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(To skill or to construct? Effective Information and Communication Techno\
logy )Tj
7.083 -1.2 Td
(professional development within school reform)Tj
/T1_1 1 Tf
14 0 0 14 299 677.2063 Tm
(by)Tj
-8.054 -2.557 Td
(Ms Sarah Prestridge & Dr Glenice Watson)Tj
-0.694 -2.557 Td
(School of Curriculum, Teaching and Learning)Tj
5.485 -2.557 Td
(Griffith University)Tj
0.583 -2.557 Td
(Nathan, Q 4111)Tj
-10.351 -2.557 Td
(S.Prestridge@mailbox.gu.edu.au; G.A.Watson@mailbox.gu.edu.au)Tj
/T1_0 1 Tf
11.086 -2.557 Td
(WAT02393)Tj
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12.9231 0 0 12.9231 90 427.5313 Tm
(Within the context of a current school reform, professional development \
in Information and )Tj
0 -1.2 TD
(Communications Technology \(ICT\) is seen as a necessary ingredient for \
all stakeholders involved )Tj
T*
(in educating the children of tomorrow. This paper reports on an initial \
stage of a research project )Tj
T*
(that is concerned with models of teacher ICT professional development th\
at achieve multiliterate )Tj
T*
(outcomes. The paper explores the alignment between the teachers' underst\
andings of their need )Tj
T*
(for ICT professional development and the demands presented within the re\
form itself. Initial )Tj
T*
(findings suggest that a conflicting paradigm exist in that the teacher's\
demand for skill based ICT )Tj
T*
(professional development does not equate with the constructivist ideolog\
y present within the )Tj
T*
(school reform. This has consequently lead to two key prepositions. First\
ly that skill based training )Tj
T*
(in ICT may not enable the transition to a more constructivist approach t\
o the use of ICT within )Tj
T*
(the classroom. Secondly that the school based reform itself has created \
an antithetical position )Tj
0 -1.263 TD
(that is limiting to the potential educational)Tj
14 0 0 14 308.9815 256.1294 Tm
( )Tj
12.9231 0 0 12.9231 312.4815 256.1294 Tm
(use of ICT and can be seen as driving the form and )Tj
-17.216 -1.22 Td
(function of professional development. )Tj
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( )Tj
/TT0 1 Tf
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(1. Introduction)Tj
/T1_1 1 Tf
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(Information and Communication Technology \(ICT\) is being enlisted as an\
integral component of current )Tj
0 -1.2 TD
(educational reform \(see for example Queensland Government, 2002\). In Q\
ueensland this is being )Tj
T*
(interpreted and implemented through the New Basics Project \(Education Q\
ueensland, 2000\) which seeks )Tj
T*
(to reform curriculum, pedagogy and assessment. These changes are informe\
d by a constructivist )Tj
T*
(paradigm that has implications for the use of ICT in the classroom and t\
he professional development in )Tj
T*
(ICT required by the teachers.)Tj
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(This paper investigates what teachers understand as 'effective' ICT prof\
essional development as part of )Tj
0 -1.2 TD
(this school reform by first providing a framework for analysis through k\
ey principles of the )Tj
T*
(constructivist paradigm, then relating these to current documentation dr\
iving school reform. The paper )Tj
T*
(will then explore the understandings of teachers' needs for ICT professi\
onal development within this )Tj
T*
(constructivist framework. )Tj
/TT0 1 Tf
16.1538 0 0 16.1538 10 636.5823 Tm
(2. Principles of a constructivist paradigm)Tj
/T1_0 1 Tf
14 0 0 14 10 599.5602 Tm
(A basic premise of the constructivist paradigm is that the learner comes\
to the task with prior knowledge )Tj
T*
(and understanding. When a new or different concept is presented, the lea\
rner builds on and or modifies )Tj
T*
(pre-existing mental models to form new constructs. Piaget labels this co\
ntext of inconsistency as )Tj
T*
('Disequilibrium', where the learner is striving to assimilate or accommo\
date this new information )Tj
T*
(\(Wadsworth, 1971, p.18\). It is the process of the individual construct\
ing their own understanding )Tj
T*
(through interactions with the environment that defines constructivism \(\
McInerney & McInerney, 1994, )Tj
T*
(p. 182\). Another premise of the constructivist paradigm is that learnin\
g occurs within a social context )Tj
T*
(and that it is affected by the interactions that a learner has with othe\
rs, what Vygotsky's calls the 'zone of )Tj
T*
(proximal development' \(Ashman & Conway, 1997, p. 97\). )Tj
0 -2.557 TD
(Constructivism has specific implications for pedagogy. Firstly, it asks \
students to cope with very )Tj
0 -1.2 TD
(complex situations where the cognitive load is high. Perkins \(1991, p.1\
9\) explains that cognitive )Tj
T*
(instruction aims to confront the learner with situations that make the i\
nherent inconsistencies in the )Tj
T*
(learners' native model plain and challenge the learners either to constr\
uct better models or at least to )Tj
T*
(ponder the merits of the alternative models presented by the teacher. Th\
erefore this conflicted path has )Tj
T*
(very high cognitive demands. Complex situations are most effectively rep\
resented in authentic tasks, )Tj
T*
(that is those that have real-world relevance and utility; are problem ba\
sed and or related to community )Tj
T*
(issues; draw on knowledge from across the curriculum; provide appropriat\
e levels of complexity; and )Tj
T*
(allow students to select appropriate levels of difficulty or involvement\
\(Jonassen, 1991,p 29\). )Tj
0 -2.557 TD
(Constructivist pedagogy is learner centred. The focus is on active explo\
ration, where the learner is )Tj
0 -1.2 TD
(developing the necessary skills to become autonomous and where the teach\
er progresses the learner )Tj
T*
(within their 'zone of proximal development' by providing just enough hel\
p or guidance \(Ashman & )Tj
0 -1.2 TD
(Conway, 1997, p.97\). The difficulty presented to the learner in such a \
constructivist learning setting, are )Tj
0 -1.2 TD
(two-fold. They are faced with the challenge of discovering the concept f\
or themselves as well as )Tj
0 -1.2 TD
(learning how to learn, developing and implementing strategies for indepe\
ndent thinkers and learners.)Tj
0 -2.557 TD
(Lastly, constructivist pedagogy emphasises how the learner goes about co\
nstructing knowledge rather )Tj
0 -1.2 TD
(than the end product of that construction \(Jonassen, 1991, p.30\). The \
emphasis is on the process of )Tj
T*
(learning, on how the individual acquires the skills, strategies and reso\
urces needed to perform learning )Tj
T*
(tasks effectively as well as the ability to know when and how to use par\
ticular learning strategies. )Tj
T*
(McInerney and McInerney \(1994, p. 222\) refer to this as 'metacognition\
', the process of knowing how to )Tj
T*
(monitor one's cognitive resources and knowing how one learns. )Tj
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(In the discussion following, these four principles of constructivist ped\
agogy identified above, namely )Tj
0 -1.2 TD
('high cognitive load', 'authentic tasks', 'autonomous learning skills' a\
nd a 'process emphasis' \(represented )Tj
T*
(graphically in Figure 1\) to analyse teachers' thoughts and ideas on ICT\
professional development.)Tj
0 -2.557 TD
( )Tj
0 -2.557 TD
( )Tj
0 -2.557 TD
( )Tj
T*
( )Tj
T*
( )Tj
0 -2.557 TD
( )Tj
0 -2.557 TD
( )Tj
T*
( )Tj
T*
( )Tj
0 -2.557 TD
( )Tj
0 -2.557 TD
( )Tj
T*
( )Tj
0 -2.557 TD
( )Tj
0 -2.557 TD
( )Tj
T*
( )Tj
/T1_1 1 Tf
0 -2.557 TD
(Figure 1:)Tj
/T1_0 1 Tf
( Principles of constructivist pedagogy used as analytical tools in this \
paper.)Tj
/TT0 1 Tf
16.1538 0 0 16.1538 10 105.9977 Tm
(3. Current School Reform)Tj
/T1_0 1 Tf
14 0 0 14 10 68.9756 Tm
(In 1997, the )Tj
/T1_2 1 Tf
(Queensland School Reform Longitudinal Study)Tj
/T1_0 1 Tf
( \(QSRLS\) was commissioned to investigate )Tj
0 -1.2 TD
(the degree to which reforms of central office support and school organiz\
ation capacity, was capable of )Tj
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(generating pedagogical reform and improve student outcomes, both academi\
