CANADIAN RESEARCH ON ICTS A STATE OF THE FIELD PAPER Margaret Haughey University of Alberta

Context re School Students n School computer- learner ratio n 1-9 elementary n 1-8 intermediate n 1-7 secondary n Survey 5, year olds n 99% used Net n 79% home access n 41% info for school n 38% for homework

K-12 Classroom Applications n Application of cognitive theories n (Scardamalia & Bereiter, OISE) n CSILE/Knowledge Forum n Participatory, action research n SchoolNet studies n Multiple examples available on online networks n Technologies and content approaches

K-12 Online Learning n Consortia –CoNNect, Cool School, BC n Virtual school/programs –22 in AB n Curriculum development models n AB Online consortium collaboration n NWT course, Northern Studies Online

K-12 PD Barriers n Limited time –learning, accessing, preparing n Pressure for curriculum completion n Lack of funding for upgrades n Limited access to Internet computers

K-12 PD Strategies n Focus from technology to pedagogy n Intervention from casual to planned n Learning from workshop to long- term involvement n Mentoring n Year-long intervention n Website for remote schools n Online networks n Learning communities

PSE Teacher Education n CONTEXT n develop competent pre-service teachers n pressures for IT integration n context issues-- partnerships essential n 4 TL_NCE projects n all successful n different models n scaling up challenging n changing teacher & learner roles

PSE Classroom and Online Applications n The 80% air time reversal n Collaboration, social presence, culture n Flexible learning: Acadia U. series n Online courses: revitalization, increased responsibility, redistribution of learning time & instructor workload n Different curriculum design models

PSE PD Barriers n perceived limitations of the technology n lack of time n lack of rewards n lack of skill n lack of resources/ equipment n lack of coordination n neglect of motivational issues n individual focus n disruptive technology

Policy Concerns n Infrastructureadequacy, changing use n Administrationsustainability, support, scaling up n Learningchanging pedagogy n Teachingpd concerns n Contentpracticality and scaffolding n Lessons from prior reforms

Research Directions n Monitoring use n Effective learning strategies n Learning communities n Professional development n Participatory, long-term studies n Action research studies