Writing style

• Integrating Activity Theory• Timeline• Being ‘embedded’ – boundary difficulties • HP + DISC termination– deskspace

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Reflections on Research Process (2)• Parents’ views • Student usability • Policymakers/teacher training

colleges• Teachers or student focus• Activity Theory – more central

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Recommendations for future1. DISC staff – full-time2. ICT Policy - all schools3. Teacher training –small groups/subject specific4. Technical support services 5. Reduce number of schools 6. Primary emphasis only7. Redesign LNI format/interface8. Facilitate school groups for support9. Forum for ICT Co-ordinators10. MLE for Teachers

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Thank you for your attention

Any Questions?

Elizabeth QuinnDIT

quinneliz@gmail.com

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AbbreviationsAT Activity TheoryCHAT Cultural Historical Activity TheoryCLiC Computers in Learning CommunitiesDES Department of Education and Skills (Republic of Ireland)DISC Dublin Inner-City Schools ComputerizationDIT Dublin Institute of TechnologyDOE Department of Education (Finland)HP Hewlett PackardICT Information and Communication TechnologyISO International Standards Organization LNI LearningNI (Learning Northern Ireland)MLE Managed Learning EnvironmentNI Northern IrelandOECD Organisation for Economic Co-operation and DevelopmentROI Republic of IrelandSDT Special Duties Teacher VLE Virtual Learning Environment

AT frameworks applied to ICT research designing learning environments (Jonassen & Rahrer-Murphy,

1999) e-learning content (Mwanza & Engestrom, 2005) Evaluating impact of digital technologies in an Australian

Primary School (Romeo & Walker, 2002) Evaluating ICT in Singapore Schools (Lim&Hang, 2003) UK Higher Education (Issrof &Scanlon, 2002) ICT-based research projects (Bottino, Chiappini, Forcheri, & Molfino, 1999) use of PDA’s (Scanlon, Jones, & Waycott, 2005) interpretation of graphs by scientists (Roth & Lee, 2004).

34Source: Stevenson, 2008

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References (continued)Marshall, K., & Anderson, J. (2008). The Emperor’s new clothes? A meta-study of education

technology policies in Ireland, north and south (1996–2006). Computers & Education, 50(2), 463-474.

Meisalo, V., Lavonen, J., Sormunen, K., & and Vesisenaho, M. (2010). ICT in initial teacher training: Finland country report., November 1, 2011.

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Stevenson, I. (2008). Tool, tutor, environment or resource: Exploring metaphors for digital technology and pedagogy using activity theory. Computers & Education, 51, 836-853.

Vanderlinde, R., van Braak, J. and Hermans, R. (2009), Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools, Educational Technology Research and Development, 57, 4, 573-584.

Vanderlinde, R. and van Braak, J. (2010), The E-capacity of Primary Schools: Development of a Conceptual Model and Scale Construction from a School Improvement Perspective, Computers and Education, 55, 541-553.

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Additional ReferencesENGESTRÖM, Y. and SANNINO, A., 2010. Studies of expansive learning: Foundations, findings and

future challenges. Educational Research Review, 5, 1-24. HASU, M. and ENGESTRÖM, Y., 2000. Measurement in action: an activity-theoretical perspective

on producer user interaction. International Journal Human-Computer Studies, 53, 61-89. KAPTELININ, V. and NARDI, B., 2009. Acting with Technology: Activity Theory and Interaction

Design. The MIT Press. LEONT'EV, A.N., 1981a. The Problem of Activity in Psychology. In: J.V. WERTSCH, The concept of

activity in Soviet psychology. Ed. & Trans. Armond, NY: M. E. Sharpe, . LEONT'EV, A.N., 1981b. Problems of the development of the mind. Moscow: Progress. LEONT'EV, A.N., 1978. Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall. MWANZA, D., & ENGESTROM, Y. (2003, 7–11 November). Pedagogical adeptness in the

design of e-learning environments: Experiences from Lab@Future project. Paperpresented at the E-Learn 2003 International Conference on E-Learning in Corporate,

Government, Healthcare, & Higher Education, Phoenix, AR.

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Questions for Researchers to ask