c and social. It stated: )Tj
0 -1.2 TD
("There is a need to shift teachers' attention and focus beyond basic ski\
lls to key aspects of higher order )Tj
T*
(thinking and substantive conversations with students- that is, towards m\
ore productive pedagogies, )Tj
T*
(assessment strategies and student performance outcomes" \(Department of \
Education, Queensland 2001a, )Tj
T*
(p.15\). The results of the QSRLS have provided a foundation for the curr\
ent strategic philosophy of )Tj
T*
(Education Queensland's )Tj
/T1_1 1 Tf
(Queensland State Education 2010)Tj
/T1_0 1 Tf
( \(QSE 2010\) \(Department of Education, )Tj
T*
(Queensland 2001b\). QSE 2010 stresses the need to offer students, parent\
s and the communities state )Tj
T*
(educational programs that are diverse and flexible, but also relevant an\
d powerful. This philosophy is )Tj
T*
(being implemented through the New Basics Project \(Education Queensland,\
2000\) which involves )Tj
T*
(reform of curriculum, pedagogy and assessment.)Tj
0 -2.557 TD
(The New Basics Project consists of three components that have a reciproc\
al relationship: 'Curriculum )Tj
0 -1.2 TD
(Organisers', 'Productive Pedagogies' and 'Rich Tasks'. The Curriculum Or\
ganisers are "future oriented )Tj
T*
(categories for organizing curriculum" \(Department of Education, Queensl\
and, 2000a, p.1\). They )Tj
T*
(are:'Life Pathways and Social Futures'; 'Multiliteracies and communicati\
ons media'; 'Active Citizenship'; )Tj
T*
(and 'Environments and technologies'. Productive Pedagogies are "classroo\
m strategies that teachers can )Tj
T*
(use to focus instruction and improve student outcomes" \(Department of E\
ducation, Queensland, 2000b, )Tj
T*
(p.5\). There are 20 strategies categorised under four headings: 'Intelle\
ctual Quality'; 'Relevance'; )Tj
T*
('Supportive Classroom Environment'; and 'Recognition of Difference'. Ric\
h Tasks are the "outward and )Tj
T*
(visible signs of student engagement with the New Basics. They are the as\
sessable and reportable )Tj
T*
(outcomes of an enacted three year curriculum plan" \(Department of Educa\
tion, Queensland, 2001c, p. )Tj
T*
(8\). There are suites of Rich Tasks for years 3, 6 and 9 that are called\
'juncture years'. )Tj
0 -2.557 TD
(The New Basic Project employs the principles of the constructivist parad\
igm in the following ways. Its )Tj
0 -1.2 TD
(curriculum and philosophy is set towards a futures direction, preparing \
students for new workplaces, )Tj
T*
(technologies and cultures: "the new work order involves not only skills \
in high-tech and print literacy, )Tj
T*
(but also skills in verbal face to face social relations and public self-\
presentation, problem identification )Tj
T*
(and solution, collaborative and group capacity \(Education Queensland, 2\
000, p.10\). This futures premise )Tj
T*
(indicates key elements of the constructivist principles namely, real wor\
ld application and relevance, )Tj
T*
(social context and interaction and high cognitive requirements. It also \
asserts the belief that students )Tj
T*
(now need to "know how to learn through a range of media: from face to fa\
ce instruction and workplace )Tj
T*
(mentoring, to print self-instructional materials and on-line resources" \
and that "following Vygotsky, )Tj
T*
(learning can be conceptualized as an apprenticeship with new and old tec\
hnologies" \(p.11\), where )Tj
T*
(technology becomes the knowledgeable guide within the 'zone of proximal \
development'. Both the value )Tj
T*
(of autonomous learning and the application of cognitive and social learn\
ing theory are indicated here. )Tj
T*
(The New Basics curriculum organises knowledge and skill into clusters of\
practices rather than distinct )Tj
T*
(disciplines. By its nature the New Basics is transdisciplinary as it: "d\
raw[s] upon practices and skills )Tj
T*
(across disciplines" \(Department of Education, Queensland, 2000a, p. 2\)\
representing a more real world )Tj
T*
(understanding of cognition. These essential clusters of practices are us\
ed by teachers to engage learners )Tj
T*
(in a more relevant and intellectual manner, which again is consistent wi\
th the principles of constructivist )Tj
T*
(pedagogy. )Tj
0 -2.557 TD
(The approach to pedagogy in the New Basics Project is taken from the QSR\
LS which in turn was based )Tj
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(on research on authentic pedagogy by Newman and Associates \(Lingard, Mi\
lls & Hayes, 2000, p.44\). )Tj
0 -1.2 TD
(To take into account the Australian schooling context and the concern fo\
r social as well as academic )Tj
T*
(outcomes, the original elements of authentic pedagogy were incorporated \
and expanded to twenty )Tj
T*
(strategies under the four dimensions of the Productive Pedagogies' ident\
ified above. The link between )Tj
T*
(Productive Pedagogies and constructivist principles are within each of t\
he four dimensions. For )Tj
T*
(example, the first dimension, 'intellectual quality' involves strategies\
of higher order thinking, deep )Tj
T*
(knowledge, deep understanding, substantive conversation, problematic kno\
wledge and metalanguage. )Tj
T*
(This reinforces that 'intellectual quality' is indicated by a complex ta\
sk where the constructivist principle )Tj
T*
(of 'high cognitive load' is required.)Tj
0 -2.557 TD
(Lastly, the Rich Tasks can be conceptualised as the constructivist princ\
iple of 'authentic tasks' as they )Tj
0 -1.2 TD
(are based on:)Tj
5.714 -2.557 Td
(Dewey's concept of the 'enterprise' and the 'project' as unifying device\
s for the curriculum; )Tj
T*
(Vygotsky's concept of the classroom as a 'zone of proximal development' \
for teaching and )Tj
T*
(learning; Freire's concept of 'problem-posing' and 'problem-solving' edu\
cation to teach )Tj
T*
(students how to analyse and act upon their worlds; and Sizer's concept o\
f 'demonstrations )Tj
T*
(of mastery' as a way to focus pedagogy and accountability in school rene\
wal. \(Education )Tj
T*
(Queensland 2000, p.51\).)Tj
-5.714 -2.557 Td
(The focus on cognitive development through a constructivist paradigm is \
reiterated through these known )Tj
T*
(theorists. Dewey's theory of learning is that optimal learning occurs wh\
en people are confronted with )Tj
T*
(substantive, real problems to solve, which is also indicated in Freier's\
work that assumes that the most )Tj
T*
(authentic and powerful pedagogy is one that focuses on immediate problem\
s in the learners world )Tj
T*
(\(Department of Education, Queensland, 2001c, p.4\). Sizer's belief that\
the demonstration and exhibition )Tj
T*
(of intellectually rich activities provides focus for learning \(p.5\) ad\
ds to the authentic nature of the Rich )Tj
T*
(Tasks. In summary, the Rich tasks are designed to require a high cogniti\
ve load and draw from )Tj
T*
(transdisciplinary combinations of knowledge to confront the learner with\
substantive real life problems )Tj
T*
(to solve where the teacher acts as mentor, scaffolding and enhancing the\
actual learning and )Tj
T*
(development.)Tj
0 -2.557 TD
(Thus is can be seen that the current reform within Education Queensland \
employs constructivist )Tj
0 -1.2 TD
(principles in the philosophy underlying the reform \(QSRLS\), its policy\
document \(QSE 2010\) and its )Tj
T*
(vehicle for implementation \(New Basics Project\). The following section\
of this paper will explain the )Tj
T*
(research context from which the data is drawn and relate that data to th\
e constructivist principles )Tj
T*
(identified above. )Tj
/TT0 1 Tf
16.1538 0 0 16.1538 10 120.013 Tm
(4. Research Context)Tj
/T1_0 1 Tf
14 0 0 14 10 82.9909 Tm
(The data discussed below is drawn from initial research that is being fu\
nded under an Australian )Tj
T*
(Research Council Linkage grant concerned with sustainable models of teac\
her ICT professional )Tj
T*
(development that empower 'multiliterate' classroom practices. The 'indus\
try partner' in this research is )Tj
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(the Suncoast Cyberschools, a network of schools located on the Sunshine \
