Newly released research report has lessons for future Digital Strategy projects
A recently released report on four 'Digital Opportunities' school computer related projects describes implementation problems encountered and advises on how to avoid them.
It reinforces the need for the grassroots and partnership approach taken with the Community Partnership Fund.
These lessons appear to be applicable to community ICT. In the following extracts from the reports conclusions, replacing 'school' with 'community organisation', 'teaching and learning' with 'services' and 'teachers' with 'staff and volunteers', would warn of possible pitfalls in community ICT projects.
Page 24:
"although it is important to have these high level goals, it is also critical to have achievable and realistic sub-goals for any particular initiative, and not to expect more of a project than it can deliver. Furthermore, there needs to be explicit links between high level goals and the project goals to ensure nothing is lost in the implementation. "
"the concept of the digital divide, as conceived in the model, was not simply a matter of gaining access to the Internet or computers – providing access may be a necessary first step, but it is what is done with the ICT within the classroom that is important."
"ensure a ‘match’ between the identified needs and an initiative; that is, to identify the ‘problem’ and then find the technology to solve that problem, rather than starting with the technology that is available "
P25 on
"...the experiences of the four Digital Opportunities Pilot Projects hold several implications for future ICT interventions. To summarise, these include a need to:
- identify the need for an initiative and ensure the proposed project is the best means to meet that need. It is also important that an initiative is integrated into a school’s wider planning and programmes, rather than being an isolated ‘one-off’ programme, and that the technology can be integrated into existing networks;
- establish clear and achievable goals, and ensure that what the project is expected to deliver is realistic. The focus needs to be on how the technology can improve teaching and learning, rather than on the provision of technology as an end in itself. However, it is important not to expect ICT alone to change classroom teaching – research shows the quality of teaching is the most important variable in learning, and the extent to which ICT enhances learning will depend on whether teaching practice is consistent with quality teaching;
- identify at the outset how the project will be evaluated, and ensure that the appropriate data can be obtained, and that effective monitoring and control systems are in place;
- identify professional development needs and plan how those needs will be met. It should include a strong pedagogical component – that is, a focus on how to use ICT in teaching practice. Professional development for any particular initiative should be ongoing, and integrated into a school’s overall professional development programme. Schools should be encouraged to develop learning communities where teachers engage in continuous professional learning;
- ensure the initiative is well-planned and designed, and potential problems identified so they can be avoided or their impact minimised.
- All the partners need to have a clear understanding of their respective roles and responsibilities, and
- teachers need to be involved early in the planning to ensure their commitment, and so they can have input into pedagogical decisions.
- it is important to ensure there is enough time for the roll-out, and that ICT infrastructural problems are ironed out before the technology is to be used in teaching;
- ensure that school management supports and leads the initiative, and that the initiative takes account of the ‘real school’ context. The commitment of school leaders will ensure the project takes place in a supportive environment in which, for example, sufficient staffing is provided or any changes needed to timetabling are made; and
- consider how the project will be sustained once initial funding or support is no longer available, and ensure that the benefits are sufficient to justify the cost."
The summary of key findings can be downloaded from: http://www.minedu.govt.nz/web/downloadable/dl10234_v1/digi-opps-summary.doc (Word 373 kb)