This report takes school improvement theory as a starting point. School improvement theory can be seen as a practice and policy-oriented approach to strengthen schools’ capacity for change management. In contrast to ‘school effectiveness’, ‘school improvement’ focuses on how schools can change in order to improve, whereas school effectiveness is concerned with what is to be changed in schools in order to become more effective (Reynolds et al., 2000). According to Hopkins (2001) school improvement is a distinct approach to educational change with a view to enhancing student outcomes as well as strengthening the school’s capacity for managing change. School improvement aims to determine and provide conditions under which the staff and students promote and sustain learning among them (Barth, 1990). In short, the purpose of school improvement is to impact on the relationship between the teaching and learning process and the conditions that support it. The change should not just reflect an implementation of policies, but should be aimed at improvements or adaptations of practice which transform the learning process to achieve the maximum impact on students, teachers and schools, (Hargreaves, 1994; Hopkins, 2001). It is beyond the scope of this report to discuss in any detail the very expansive literature that exists on school improvement (for more detailed discussion see Stoll and Riley, 1999). The report discusses school improvement through the lens of technology integration in schools.
There are many ways in which ICT can contribute to processes of school improvement. This can occur through the use of new technology as an aid to independent learning, as a motivator of students of all abilities, as a set of tools for professional development and as a set of innovative mechanisms for assessment and monitoring (Rudd, 2001). Although there has been some discussion on the key characteristics of successful schools, recent research on ICT as one of these characteristics in a drive towards improving school and student performance has remained sparse. Furthermore, although the ICT literature has examined the links between ICT and student motivation, the role of ICT as a direct factor in bringing about improvements in school and student performance has been under-researched (Rudd, 2001). Some larger-scale studies of the effects of ICT upon teaching and learning have been initiated, however, notably the IEA study mentioned above, the IMPACT studies funded by the British Educational and Communications Technology Agency (BECTA, 2001) and ongoing evaluations
of the UK National Grid for Learning (Furlong et al., 2000). While many authors highlight the positive potential of ICT integration, other authors tend to be more cautious in seeing ICT integration as a driving force for change in schools. Notland et al. (2001) argue that it is difficult to state whether the introduction of ICT to schools is a catalyst for change in pedagogical practices. They argue that ICT contributes with additional resources and is not a necessary condition for the reform to work in itself. While highlighting the capacity of ICT to affect the quality and efficiency of education, they express concern that as the implementation of technology in schools tends to be uneven, that unevenness may lead to inequities in school quality and student learning.
It is important to note that school improvement is influenced by a number of factors. While it is expected that the investment of ICT resources in schools, and the development of accompanying teacher and student skills, should enhance the overall effectiveness of a school and should also improve levels of academic performance, this will only happen if certain conditions are in place (Barrett, 2009). Barrett argues that in order to achieve improvements in learning, it is necessary to integrate ICT tools into the curriculum as well as to tailor pedagogy according to the social environment. Teachers have an important role to play as the ‘agents’ of change (OECD, 2001). In Sweden, agencies responsible for teacher education promote the use of ICT in education by developing user-friendly ICT tools for in-service competence development and school improvement as well as by stimulating educationalists to increase their knowledge and competence (European Schoolnet, 2011). It is important, they argue, that practitioners do not see the integration of ICT into subject teaching as the need to ‘tick the right box’, but that they see the potential to promote more interactive teaching and learning experience. By embedding technology into teaching, learning and management, schools are likely to move towards whole-school improvement.
This chapter has provided a thorough review of research which has investigated the role of ICT in education and other important research which is relevant to this study. The next chapter will provide an overview of the methodological approach adopted in this study.
Research Methodology | 19
Chapter 3
Research Methodology
3.1 INTRODUCTION
The previous chapter highlighted the use of mixed-method approaches in ICT studies internationally. This chapter details how a mixed method approach has been applied in the current study. The discussion begins with the survey methodology adopted, in the pre- and post-broadband installation period, followed by a discussion of the qualitative research undertaken in a selection of case-study schools. Finally, a number of potential limitations, which have been identified by the research team, are discussed.