Coast to the north of Brisbane. )Tj
0 -1.2 TD
(They are first round trial schools for the New Basic Project and provide\
a significant contribution to )Tj
T*
(research in that they are a cluster of schools that have an established \
learning community. )Tj
0 -2.557 TD
(The project will involve in-depth research to develop a conceptual under\
standing of what is required of )Tj
0 -1.2 TD
(teachers and students by the concept of 'multiliteracies' and then desig\
n and implement effective and )Tj
T*
(well-researched model/s of ICT professional development that will result\
in transformative 'multiliterate' )Tj
T*
(classroom practices. In this first year of research, the project has sor\
t to establish a baseline of current )Tj
T*
(teacher ICT classroom practices and beliefs associated with professional\
development as well as the )Tj
T*
(current conceptual understandings of multiliteracies. Initial data was o\
btained through interviews with )Tj
T*
(computer coordinators and classroom teachers from seven of the ten schoo\
ls. Further methodologies will )Tj
T*
(be used to complete the baseline requirements.)Tj
0 -2.557 TD
(The initial data obtained on current ICT practices and ICT professional \
development will be analysed in )Tj
0 -1.2 TD
(relation to the constructivist paradigm. The data obtained on the use of\
ICT in the classroom is important )Tj
T*
(here as it reflects the educational beliefs that are held about ICT by t\
he teachers which has implications )Tj
T*
(for the professional development that would be sort. This paper is based\
on the premise that as the New )Tj
T*
(Basic Project is grounded in constructivist principles then the professi\
onal development deemed )Tj
T*
(effective by teachers involved with this project would employ constructi\
vist pedagogical principles.)Tj
/TT0 1 Tf
16.1538 0 0 16.1538 10 410.013 Tm
(5. Interview Analysis)Tj
/T1_0 1 Tf
14 0 0 14 10 372.9909 Tm
(The interviews with Suncoast Cyberschools computer coordinators and clas\
sroom teachers took place )Tj
T*
(during school time and ranged from half an hour to an hour duration. All\
of the participants received the )Tj
T*
(interview schedule prior to the meeting so that critical thought would t\
ake place and a relaxed rapport )Tj
T*
(could be established. The participants were chosen by their principals a\
nd were therefore recognised as )Tj
T*
(effective practitioners within this frame. The initials used on the foll\
owing transcript data have been )Tj
T*
(anonymised.)Tj
0 -2.557 TD
(As a part of the New Basics Project, each teacher is involved in the col\
laborative designing of a three-)Tj
0 -1.2 TD
(year curriculum plan. Teachers from each three year juncture, that is, y\
ears 1 to 3, years 4 to 6, and years )Tj
T*
(7 to 9 have meetings that involve 'backward mapping' the Rich Tasks in t\
hat juncture. The process of )Tj
T*
(backward mapping ensures that the 'repertoires of practice', that is the\
cognitive, cultural, linguistic and )Tj
T*
(social skills that need to be acquired developmentally in order to compl\
ete a Rich Task, as well as the )Tj
T*
('operational fields', that is the New Basics, Key Learning Areas and oth\
er trans-disciplinary fields of )Tj
T*
(knowledge that will have to be brought into play in order to complete th\
e Rich Task, are catered for over )Tj
T*
(the three year span. Consequently, the Rich Tasks play an important part\
in curriculum development. )Tj
/T1_1 1 Tf
T*
(The New Basics Technical Paper )Tj
/T1_0 1 Tf
(\(Education Queensland, 2000, p.55\) states that a principle for the )Tj
T*
(design of a Rich Task is that it is "sufficient in developmental, cognit\
ive and intellectual depth and )Tj
T*
(breadth to guide curriculum planning across a significant span of school\
ing". The following is an )Tj
T*
(example of a Rich Task that is a part of the Year 1 -3 juncture: "Studen\
ts will collect information about )Tj
T*
(themselves, their school and their community. They will use this informa\
tion to design web pages in )Tj
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(their websites and respond to questions electronically". The full format\
of this Rich Task can be viewed )Tj
0 -1.2 TD
(at http://www.education.gov.au/corporate/newbasics/html/richtasks/year3/\
year3.html)Tj
0 -2.557 TD
(The professional development opportunities that teachers from a New Basi\
c school receive in the initial )Tj
0 -1.2 TD
(phase of the Trial include a 3 day Rich Immersion Conference that introd\
uces the New Basics Project as )Tj
T*
(a whole and explains each of the three major features \(New Basics, Prod\
uctive Pedagogies and Rich )Tj
T*
(Tasks\), and a 3 day Productive Pedagogies Conference that focuses solel\
y on the twenty strategies of the )Tj
T*
(Productive Pedagogies. There is a suite of support material available fo\
r classroom teachers, principals )Tj
T*
(and interested community members including three booklets designed by th\
e New Basics Branch )Tj
T*
(\(Department of Education, Queensland, 2000a, 2000b, 2001c\). )Tj
0 -2.557 TD
(As the New Basic Project is steeped in a constructivist paradigm, the fo\
llowing analysis will employ the )Tj
0 -1.2 TD
(four principles of constructivist pedagogy identified above, namely dema\
nd for a 'high cognitive load', )Tj
T*
('authentic tasks', 'autonomous learning' and a 'process emphasis' as ana\
lytic tools to explore what is )Tj
T*
(deemed as effective ICT professional development within current school r\
eform. )Tj
/T1_1 1 Tf
0 -2.557 TD
(High Cognitive Load)Tj
/T1_0 1 Tf
T*
(A high cognitive load can be indicated by the presence of higher order t\
hinking skills, such as )Tj
0 -1.2 TD
(synthesising, evaluating and problem solving within a complex activity. \
From a professional )Tj
T*
(development standpoint, learning by drill or explicit instruction would \
constitute a low cognitive load )Tj
T*
(where as learning by active exploration and experimentation would requir\
e a high cognitive load. )Tj
0 -2.557 TD
(Following is an interchange between interviewer [I] and a teacher [NP] d\
iscussing professional )Tj
0 -1.2 TD
(development models that support teachers with implementing the Rich Task\
s where NP has just )Tj
T*
(explained that previous ICT professional development had been concerned \
with getting teachers to the )Tj
T*
(minimum skill standards through looking at specific software and hardwar\
e types:)Tj
5.714 -2.557 Td
([I] Do you think that you will be running any workshops in regard to the\
se new needs?)Tj
0 -2.557 TD
([NP] Definitely, it is at the request of the staff and it is a role that\
I am quite comfortable )Tj
0 -1.2 TD
(with.)Tj
0 -2.557 TD
([I] Do you see this role moving past this school? For all the Cyberschoo\
ls?)Tj
0 -2.557 TD
([NP] I already operate outside the school in terms of being involved. We\
have a )Tj
0 -1.2 TD
(Cyberschools IT group, and have run a couple of sessions there.)Tj
0 -2.557 TD
([I] What did they involve?)Tj
T*
([NP] We did a Powerpoint one last year. ...for the year 3 teachers, look\
ing at webpages )Tj
0 -1.2 TD
(with Powerpoint. )Tj
ET
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([I] Have you mainly done skill based PD sessions?)Tj
0 -2.557 TD
([NP] At that level yes, at the school level. I also do 'have you seen th\
is I will demonstrate )Tj
0 -1.2 TD
(that' and 'this is what you can do". )Tj
0 -2.557 TD
([I] So come and discuss my planning? )Tj
0 -2.557 TD
([NP] Not planning normally, just what we can do with this piece of softw\
are. 'Have you )Tj
0 -1.2 TD
(seen this' kind of thing.)Tj
-5.714 -2.557 Td
(This interchange demonstrates the professional development in ICT as a s\
kills acquisition approach. )Tj
T*
(Here the teachers are requiring support to learn a new piece of software\
and the pedagogy delivered is )Tj
T*
(explicit instruction. Later in the same interview the participant expand\
ed on the reasons why this )Tj
T*
(approach was adopted and the pedagogy required:)Tj
5.714 -2.557 Td
