Elizabeth Baxter

17220141
15 April 2018

Assessment Two: Literature

Review and Data Collection
How are Australian schools implementing ICT?

Part A - Literature Review

In the digital age of today, it is important that young people are highly skilled in the use of

Information Communication Technology (ICT). The learning of these skills stem from employment

within schools and the teaching of effective implementation within the classroom. Over the past 10

years, Australian schools have had major developments in their access to ICT as a result of the 2008

National Partnership Agreement on the Digital Education Revolution (Thompson, 2015). This scheme

provided enough funding to supply computers and software to all students from years 9 - 12 in all

Australian state and territory schools. The Ministerial Council on Education, Employment, Training and

Youth Affairs (2008) made a joint statement with the Ministerial Council for.nb ‘[ Vocational and

Technical Education that Australia will aim to have technology enriched learning environments which

will enable students to achieve higher quality learning outcomes and make a productive contribution

to our economy and society. Looking at the present day, no other strategies or national policies have

been put in place. This could suggest that Australian schools are falling behind in their approach to

reaching these goals.

Within the Australian curriculum, ICT is included both as a general capability and under the

framework of the ‘Technologies’ unit. You can find ICT both embedded within each of the learning

area content descriptions and the ACARA achievement standards. Current research from ACCE (2011)

suggests that there is still a gap with implementing ICT in schools due to its place within this

RESEARCHING, TEACHING & LEARNING 2 !1

Australian Curriculum. There are concerns relating to the lack of structure for ICT where it is only

touched on across learning areas rather than being a specific learning area in its own right. ACCE

(2011) express their findings on effective learning of ICT, where schools would require a clear set of

skills for students to achieve in the form of learning outcomes. This way, teachers can outline

indicators for successful learning specific to ICT outcomes and students develop a deeper

understanding and application of the content. ACCE (2011) also argue that, where technology is a

powerhouse in todays society, there is so much content that is not covered within other learning

areas. This leaves gaps in students’ understanding and limits the use and integration of ICT within

schools, therefore increasing the need for ICT to be a learning area of its own.

In contrast, Newhouse (2013) argues that there are sufficient links across all learning areas in

the curriculum, particularly in ‘Technologies’, to cover all ICT concepts and skills. He suggests that

cross curricular use of ICT will enable students to engage and apply these concepts over a range of

contexts more efficiently. Students develop a deeper understanding on how to use and implement

ICT as a result of learning from different stimuli and class environments.

Quantitative research conducted by ACER (Thompson, 2015) supports that there has been an

overall increase in ICT Literacy scores since 2005, according to the NAP-ICTL test. This suggests that

the introduction of the Digital Education Revolution in 2008 has assisted schools in implementing ICT

into their programs. As outlined in this research, it must be considered that scores will differentiate

between jurisdictions, gender and socioeconomic background. This highlights there will be variance

between schools’ individual scores and inconsistencies with findings. Thompson (2015) also reveals

statistics on the availability of resources in Australian schools. According to the International

Computer and Information Literacy Study report (DeBortoli et al., 2014), on average in Australia every

one in three students have access to a computer which is above the international mean. This report

also suggests that in most Australian schools, students have access to a wide range of software

resources. This proposes that the problem doesn’t lie within a school’s access to ICT resources, but

rather with teachers’ lack of ICT skills and knowledge of how to implement in the classroom. Reasons

given in this study include teachers having insufficient professional learning to acquire new skills, not

RESEARCHING, TEACHING & LEARNING 2 !2

enough time to prepare lessons and lack of incentive to implement ICT into the classroom

(Thompson, 2015).

Supporting research of this last statement can be found in a journal article written by Bertram

& Waldrop (2013). They discuss that although ICT resources are readily available in many schools, it

is still an under-utilised resource within the classroom. According to Wikan & Molster (2011), teachers

are just using ICT for the sake of it rather than recognising the value it contributes to pedagogical

approaches and the richness it gives to student understanding. Again, as highlighted in the ACER

(Thompson, 2015) report, lack of professional support to improving teachers’ self efficacy is one of

the main reasons for misuse of ICT.

The successful implementation of ICT within schools often comes from having the presence of

‘innovation champions’ and the support of school leaders (Stuart, Mills & Remus, 2009). John Schiller

(2003) reports on the importance of school Principals assuming responsibility when it comes to

initiating, integrating and implementing school change with ICT. He states that “as leaders of school

development, including integrated use of ICT, principals need to understand the capacities of the new

technologies, to have a personal proficiency in their use, and be able to promote a school culture

which encourages exploration of new techniques in teaching, learning and management” (pg. 172).

This research was conducted in New South Wales, Australia and findings indicated that there were

considerable variations in the use and implementation of ICT from school Principals, suggesting this is

an area which needs more focus on. A good example of this is a New Zealand study by Stuart, Mills &

Remus (2009) which concluded that in order for successful implementation of ICT in schools, the

presence of an active and enthusiastic champion or leader to promote new technology is needed.

Champions are people who are confident and well educated on the new innovation, overcome

resistance and work persistently to ensure the new technology is implemented. This needs to start

from the top down, from Principal right the way through to teachers. Unfortunately, many school

leaders feel overwhelmed and incompetent when it comes to implementing ICT due to similar reasons

as above in the Australian studies; lack of training and experience (Stuart, Mills & Remus, 2009).

