ICT (Information and Communication Technology), Learning and Educational Leadership in Preschools EECERA,September 2004 Arna H. Jónsdóttir, Assistant Professor, Iceland University of Education

September 2004Arna H. Jónsdóttir / ICT, Learning...2 LearnICT – a project funded by the Research Council of Iceland Three universities in Iceland participate. Three universities in Iceland participate. Shared themes common to all projects. Shared themes common to all projects. Research 2002 – 2005 on ICT in Research 2002 – 2005 on ICT in  Preschools  Basic/general schools  Secondary schools/further education  Universities/higher education

September 2004Arna H. Jónsdóttir / ICT, Learning...3 The main goals of the project Consider the possibilities of ICT in learning and teaching. Consider the possibilities of ICT in learning and teaching. Investigate the influence of ICT on schools, teachers and students. Investigate the influence of ICT on schools, teachers and students. Improve and increase cooperation between individuals and organizations in the area of educational research on using ICT in education. Improve and increase cooperation between individuals and organizations in the area of educational research on using ICT in education.

September 2004Arna H. Jónsdóttir / ICT, Learning...4 The preschool part of the program The childrens´ use of ICT in 6 preschools investigated The childrens´ use of ICT in 6 preschools investigated  Field observations (children/teachers)  Interviews with teachers and/or directors  Analysis of the national and school curriculum. A nationwide survey gathering data about the situation (2004 – 2005). A nationwide survey gathering data about the situation (2004 – 2005). ICT, learning and educational leadership – presenter´s research. ICT, learning and educational leadership – presenter´s research.

September 2004Arna H. Jónsdóttir / ICT, Learning...5 ICT, learning and educational leadership in preschools (part 1 and 2) Research methods–data collection Semi-structured interviews with directors in 4 preschools in three municipalities. Semi-structured interviews with directors in 4 preschools in three municipalities. Written materials analysed (projects, curriculum, plans, newsletters etc.). Written materials analysed (projects, curriculum, plans, newsletters etc.). Field observation, focusing on the ICT resources (software, hardware, other) for children, teachers and directors. Field observation, focusing on the ICT resources (software, hardware, other) for children, teachers and directors.

September 2004Arna H. Jónsdóttir / ICT, Learning...6 The choise of preschools The preschools are chosen purposively: The preschools are chosen purposively:  2 preschools have worked with ICT in developmental projects for 5 and 6 years (Preschool A and B).  2 preschools have not worked especially with ICT (Preschool D and E).

September 2004Arna H. Jónsdóttir / ICT, Learning...7 Research questions – part 1 How do directors encourage participation in discussion, goal setting and progress regarding the use of ICT? How do directors encourage participation in discussion, goal setting and progress regarding the use of ICT?  Concerning the childrens´ education?  Concerning the teachers´ work and professional development?

September 2004Arna H. Jónsdóttir / ICT, Learning...8 Theoretical approach... In the National Curriculum (1999) it is established that ICT shall be used in preschool education (equal opportunity for all children, boys and girls). In the National Curriculum (1999) it is established that ICT shall be used in preschool education (equal opportunity for all children, boys and girls). The director of preschool is supposed to introduce innovations to teachers (Job description 2001). The director of preschool is supposed to introduce innovations to teachers (Job description 2001). Effective leaders are those who lead changes and develop learning culture (i.e. Sergiovanni, Deal and Peterson, Senge). Effective leaders are those who lead changes and develop learning culture (i.e. Sergiovanni, Deal and Peterson, Senge).

September 2004Arna H. Jónsdóttir / ICT, Learning...9 Computer Practice Framework; Twining (2002) Quantity How much? Computer not in use (0%) Computer in use (x%) Focus In what way? IT-skill Learning tool Other SupportEnhanceTransform Mode For what purpose?

September 2004Arna H. Jónsdóttir / ICT, Learning...10 Findings – Part 1 The motivation... The motivation for using ICT in the childrens´ education comes from the municipality (professional consultants) or pioneers within the preschools: directors and/or teachers (A, B). The motivation for using ICT in the childrens´ education comes from the municipality (professional consultants) or pioneers within the preschools: directors and/or teachers (A, B). When these parts show little interest or have doubts about the relevance the process is much slower (D, E). When these parts show little interest or have doubts about the relevance the process is much slower (D, E).

September 2004Arna H. Jónsdóttir / ICT, Learning...11 The childrens´ education... A policy formulation has been established in preschool A and B and the ideology is theoretically underpinned. A policy formulation has been established in preschool A and B and the ideology is theoretically underpinned. Childrens´ use of ICT in preschool A has moved from support to transformation, and in B to enhancement (CPF; Twining). Childrens´ use of ICT in preschool A has moved from support to transformation, and in B to enhancement (CPF; Twining). A policy formulation has not been established in preschool D and E but the directors are interested in discussing the possibilities that the use of ICT contributes. A policy formulation has not been established in preschool D and E but the directors are interested in discussing the possibilities that the use of ICT contributes.

September 2004Arna H. Jónsdóttir / ICT, Learning...12 The teachers´ work and professional development... The childrens enthusiasm encourage the teachers to learn and experiment. The childrens enthusiasm encourage the teachers to learn and experiment. Some teachers have taken courses. Some teachers have taken courses. Preschool A and B; teachers have become specialists in certain programmes and share it with others. Preschool A and B; teachers have become specialists in certain programmes and share it with others. Preschool B; Teachers have gone abroad to get more knowledge about ICT in preschool education. Preschool B; Teachers have gone abroad to get more knowledge about ICT in preschool education.