([NP] A lot of teachers still don't feel comfortable that they don't have\
the skills. They want )Tj
T*
(someone there to hold their hand, show them, all those teaching and lear\
ning strategies )Tj
T*
(that we use to get them going.)Tj
0 -2.557 TD
([I] And the best type of skilling professional development session would\
be?)Tj
0 -2.557 TD
([NP] Certainly hands on, with equipment and software that is generally a\
vailable in )Tj
0 -1.2 TD
(schools. There is no use looking at software that is not available.)Tj
-5.714 -2.557 Td
(The Rich Tasks are seen as driving the professional development towards \
an acquisition of skills )Tj
T*
(through expert instruction, synonymous with behaviourist learning theory\
\(McInerney & McInerney, )Tj
T*
(1994, p.244\). In the next example the interviewer was asking the partic\
ipant if teachers were seeking )Tj
T*
(professional development in how to integrate ICT into their units of wor\
k in the non-juncture years:)Tj
5.714 -2.557 Td
([MP] I think it depends on how the schools set out their pre Rich Tasks.\
In our school the )Tj
T*
(Rich Tasks are narrow but not too narrow. I know of schools that have do\
ne that. They are )Tj
T*
(doing the Story Rich Task so in grade 1 they have to do their fairytales\
in grade 2 they )Tj
T*
(have to do a narrative and in grade 3 they do the Rich Task. Where as in\
our school we )Tj
T*
(have said in grade 1 you could do nursery rhymes, fairytales, you could \
do a puppet play, )Tj
T*
(sort of left a choice open. They will be, they are in the process of wha\
t we call backward )Tj
T*
(mapping the Rich Tasks so even though you are aiming up here, it is sort\
of like a pyramid )Tj
T*
(so there is a choice down here and that you are exposing them to that. N\
ot necessarily that )Tj
T*
(will be what they are doing up here. So if they are doing the craft one \
in art they still )Tj
T*
(might be doing blowing bubbles weaving with paper but they are not actua\
lly doing a )Tj
T*
(cultural craft. It could be just rolling paper and sticking it on M for \
Monkey. But it is )Tj
T*
(written into that year 1 level that somewhere in there they will be doin\
g some sort of paper )Tj
ET
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(activity, paper folding or paper techniques)Tj
0 -2.557 TD
([I] So professional development in ICT do you think will be based on wha\
t you need to )Tj
0 -1.2 TD
(know in respect to the Rich Tasks?)Tj
0 -2.557 TD
([MP] To start with yes, only until the trial goes through and it becomes\
the curriculum. I )Tj
0 -1.2 TD
(think the more we do it and the more comfortable we become then we will \
start extending )Tj
T*
(our experiences and the experiences of the children as we become more co\
mfortable, so I )Tj
T*
(guess in the beginning we will need professional development to do just \
those things that )Tj
T*
(need to get us to the Rich Tasks. As we become more comfortable with tha\
t we will then )Tj
T*
(start extending down the bottom and learning more ourselves and exposing\
the kids more )Tj
T*
(and also as the kids are exposed to more themselves it stimulates us to \
expose them to )Tj
T*
(more, to something different. )Tj
-5.714 -2.557 Td
(What seems to be the case here is that the backward mapping exercises ar\
e also influencing the )Tj
T*
(integration of ICT in the non-juncture years, so if the children have to\
be able to do a webpage, an email, )Tj
T*
(a Powerpoint in the year 3 Rich Task then these skills must be taught in\
the preceding years, which leads )Tj
T*
(to an emphasis on a skilling approach. One reason for this skills traini\
ng approach may be due to the )Tj
T*
(context or stage in learning required by the teachers. Jonassen \(1991, \
p.30\) explains that constructivist )Tj
T*
(learning environments are most appropriate at the advanced knowledge acq\
uisition stage. He describes )Tj
T*
(three stages as introductory, advanced and expert. At the introductory s\
tage, initial schema is built about )Tj
T*
(a skill or content area. The second stage, advanced knowledge acquisitio\
n, is where learners acquire )Tj
T*
(advanced knowledge in order to solve complex, domain or context dependen\
t problems. The final stage )Tj
T*
(is expertise. Consequently, the teachers within this study may be at the\
introductory stage, requiring )Tj
T*
(knowledge about a skill. At this introductory stage that learners are be\
tter supported by more objectivist )Tj
T*
(approaches \(Jonassen, 1991, p.31\) and constructivist approaches would \
not be effective until the )Tj
T*
(teachers have acquired more knowledge. )Tj
0 -2.557 TD
(The teachers' demands for professional development are also reflected in\
their use of ICT in the )Tj
0 -1.2 TD
(classroom. In the following extract the interviewer was asking if skilli\
ng sessions that took place in the )Tj
T*
(school computer laboratory were divorced from what later happened in the\
classroom:)Tj
5.714 -2.557 Td
([IM] I don't think they are divorced but I tend to think that we do offe\
r an over emphasis )Tj
T*
(on skills compared with the actual product and I feel that we need not t\
o become )Tj
T*
(overpowered by the need to make sure every kid is able to do every singl\
e thing because I )Tj
T*
(have observed them and they teach each other so easily. It would be bett\
er if you have ten )Tj
T*
([computers] in a lab but it would also work well if you have six in a cl\
assroom. I do find )Tj
T*
(that the kids don't have the problem that it is us that have the problem\
.)Tj
-5.714 -2.557 Td
(This example separates the tasks of learning how to 'use' a piece of sof\
tware with the actual use of the )Tj
T*
(software in some other learning context. The separating of these activit\
ies tends to decrease the )Tj
T*
(cognitive load as the emphasis is on skilling through instruction instea\
d of learning through exploration. )Tj
ET
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(This separation may be due to the focus on the skills needed for the Ric\
h Task ahead. However other )Tj
0 -1.2 TD
(examples of ways ICT are integrated into the curriculum were found to mi\
rror or trial a Rich Task. For )Tj
T*
(example this teacher explains a unit of work that integrated ICT effecti\
vely.)Tj
5.714 -2.557 Td
([MC] Well it was a trial for the New Basics. It was a travel Itinerary f\
or year 6. Instead of )Tj
T*
(students coming to Australia like in the Rich Task, we thought the stude\
nts could organise )Tj
T*
(a travel package for someone to go overseas. So they had to choose a cou\
ntry, and they )Tj
T*
(had to come up with timetables for flights, hotels and costing and all t\
hat sort of business. )Tj
T*
(It was bigger than Ben Hur. There were a few components to it. One of th\
e components )Tj
T*
(was an Excel spreadsheet so they could put on costs of flights, budgets \
and so on. Another )Tj
T*
(one was that they had to do up a brochure, some maps and all sorts of th\
ings pulled out of )Tj
T*
(the Internet.)Tj
0 -2.557 TD
([I] What's the point of the brochure?)Tj
0 -2.557 TD
([MC] At the end they had to do a presentation and they had to sell their\
package and the )Tj
0 -1.2 TD
(brochure was handed out and that sort of business. The Internet was bril\
liant. It was real )Tj
T*
(life stuff. There were some sites used all the time and others were just\
stumbled across. )Tj
T*
(Even finding out flights and looking at international time and money and\
conversions and )Tj
T*
(all that sort of business, so much come out of that I mean.)Tj
0 -2.557 TD
([I] What came out? What were some of the outcomes?)Tj
T*
([MC] Probably just awareness, cultural differences and children seem to \
be focused )Tj
0 -1.2 TD
(outside their community and understanding that. The year 4's concept of \
timing that )Tj
T*
(somewhere else in the world is different in time even, little things cam\
e out. And just )Tj
T*
(being familiar with the Internet and just having that experience with a \
real reason and their )Tj
T*
(searches just became so much more)Tj
0 -2.557 TD
([I] Refined?)Tj
0 -2.557 TD
([MC] Refined, compared to get on and see and they started to realise)Tj
