1. ICT in Educational Leadership (Information and Communication Technology) NERA/NFPFMarch 6–9, 2003 Arna H. Jónsdóttir, Assistant Professor and Head of the Preschool Division, Iceland University of Iceland arnahj@khi.is

2. March 6-9Arna H. Jónsdóttir / LearnICT2 LearnICT – a Project Funded by the Research Council of Iceland Three universities in Iceland participate Shared themes common to all projects Research 2002 – 2005 on ICT in Preschools Primary schools Secondary schools/further education Universities/higher education –http://namust.khi.is

3. March 6-9Arna H. Jónsdóttir / LearnICT3 The Main Goals of the Project Consider the possibilities of ICT in learning and teaching Investigate the influence of ICT on schools, teachers and students Improve and increase cooperation in the area of educational research on using ICT in education

4. March 6-9Arna H. Jónsdóttir / LearnICT4 Ideology and analysis The 7-frames teaching model (Hewson and Hewson 1988; Allyson 1991, 2001) CSCL-Computer Supported Collaborative Learning Social constructivism The Computer Practice framework (Twining 2002; CPF) Quantity Focus Mode Support Extend Transform

5. March 6-9Arna H. Jónsdóttir / LearnICT5 The Preschool Part of the Project The use of ICT in 6 preschools investigated Field observations Interviews with teachers Analysis of the national and school curriculum Analysis of the IUE curriculum, how the university prepares the teachers

6. March 6-9Arna H. Jónsdóttir / LearnICT6 Continued Qualitative research in two preschools (a master’s degree project) One preschool where the children’s use of computers is a part of the curriculum One preschool where the children can choose if and when they use the computers

7. March 6-9Arna H. Jónsdóttir / LearnICT7 ICT and Educational Leadership The director of the preschool is supposed to introduce innovations to teachers In the National Curriculum (1999) it is established that ICT shall be used in preschool education Directors often get into a difficult circle and cannot prioritize tasks; daily administration takes over and some professional projects are not done –Gotvassli (1999)

8. March 6-9Arna H. Jónsdóttir / LearnICT8 Research Questions How do directors describe their role in goal setting regarding the use of ICT in preschools? Concerning the children’s education Concerning the teachers’ work How do directors encourage the use of ICT in the professional development of teachers?

9. March 6-9Arna H. Jónsdóttir / LearnICT9 Research Questions How do directors use ICT in their own job, both the administrative and professional part? Has the use of ICT changed their leadership role and if so, how? What supports and what hinders the use of ICT? Is there a connection between the use of ICT in the children’s education, and the teachers’ and directors’ use of it?

10. March 6-9Arna H. Jónsdóttir / LearnICT10 Research Methods–Data Collection Semi-structured interviews with directors in 5 preschools Written materials analysed (projects, curriculum, plans, newsletters etc.) Field observation, focusing on the ICT resources (software, hardware, other) for directors and teachers

11. March 6-9Arna H. Jónsdóttir / LearnICT11 The Choise of the Preschools The preschools are chosen purposively 2 preschools have worked with ICT in developmental projects 2 preschools have not worked especially with ICT 1 preschool emphasizes ICT for the school leaders but not in the children’s education and curriculum

12. March 6-9Arna H. Jónsdóttir / LearnICT12 Findings: First indications Motivation, financial and technical contribution of the commune, has influence on the use of ICT regarding the children’s, teachers’ and directors’ work Directors seem to use ICT more in administrative than professional projects Directors have different opinions about how much time they have gained due to the use of ICT in their leadership role