Abstract:

The nature of technology use in schools has changed dramatically in the past decade. Although schools have arguably reached a tipping point in using technology to reform age-old ways of operating, the pace of change has been so fast that the modifications schools are making are not yet widely known or understood. (Zucker, 2008) Most schools’ timetables have not been designed to foster Information Communication Technology (ICT) integration. Much time in our school’s instructional periods is often wasted in computer setup and shutdown. Teachers tend to use it as a tool rather than an instructional enhancer. What is more, ‘school administrators have little, if any, guidance to give them’ (Prensky, 2006).

For this study, the research team consisted of ten K to 12 teachers working in a high access (Cuban et al, 2001) independent school. The initial purpose of our three-year research initiative was to reflect, analyse and assess our own use and integration across the curriculum. Secondly, within our respective classrooms, we pushed ourselves to integrate technology in new ways. Our third goal was to take professional development in our own hands (Noffke, 1997, 2009).

We will discuss that a paradigm shift by teachers in regards to what their role entails is needed. Many practitioners still believe that the only legitimate use of their time is standing in front of the class, working directly with students. Professional development must be meaningful for teachers and they must see themselves as learners. It is through constructing knowledge about what they do and how they do it that they will become more proficient teachers.

We think this study is significant as it is a rare case in which classroom teachers document changes in the way they integrate ICT. Furthermore, it exemplifies how action research is an excellent way of engaging practitioners in a reflective and meaningful process of professional development. Finally, working within a professional learning community, we believe our work will continue to enhance student learning, impact curriculum mapping and policy making.

We are thrilled with the changes we have thus far brought to our practice such as implementing sound Web 2.0 and teaching new literacy skills: information literacy, media literacy and ICT literacy. We feel that not only must students learn to write well, but they must learn to express their ideas using images, sound and video. The internet and several Web 2.0 tools provide students with opportunities to have their ideas viewed by a larger, more authentic audience. It is with the knowledge of a full range of media that students will be able to have their voices heard and compete with an ever growing database of information.

Using computers and technology in learning is no doubt important in preparing students for the future and is part of literacy education, but as digital literacy expert David Warlick (2009) explains it is not enough to simply integrate technology. He argues that first we must redefine what we mean by literacy and integrate that. Our work has been most engaging, motivating and empowering.