T*
([I] They were searching not surfing)Tj
0 -2.557 TD
([MC] Yes exactly, little things that came out.)Tj
-5.714 -2.557 Td
(The participant here describes a task that required a high cognitive loa\
d. ICT was a tool to support )Tj
0 -1.2 TD
(thinking, and the process of learning how to use it was through explorat\
ion and experience itself. So )Tj
T*
(does how a teacher uses ICT in the classroom have an impact on what type\
of ICT professional )Tj
T*
(development they seek? Is the emphasis on achieving competency in the pa\
rticular application for the )Tj
T*
(Rich Task reducing ICT integration to skills training and therefore not \
consistent with constructivist )Tj
ET
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(pedagogy? One of the key principles of progressive education has been th\
at students should explore and )Tj
0 -1.2 TD
(construct knowledge, focusing on whole activities, projects and practice\
s rather than discrete and )Tj
T*
(isolated skills \(Department of Education, Queensland, 2001a, p. 20\). W\
hat can be seen here, in some )Tj
T*
(current ICT classroom practices and professional development, is the dec\
ontextualising of activities into )Tj
T*
(discrete and manageable skills. )Tj
/T1_1 1 Tf
0 -2.557 TD
(Authentic Task)Tj
/T1_0 1 Tf
0 -2.557 TD
(An authentic task can be indicated by its focus on the construction of k\
nowledge, transdisciplinary )Tj
0 -1.2 TD
(inquiry, real world relevance and personal value. In a professional deve\
lopment sense, an authentic task )Tj
T*
(may be the construction of a problem based unit of work that integrates \
ICT or a discussion involving )Tj
T*
(critical analysis or the development of an ICT product that reflects on \
the process. In the following )Tj
T*
(extract the interviewer asked the participant about any professional dev\
elopment that had an effect on )Tj
T*
(how they teach in the classroom.)Tj
5.714 -2.557 Td
([MP] We have had the opportunity to go along in the afternoon to where c\
lassroom )Tj
T*
(teachers have met at a central location. Teachers have been invited a lo\
ng, just say you )Tj
T*
(were showing Power Point and what you have done with your class. We all \
sit around, )Tj
T*
(you explain what you have done, you might have examples of kids work, an\
d ask )Tj
T*
(questions, maybe 10 to 15 minutes and then we move to the next little ta\
ble that has )Tj
T*
(something. So it is a sharing time I suppose. They were classroom teache\
rs and that was )Tj
T*
(very interesting and helpful.)Tj
0 -2.557 TD
([I] What did you take away from that? How did that affect you in the cla\
ssroom?)Tj
T*
([MP] Lots of ideas and things like wow I have to learn Power Point. Oh I\
didn't know year )Tj
0 -1.2 TD
(7s could buy shares by going through a particular program. Even though i\
t was a year 7 )Tj
T*
(thing that still interested me. Also seeing spreadsheets used in maths, \
just ideas.)Tj
0 -2.557 TD
([I] Did you go from saying that was a great idea to doing something abou\
t it?)Tj
0 -2.557 TD
([MP] Our local teacher here inserviced us on Power Point.)Tj
T*
([I] Have you used it in your classroom?)Tj
-5.714 -2.557 Td
([MP] Not yet. There are plans to this year.)Tj
T*
(This sharing session was an authentic activity for the participant as th\
e ideas presented at the meeting )Tj
0 -1.2 TD
(had relevance, so much so that even though no use of the ideas had yet b\
een applied, there were plans. )Tj
T*
(Opening up avenues and stimulating ways to use ICT in the classroom is a\
valuable professional )Tj
T*
(development activity. Following is)Tj
12.9231 0 0 12.9231 205.23 59.9756 Tm
( )Tj
14 0 0 14 208.4608 59.9756 Tm
(a different type of professional development that has elements of an )Tj
-14.176 -1.2 Td
(authentic task and reflects a personal understanding of how they learn:)Tj
ET
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([EE] I learn more professionally, when the principal comes into the room\
and comes up )Tj
0 -1.2 TD
(with a strategy and I think to myself I can do that so I get a lot out o\
f being exposed to )Tj
T*
(things. If you came into my room and said 'can I have a couple of your k\
ids I want to )Tj
T*
(try...'. I learn more that way than going and sitting in some fancy hote\
l and in a mass of )Tj
T*
(people. And I think my children might as well so that is why I don't do \
a lot of chalk and )Tj
T*
(talk to a whole group because I'd tune out. I learn by doing and I think\
they do too. )Tj
0 -2.557 TD
([I] Have you gone to any classrooms and watched others?)Tj
0 -2.557 TD
([EE] Yes when I was technology coordinator ... I went and visited other \
schools and high )Tj
0 -1.2 TD
(schools because they had labs and that and talked to other technology co\
ordinators. I )Tj
T*
(enjoyed seeing how they were doing it because the crux of it is how do y\
ou teach Johnny )Tj
T*
(how to do something and can I do that as well.)Tj
0 -2.557 TD
([I] Is it the discussion that you have with other classroom teachers or \
watching?)Tj
T*
([EE] Both. Like even learning support, like Key teachers, I often learn \
intervention )Tj
0 -1.2 TD
(methods and I learn more by seeing other Key teachers and watching them \
with learning )Tj
T*
(support children and I come back with a billion ideas. )Tj
0 -2.557 TD
([I] So you come back and try these in the classroom)Tj
0 -2.557 TD
([EE] Yes and well I teach other teachers and show teachers at staff meet\
ings and I find )Tj
0 -1.2 TD
(other teachers respond well to that.)Tj
-5.714 -2.557 Td
(This professional development activity has a number of stages. Firstly, \
the learner has a real need )Tj
T*
('learning how to teach Johnny something'. This need is then met through \
observation and discussion with )Tj
T*
(other teachers, followed by implementation of the new strategy or idea a\
nd finally reinforcement by )Tj
T*
(teaching others. These examples illustrate elements of authentic tasks t\
hat are consistent with the )Tj
T*
(constructivist principles. They all challenge existing cognitive structu\
res and may lead to transformed )Tj
T*
(practice. )Tj
/T1_1 1 Tf
0 -2.557 TD
(Autonomous Learner)Tj
/T1_0 1 Tf
0 -2.557 TD
(Autonomous learning can be indicated by the degree to which the learner \
manages their own learning )Tj
0 -1.2 TD
(\(Perkins, 1991, p.19\). Due to the high cognitive complexity of constru\
ctivist learning settings, the )Tj
0 -1.2 TD
(process of learning how to learn can be exacerbated. Therefore a further\
indication of autonomous )Tj
0 -1.2 TD
(learning is the role of the teacher as helper or guide, supporting the l\
earner in their 'zone of proximal )Tj
T*
(development'. From a professional development viewpoint, autonomous lear\
ning could be characterised )Tj
T*
(by teaching oneself or learning how to learn, a mentoring relationship o\
r even an online discussion list. )Tj
0 -1.2 TD
(In the following extract the interviewer asked the participant to talk a\
bout their experiences with ICT.)Tj
ET
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([EE] I have been a teacher for about 14 years and about 6 years ago I de\
cided that I didn't )Tj
0 -1.2 TD
(know a lot about computers ... so I applied for a sponsorship for a Grad\
uate Certificate in )Tj
T*
(Computer Education externally and I did that for a year and I could have\
gone on to get a )Tj
T*
(degree with another four subjects, but I chose not to. I just really wan\
ted to know about )Tj
T*
(teaching strategies, that has been on my big list. I can learn the compu\
ter myself, I can be )Tj
T*
(given the equipment but teach me how to teach.)Tj
0 -2.557 TD
([I] So you could teach yourself the skills of how to use say Power Point\
but you wanted to )Tj
0 -1.2 TD
(know how to incorporate it effectively?)Tj
0 -2.557 TD
([EE] In small groups, or one on one. That was what I was looking for whe\
n I did it. I think )Tj
0 -1.2 TD
(I did learn those things because I do do a lot of small group work with \
the children.)Tj
-5.714 -2.557 Td
(Later in the interview, this participant expressed further value in auto\