September 2004Arna H. Jónsdóttir / ICT, Learning...13 Different ICT facilities... Preschool A Preschool A  At least 7 computers for children and teachers with ADSL net-connection and few without connection Preschool D  Director´s computer net-connected, not others  1 computer for the teachers  No computers for the children

September 2004Arna H. Jónsdóttir / ICT, Learning...14 Different ICT use (Children/Teachers) Preschool A Preschool A  Homepage, digital cameras and video recorders, microscope, scanner, different programmes, data bases, search engines, Preschool D  Mainly use of word programme

September 2004Arna H. Jónsdóttir / ICT, Learning...15 Research questions - part 2 How do directors use ICT in their own job, both the administrative and professional part? How do directors use ICT in their own job, both the administrative and professional part? Has the use of ICT changed their leadership work and if so, how? Has the use of ICT changed their leadership work and if so, how?  How do directors divide their time between tasks and do they have more space for professional issues? What supports and what hinders the use of ICT in the preschools? What supports and what hinders the use of ICT in the preschools?

September 2004Arna H. Jónsdóttir / ICT, Learning...16 Theoretical approach... Directors often experience conflict between professional and administrative role Directors often experience conflict between professional and administrative role This can lead to a vicious circle and directors cannot prioritize tasks; daily administration takes over and some professional projects are not done This can lead to a vicious circle and directors cannot prioritize tasks; daily administration takes over and some professional projects are not done –Gotvassli (1999)

September 2004Arna H. Jónsdóttir / ICT, Learning...17 Some of the director´s new tasks School curriculum School curriculum Multicultural diversity Multicultural diversity Internal evaluation of the preschool education Internal evaluation of the preschool education External evaluation of the preschool (the state or municipalities) External evaluation of the preschool (the state or municipalities) Decentralization and financial responsibility Decentralization and financial responsibility Success, efficiency, rationalization and quality Success, efficiency, rationalization and quality

September 2004Arna H. Jónsdóttir / ICT, Learning...18 The leader´s vicious circle Gotvassli 1999 To many tasks at the same time Workload increases Constant interruption Time shortage

September 2004Arna H. Jónsdóttir / ICT, Learning...19 Findings – Part 2 Effects on the directors´ work... The directors concider the computerization in their job strongly related to the decentralization, financial responsibility and municipal demands of efficiency. The directors concider the computerization in their job strongly related to the decentralization, financial responsibility and municipal demands of efficiency. The directors use ICT more in administrative than professional activities. The directors use ICT more in administrative than professional activities. The directors says that the saves a lot of time and the administrative programmes facilitate their job. The directors says that the saves a lot of time and the administrative programmes facilitate their job.

September 2004Arna H. Jónsdóttir / ICT, Learning...20 Effects on the professional role... According to directors in preschool A, D and E the time saved by the use of ICT did not benefit the professional side of the work but were spent on new administrative and financial tasks. According to directors in preschool A, D and E the time saved by the use of ICT did not benefit the professional side of the work but were spent on new administrative and financial tasks. In preschool B the director says she has more time now than before for professional projects and ICT has facilitated all her work. In preschool B the director says she has more time now than before for professional projects and ICT has facilitated all her work.

September 2004Arna H. Jónsdóttir / ICT, Learning...21 The directors and the vicious circle The directors in preschool A, B and E seemed to manage their job, although A and E would like to gain more time for the professional side. The directors in preschool A, B and E seemed to manage their job, although A and E would like to gain more time for the professional side. The director in preschool D was very frustrated and needed support and advices to manage her job (the vicious circle). She said she had no time at all for the professional side of the work. The director in preschool D was very frustrated and needed support and advices to manage her job (the vicious circle). She said she had no time at all for the professional side of the work.

September 2004Arna H. Jónsdóttir / ICT, Learning...22 The professional circumstances... The directors in preschools A and B seemed to have managed to empower teachers, decentralize power and responsibility, define the role of leaders and increase specialization, i.e. in working with ICT. The directors in preschools A and B seemed to have managed to empower teachers, decentralize power and responsibility, define the role of leaders and increase specialization, i.e. in working with ICT. In preschools A, B and E were more stability in the teachers group than in preschool D. In preschools A, B and E were more stability in the teachers group than in preschool D. In preschool D the classleaders were young and unexperienced and needed support. In preschool D the classleaders were young and unexperienced and needed support.

September 2004Arna H. Jónsdóttir / ICT, Learning...23 The professional circumstances... The directors in preschools A and B had the highest skill in working with ICT. The directors in preschools A and B had the highest skill in working with ICT. The director in preschool B got the most professional, financial and technical support and encouragement from the municipality. There the financial administration was more centralized than in the other two. The director in preschool B got the most professional, financial and technical support and encouragement from the municipality. There the financial administration was more centralized than in the other two.

September 2004Arna H. Jónsdóttir / ICT, Learning...24 What effects the use of ICT in preschools, supports or hinder? Personal and environmental elements, such as professional interest, believes, skill, stability in the teachers group, financial resources and facilities are determinant factors. Personal and environmental elements, such as professional interest, believes, skill, stability in the teachers group, financial resources and facilities are determinant factors. Initiative and professional, financial and technical contribution of the municipality, influences the use of ICT regarding the childrens´, teachers´ and directors´ work. Initiative and professional, financial and technical contribution of the municipality, influences the use of ICT regarding the childrens´, teachers´ and directors´ work.