nomous learning style: )Tj
5.714 -2.557 Td
([EE] Yes that graduate certificate I did that was the best thing I did. \
The department flew )Tj
T*
(me to Brisbane twice, can you believe it! But again being with all those\
teachers and you )Tj
T*
(know that Connecting Teachers to the Future, that was on then and they d\
id a lot of )Tj
T*
(Internet stuff and I stayed on a [online] List and I learnt a lot. Getti\
ng on those Lists and )Tj
T*
(getting ideas from others, I learnt a lot from that. I actually got off \
it but I should get on )Tj
T*
(again, involved again. It is a pity they don't have a New Basics List. I\
f someone was doing )Tj
T*
(a Rich Task because I really have to get into that way of thinking and t\
alking and instead )Tj
T*
(of going to do my three days Productive Pedagogy conference or whatever \
and then I )Tj
T*
(come back and need to live it more. That would be good to be on a Discus\
sion List, )Tj
T*
(helping with the language of the New Basics, and what people are thinkin\
g and doing. )Tj
-5.714 -2.557 Td
(It could be expected that this acknowledgment of the way one learns and \
the value placed on )Tj
T*
(autonomous learning style would be reflected in EEs teaching practices i\
n the classroom:)Tj
5.714 -2.557 Td
([EE] We obviously can't chalk and talk the whole time and expect them to\
learn the )Tj
T*
(computer. We have to do peer tutoring. It would be good with an adult, o\
ne on one )Tj
T*
(because that is what I find with the lack of computers, is the kids don'\
t have the skills. I )Tj
T*
(have learnt most of my computer skills sitting at home on my computer. E\
veryone leaves )Tj
T*
(me alone while I am exploring, whether I am learning Publisher or Power \
Point, whatever )Tj
T*
(it is. And I feel that is a different strategy and we have to adapt them\
to what we are trying )Tj
T*
(to teach them.)Tj
0 -2.557 TD
([I] So knowing that you learn like that how can you incorporate that int\
o the classroom?)Tj
T*
([EE] Well small group work )Tj
ET
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([I] Pure exploration?)Tj
0 -2.557 TD
([EE] I am not going to sit on a computer, I wouldn't have time anyway, a\
nd continually )Tj
0 -1.2 TD
(guide, but it is like anything you teach, one might learn better sitting\
there exploring )Tj
T*
(where as one might learn better with an activity. I have little work car\
ds and like with the )Tj
T*
(database I had them all set out and ... so it takes strategies as in gro\
uping, peer modelling, )Tj
T*
(small group, explicit teaching. Ideally it could be whole. I'd love a bi\
g screen with my )Tj
T*
(computer up on there. We'd all love that. I'd love access to a computer \
lab where I could )Tj
T*
(take the whole class and I could teach them how to use Publisher to make\
signs for )Tj
T*
(instance but I haven't got that so I have to make the most of what I've \
got. I suppose what )Tj
T*
(is available limits my strategies too.)Tj
-5.714 -2.557 Td
(There is an interesting twist at the end of this conversation. The parti\
cipant obviously values an )Tj
T*
(autonomous learning style for themselves and in certain instances for th\
e children in the class, however, )Tj
T*
(there is still a strong emphasis at the end of the discussion on the val\
ue of explicit instruction for skills )Tj
T*
(transmission.)Tj
12.9231 0 0 12.9231 84.284 497.5756 Tm
( )Tj
14 0 0 14 87.5148 497.5756 Tm
(One important element of autonomous learning is that it can be frustrati\
ng due to the )Tj
-5.537 -1.2 Td
(complexity of the task or problem under examination. In a professional d\
evelopment situation, with )Tj
T*
(limited time and in the context of rapid change within a new school refo\
rm, teachers may find a )Tj
T*
(constructivist approach exasperating unless they are made aware that the\
y are not only learning about )Tj
T*
(the given task but they are learning a new theory of learning, one which\
they have to implement in the )Tj
T*
(classroom. When asked what type of professional development teachers wer\
e seeking, on respondent )Tj
T*
(replied:)Tj
5.714 -2.557 Td
([EP] They are looking for a myriad of things. They want to be able to en\
ter internal )Tj
T*
(monitoring, tracking of students on our network, how to work a spreadshe\
et for their own )Tj
T*
(record keeping, they want to understand better ways of filing and organi\
sing the computer )Tj
T*
(to make them more efficient workers. We still have some people here who \
are not reading )Tj
T*
(their emails because they are afraid to log on. We are trying to get our\
Intranet up and )Tj
T*
(running and there will be some who will hesitate with that for a while. \
They want to know )Tj
T*
(more, like about Power Point with their kids and how to construct a webs\
ite, the theory )Tj
T*
(behind it. They have expressed the desire to know more but they are tire\
d at the end of a )Tj
T*
(very busy day. The desire covers like the use of the digital camera. Tha\
t is being used )Tj
T*
(more and more and integrating those photos with student work. Techniques\
, layout, )Tj
T*
(design, connected to art, almost visual appreciation, critical literacy \
all that. Yesterday we )Tj
T*
(were talking about sound track and we had the music teacher with us and \
budgeting and )Tj
T*
(getting equipment to get children attuned to music so that by the time t\
he children are in )Tj
T*
(year 6 they can get a track to match a visual.)Tj
0 -2.557 TD
([I] So when they do their planning session, do they have 3 year planning\
sessions?)Tj
0 -2.557 TD
([EP] We have spent time as a juncture group 4, 5 and 6. We have had a wh\
ole day out )Tj
0 -1.2 TD
(recently backward mapping Rich Tasks. Then they take that away into thei\
r year levels, )Tj
ET
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(they meet collaboratively in their year level, we use the New Basics pla\
nning structure, )Tj
0 -1.2 TD
(we have to plan a unit of work that might get this done [points to that \
year level section in )Tj
T*
(backward mapping framework sheet])Tj
0 -2.557 TD
([I] At that planning stage do the teachers need ICT professional develop\
ment to enable )Tj
0 -1.2 TD
(them to integrate ICT effectively? )Tj
0 -2.557 TD
([EP] The first need is getting heads around content and being sure of th\
at. Like what we )Tj
0 -1.2 TD
(are actually delivering in the classroom is required. I mean we are grap\
pling with a new )Tj
T*
(curriculum, so their first need is content and Productive Pedagogies, th\
at they are using )Tj
T*
(that. They might come back from camp and use a particular ICT skill to m\
ake a book )Tj
T*
(based on the camp photos. So when they are about to do that they say I n\
eed someone to )Tj
T*
(help me do this, I don't know how to do that.)Tj
0 -2.557 TD
([I] Do you think that the Rich Tasks have limited the use of ICT in the \
non-juncture year )Tj
0 -1.2 TD
(units of work?)Tj
0 -2.557 TD
([EP] I think it has expanded them at a greater rate than it would have i\
f they weren't there. )Tj
0 -1.2 TD
(It has given a sense of urgency and a breath that wouldn't have been the\
re else wise. )Tj
0 -2.557 TD
([I] Because in one you have to do a web page, another research on the In\
ternet and email, )Tj
0 -1.2 TD
(but has it just limited ICT integration to those things in the Rich Task\
?)Tj
0 -2.557 TD
([EP] No I think that is covered by the ICT in other Rich Tasks. Each one\
of us has become )Tj
0 -1.2 TD
(so cognisant of the content of the Rich Tasks that we are able to memori\
se that. OK if our )Tj
T*
(kids are going to publish that we have eight computers those kids are go\
ing to have to do )Tj
T*
(that quickly so we have to be using our keyboarding techniques earlier. \
)Tj
0 -2.557 TD
([I] Is it driving it completely?)Tj
T*
([EP] Is it driving it before? I can only compare that to before hand and\
the impetus wasn't )Tj
0 -1.2 TD
(great, it was happening slower like the typewrite that the kids use for \
keyboarding because )Tj
T*
(we have a limited number of computers they are taking so long to tap out\
. That's causing )Tj
T*
(us to think that we need more money spent on ICT instead of the children\
being faster and )Tj
T*
(more efficient. So we are saying lets bring their keyboarding skills dow\
n to handwriting )Tj
T*
(and asking for fluency on a keyboard. The need is more obvious now becau\
se you weren't )Tj
T*
(being driven by an assessment item.)Tj
-5.714 -2.557 Td
(As expressed there is a whole range of professional development needs he\
re that could be addressed )Tj
T*
(through a constructivist approach. However, within this context, would t\
he teachers see the value of the )Tj
T*
(autonomous learning experience? Are the teachers receiving enough profes\
sional development in )Tj
T*
(constructivist pedagogies to be able to integrate ICT after learning 'ho\
w to use' a piece of software )Tj
ET
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(through a skills training approach? Another issue raised here and by a n\
umber of other participants is the )Tj
0 -1.2 TD
(possibility that the Rich Tasks themselves might be driving the way ICT \
is being used in the classroom. )Tj
/T1_1 1 Tf
0 -2.557 TD
(Process)Tj
/T1_0 1 Tf
0 -2.557 TD
(The process of learning can be indicated through the instructional proce\
ss itself. How learners go about )Tj
0 -1.2 TD
(constructing knowledge is more important, from a constructivist perspect\
ive, than the product itself. )Tj
T*
(Making thinking transparent, actively discussing thought processes, refl\
ections and raising )Tj
T*
(metacognitive awareness can be incorporated into any activity. In a prof\
essional development sense, )Tj
T*
(writing individual professional development plans, reflection logs and e\
ven online discussions can )Tj
T*
(clarify thinking and increase awareness of the learning process. Followi\
ng is a response where the )Tj
T*
(participant's emphasis is on the process as opposed to the product. The \
participant is talking about a unit )Tj
T*
(of work that the children were involved in where they had to make decisi\
ons for themselves:)Tj
5.714 -2.557 Td
([IM] They had to do their presentation for the parents. They had to work\
out how they )Tj
T*
(were going to do that. Were they going to do a Power Point display? Were\
they going to )Tj
T*
(say a poem? They had to work that all out. The Power Point displays were\
bloody awful, )Tj
T*
(that's probably because we haven't been in this game for a long time and\
the year 7s )Tj
T*
(haven't done a lot of Power Point before and may have never seen some pr\
ojected up. We )Tj
T*
(never had a data projector so they had only seen them on a computer scre\
en and when )Tj
T*
(they went over to [school name] for the parent night and theirs was up o\
n a big screen and )Tj
T*
(no one could read their words, they think, well that didn't really work.\
So the big but was )Tj
T*
(the independent learning came quite hard for some of them and they were \
the ones who )Tj
T*
(really didn't manage. Quite probably they would have done better in the \
classroom but )Tj
T*
(that's because we have only just got into the New Basics and Productive \
Pedagogies. )Tj
T*
(There is quite a major problem about the kids being game enough to make \
a big decision )Tj
T*
(by themselves, having a thought of your own and that you might be doing \
it wrong. I had )Tj
T*
(terrible trouble getting them to choose their issue. It was a simple thi\
ng by looking at a )Tj
T*
(huge list and looking at what is relevant to you in your small town but \
some kids found )Tj
T*
(that very difficult. What I was saying before about perfection is that I\
'd rather see the kids )Tj
T*
(get in there and had a go than believe we can get perfection. Who are we\
to tell them how )Tj
T*
(to do it? We are not movie producers or graphic artist. We've got to sto\
p telling them there )Tj
T*
(are right ways of doing things and I wonder whether we have quite got th\
at in the culture )Tj
T*
(yet. That's one of the professional development problems. That people ar\
e hung up on the )Tj
T*
(fact that the year 3 website might not be a good website. Well I don't t\
hink it really )Tj
T*
(matters. I mean we'll do a crummy one this year and a better one next ye\
ar and so on. I )Tj
T*
(don't think we have to be perfect. I know that everyone not so much here\
at [school name] )Tj
T*
(but at all the other schools, that year 3 web page had got everyone frea\
king. It is easier to )Tj
T*
(do that than one of those old books. It gives the kids so much more vari\
ety, you are )Tj
T*
(teaching them scanning, the digital camera, you're teaching them context\
for their stuff, )Tj
T*
(sequencing and all in a little job that can be done in double quick time\
.)Tj
-5.714 -2.557 Td
(The process of learning is expressed here in retrospect to the children'\
s performance in the unit of work )Tj
ET
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(discussed. The development of independent autonomous learning can be sup\
ported by reflective practice )Tj
0 -1.2 TD
(on the process of learning. This emphasis on process is evident in the l\
ater section of this discussion, )Tj
T*
(where the participant stresses the importance of having a go and learnin\
g from your mistakes over and )Tj
T*
(over again. The emphasis then is not on the product, in this case, the b\
est website or Power Point, but )Tj
T*
(rather the process of learning where the students making choices and the\
teacher is directing not )Tj
T*
(dictating. To include metacognitive strategies into a professional devel\
opment experience may provide )Tj
T*
(the impetus for use within the classroom. )Tj
/TT0 1 Tf
16.1538 0 0 16.1538 10 614.813 Tm
(6. Conclusion)Tj
/T1_0 1 Tf
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(ICT professional development within the context of school reform as impl\
emented through the New )Tj
T*
(Basics Project needs to be considered in terms of the needs and wants of\
the teachers within the setting, )Tj
T*
(as well as the needs of the current reform agenda. What is apparent from\
the analysis of the teachers' )Tj
T*
(interviews is the dissonance between the demand for skill based professi\
onal development driven from )Tj
T*
(skill based curriculum goals for ICT, within a school reform based on a \
constructivist paradigm. As )Tj
T*
(these needs are conflicting, which direction should professional develop\
ment take? In attempting to )Tj
T*
(establish the direction for professional development in ICT, two major i\
ssues have been raised. Firstly, )Tj
T*
(would professional development focused on skills based training provide \
the impetus to support teachers )Tj
T*
(use of ICT consistent with a constructivist pedagogy or would it lead to\
the use of ICT as a skill/drill )Tj
T*
(approach in the classroom? Secondly, has the New Basics framework create\
d an antithetical position in )Tj
T*
(that the process of backward mapping from a Rich Task has limited the us\
e of ICT to focus on the skills )Tj
T*
(required to achieve the Rich Tasks, rather than instigating a constructi\
vist learning environment that )Tj
T*
(allows for the unlimited exploration of ICT? Both of these issues need t\
o be discussed in order to )Tj
T*
(ascertain further direction within this study.)Tj
0 -2.557 TD
(To answer the first question in regard to the need for professional deve\
lopment in ICT one must look )Tj
0 -1.2 TD
(towards the required outcome of that professional learning experience. W\
ithin this context of school )Tj
T*
(reform, one would assume that the learning outcome for the teacher would\
be to enable the use of ICT )Tj
T*
(within a constructivist approach, that is, through active exploration wi\
thin an authentic task that requires )Tj
T*
(a high cognitive load and involves metacognition. However as can be seen\
from the interview data, )Tj
T*
(currently teachers are seeking skill based training in the ICT applicati\
ons present in the Rich Tasks, for )Tj
T*
(example 'How to do a Web page or a Power Point' as well as the process o\
f learning being focused on )Tj
T*
(explicit instruction, indicated by one teacher's comment "they want some\
one to hold their hand, show )Tj
T*
(them." Also some current classroom practices have been shown to emulate \
this 'training' approach where )Tj
T*
(the need is to skill the child in the ICT applications needed for the im\
pending Rich Task/assessment )Tj
T*
(item. As noted earlier this demand for skill based professional developm\
ent may be indicative of )Tj
T*
(teachers being in Jonassen's 'introductory' stage of knowledge acquisiti\
on. If this were the case would )Tj
T*
(such skill based professional development still enable the transition to\
a more constructivist approach to )Tj
T*
(pedagogy in the classroom?)Tj
0 -2.557 TD
(This question seems to suggest that a more constructivist professional d\
evelopment experience may be )Tj
0 -1.2 TD
(needed to enable a more constructivist approach to integrating ICT. Comm\
ents from the interviews )Tj
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(indicate interest in teacher sharing sessions, analysing units of work w\
ith protocols and observing other )Tj
0 -1.2 TD
(teachers' practice. However professional learning experiences that truly\
reflect constructivist paradigms )Tj
T*
(involve the learner in managing their own learning in the process of aut\
onomous learning. This process )Tj
T*
(can be quite frustrating for the learner as they are being lead on a pat\
h that requires a high cognitive )Tj
T*
(demand, being asked to discover a skill or concept by themselves instead\
of being told or stepped )Tj
T*
(through the process. A constructivist approach however can involve not o\
nly conceptualisation or )Tj
T*
(attainment in competency but an examination of the process of learning i\
tself, the actualisation of )Tj
T*
(constructivist pedagogy. Here may lie the power within this approach to \
professional development and )Tj
T*
(could therefore provide the impetus for the implementation of similar le\
arning experiences with ICT in )Tj
T*
(the classroom. However it could be argued that the demands of the New Ba\
sics project itself leave )Tj
T*
(teachers with insufficient time and energy to engage productively with c\
onstructivist professional )Tj
T*
(development experiences. If teachers are unable to engage productively w\
ith constructivist professional )Tj
T*
(development experiences then this raises questions about the effectivene\
ss of the current professional )Tj
T*
(development that teachers receive as part of the New Basic Project. It c\
ould be expected that if teachers )Tj
T*
(were receiving professional development in 'Productive Pedagogies' and '\
Rich Task' immersion then )Tj
T*
(they will be confronted with a constructivist ideology and therefore be \
putting this philosophy into )Tj
T*
(practice within their classroom. If this were the case then, skill train\
ing and raising competency levels )Tj
T*
(might be an acceptable function of ICT professional development as appli\
cation and integration into )Tj
T*
(classroom practices would have been supported by the other professional \
development. )Tj
0 -2.557 TD
(It would appear from the analysis section, that the professional develop\
ment activity of backward )Tj
0 -1.2 TD
(mapping from a Rich Task to develop a three year curriculum plan may be \
limiting the use of ICT to )Tj
T*
(those applications existing within the Rich Tasks as well as directing t\
he form and function of ICT )Tj
T*
(professional development. Comments from the interviews suggest that this\
apparent limiting capacity )Tj
T*
(could be seen in a positive sense in that there are a certain number of \
ICT applications to become )Tj
T*
(familiar with and that professional development "to do just those things\
that need to get us to the Rich )Tj
T*
(Tasks" are necessary. Another positive viewpoint expressed is that the I\
CT applications within the Rich )Tj
T*
(Tasks have in fact expanded the variety of ways ICT is currently being i\
ntegrated into classroom )Tj
T*
(practices Despite these positive approaches, to understand ICT professio\
nal development as a narrow set )Tj
T*
(of skill requirements to complete a designated Rich Task cannot but cont\
ribute to limiting the way ICT )Tj
T*
(is being used in the classroom.)Tj
0 -2.557 TD
(This paper has considered the way ICT professional development is being \
understood by the teachers )Tj
0 -1.2 TD
(within a school based reform. One obvious finding is that the very natur\
e of the reform does not ensure )Tj
T*
(that professional learning experiences will reflect the same ideology. I\
t can be established that there is a )Tj
T*
(link between what is happening in the classroom and the professional dev\
elopment in ICT that is )Tj
T*
(requested. This may not be the type of professional development that wou\
ld have transforming )Tj
T*
(capabilities. This paper does suggest that a more constructivist approac\
h to ICT professional )Tj
T*
(development may be most effective in supporting change in classroom prac\
tice. )Tj
19.3846 0 0 19.3846 10 70.7508 Tm
( )Tj
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(7. Acknowledgment)Tj
/T1_0 1 Tf
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(We thank the teachers of the Suncoast Cyberschools for their time and in\
put into this study. )Tj
/TT0 1 Tf
16.1538 0 0 16.1538 10 678.4284 Tm
(8. References )Tj
/T1_0 1 Tf
14 0 0 14 90 641.4063 Tm
(Ashman, A & Conway, R \(1997\) )Tj
/T1_1 1 Tf
(An introduction to cognitive education)Tj
/T1_0 1 Tf
(. London :)Tj
0 -1.2 TD
(Routledge.)Tj
0 -2.557 TD
(Department of Education, Queensland \(2000a\). )Tj
/T1_1 1 Tf
(New Basics: Curriculum Organisers.)Tj
/T1_0 1 Tf
( )Tj
0 -1.2 TD
(Brisbane: Access Ed., Education Queensland.)Tj
0 -2.557 TD
(Department of Education, Queensland \(2000b\). )Tj
/T1_1 1 Tf
(New Basics: Theory into Practice.)Tj
/T1_0 1 Tf
( )Tj
0 -1.2 TD
(Brisbane: Access Ed., Education Queensland.)Tj
0 -2.557 TD
(Department of Education, Queensland \(2001a\). )Tj
/T1_1 1 Tf
(The Queensland School Reform )Tj
0 -1.2 TD
(Longitudinal Study. A strategy for shared curriculum leadership: Teacher\
's Summary)Tj
/T1_0 1 Tf
(. )Tj
T*
(Brisbane: The State of Queensland Department of Education.)Tj
0 -2.557 TD
(Department of Education, Queensland \(2001b\). )Tj
/T1_1 1 Tf
(Queensland State Education 2010)Tj
/T1_0 1 Tf
(. http://)Tj
0 -1.2 TD
(education.qld.gov.au/corporate/qse2010 )Tj
0 -2.557 TD
(Department of Education, Queensland \(2001c\). )Tj
/T1_1 1 Tf
(New Basics: The why, what, how and )Tj
0 -1.2 TD
(when of Rich Tasks.)Tj
/T1_0 1 Tf
( Brisbane: Access Ed., Education Queensland.)Tj
0 -2.557 TD
(Education Queensland \(2000\). )Tj
/T1_1 1 Tf
(New Basics Project Technical Paper)Tj
/T1_0 1 Tf
(. http://education.qld.)Tj
0 -1.2 TD
(gov.au/corporate/newbasics/html/library.html#techpaper)Tj
0 -2.557 TD
(Jonassen, D. \(1991\). Evaluating Constructivist Learning. )Tj
/T1_1 1 Tf
(Educational Technology)Tj
/T1_0 1 Tf
(, 31)Tj
0 -1.2 TD
(\(9\):28-33. )Tj
0 -2.557 TD
(Lingard, B.; Mills, M. & Hayes, D. \(2000\). Teachers, school reform and\
social justice: )Tj
0 -1.2 TD
(Challenging research and practice. )Tj
/T1_1 1 Tf
(The Queensland School Reform Longitudinal Study: )Tj
T*
(Supplementary Material)Tj
/T1_0 1 Tf
(, 2001, p. 138-153.)Tj
0 -2.557 TD
(Mc Inerney, D. & McInerney, V. \(1994\). )Tj
/T1_1 1 Tf
(Educational Psychology Constructing Learning)Tj
/T1_0 1 Tf
(. )Tj
0 -1.2 TD
(Prentice Hall: Australia. )Tj
0 -2.557 TD
(Perkins, D. \(1991\). What Constructivism Demands of the Learner. )Tj
/T1_1 1 Tf
(Educational )Tj
0 -1.2 TD
(Technology)Tj
/T1_0 1 Tf
(, 31\(9\):19-21.)Tj
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(Queensland Government \(2002\). )Tj
/T1_1 1 Tf
(Queensland the Smart State: Education and Training )Tj
0 -1.2 TD
(Reforms for the Future)Tj
/T1_0 1 Tf
(. The State of Queensland, Department of the Premier and Cabinet. )Tj
0 -2.557 TD
(Wadsworth, J \(1971\). )Tj
/T1_1 1 Tf
(Piaget's theory of cognitive development)Tj
/T1_0 1 Tf
(. New York: David McKay )Tj
0 -1.2 TD
(Company.)Tj
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