RESEARCHING, TEACHING & LEARNING 2 !3

 In the context of Australian schools, the general consensus within current literature is that

considerable advances have been made in the introduction of ICT but more work needs to be done in

it’s implementation to reach the full potential in which ICT can richly contribute to the student

learning experience. There is no doubt that ICT has benefits within the schooling system and

research from Thompson (2015) and DeBortoli et al., (2014) suggests there are minimal concerns for

resource availability within schools. These studies highlight the need to delve deeper into other

possible reasons that could be contributing either negatively or positively to the implementation of

ICT within schools. Common themes that emerged from this literature include the lack of pedagogical

structure around teaching ICT (ACCE, 2011), the need for ICT professional learning for teachers

(ACER, 2015), the importance of support from school leaders, in particular Principals as well as the

impact that teacher ICT skill competency has on implementing it within schools. (Thompson, 2015 &

John Schiller, 2003). These themes open up more avenues for research and leave room for

opportunities to put new policies in place from these findings.

References

ACCE Position Paper on ICT in the Australian Curriculum. (2011). Retrieved from http://acce.edu.au/

sites/acce.edu.au/files/ACCE_Position_final.pdf

Bertram, A., & Waldrip, B. (2013). ICT for ICT’s sake: Secondary teachers’ views on technology as a

tool for teaching and learning. Australian Educational Computing, 28(1). Retrieved from http://

journal.acce.edu.au/index.php/AEC/article/view/9

DeBortoli, L., Buckley, S., Underwood, C., O’Grady, E. & Gebhardt, E. (2014). ICILS 2013: Australian

students’ readiness for study, work and life in the digital age. Camberwell: ACER. http://

research.acer.edu.au/ict_literacy/6/

RESEARCHING, TEACHING & LEARNING 2 !4

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Joint

Ministerial Statement on Information and Communications Technologies in Australian Education

and Training: 2008-2011. Retrieved from http://www.scseec.edu.au/archive/

Publications.aspx#ict

Newhouse, C. P. (2013). ICT in the Australian curriculum. In Proceedings of the 21st International

Conference on Computers in Education (pp. 914-919). Bali, Indonesia. Uhamka Press.

Schiller, J. (2003). Working with ICT: Perceptions of australian principals. Journal of Educational

Administration, 41(2), 171-185. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/220428612?accountid=36155

Stuart, L., Mills, A., & Remus, U. (2009). School leaders, ICT competence and championing

innovations. Computers & Education, 53(3), 733-741. http://dx.doi.org/10.1016/j.compedu.

2009.04.013

Thomson, S. (2015). Australian students in a digital world. Policy insights, Issue 3. Melbourne, VIC:

ACER.

Wilkan, G., & Molster, T. (2011). Norwegian secondary school teachers and ICT. European Journal of

Teacher Education, 34(2), 209-218.

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Dear Potential Participant:

I am working on a project titled ICT Implementation in the Classroom Practice for the
class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the
project, I am collecting information to help inform the design of a teacher research
proposal.

Our topic looks at the implementation of ICT in the classroom. We will be researching a
number of sub categories including from the student perspective, teacher perspective and
schools. In order to do this, we will be seeking consent from teachers to contribute
samples of their lesson plans with resources for analysis.

By signing this form, I acknowledge that:

• I have read the project information and have been given the opportunity to discuss
the information and my involvement in the project with the researcher/s.
• The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my satisfaction.

• I consent to submitting samples of my work/lesson resources/lesson plans (please

circle) that will be de-identified, analysed and gathered as data.

• I understand that my involvement is confidential and that the information gained

during this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.

• I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years
old, and provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

RESEARCHING, TEACHING & LEARNING 2 !6

Part B - Lesson Plan Data Collection Proforma

Lesson Plan Data Collection Protocol

Year/Stage: Teacher:
Unit name: Resources:
Lesson Topic:

DEMONSTRATED EVIDENCE EXAMPLES (include

DESCRIPTORS (YES/NO) timing, resources etc.)

STANDARD 1:
Know students
and how they
learn
ICT resources and
teaching strategies used
are chosen in line with
current student
knowledge
ICT resources used are
contemporary and relate
to the 21st Century
student
Teaching strategies used
alongside ICT resources
are relevant and tie in
together

Differentiation can be
applied in the use of ICT
resources chosen
ICT resources used
encourage student
participation and
engagement

STANDARD 2:
Know the content
and how to teach
it
Teacher fully understands
the ICT resource and how
to use it

Students are educated on

how to use the ICT
resource effectively before
applying to an activity

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 ICT resource along with
activity link to the
curriculum, assessment
and reporting
requirements
Resources used are
culturally appropriate

STANDARD 3:
Plan for and
implement
effective teaching
and learning
Set explicit, challenging
and achievable learning
goals for lesson

Lesson sequencing is well

thought out and mapped
accordingly to student
progression
ICT resources used allow
students to think
critically, creatively and
problem solve.

STANDARD 4:
Create and
maintain
supportive and
safe learning
environments
ICT activities are
inclusive and encourage
collaborative learning

ICT resources chosen are

safe, responsible and
ethical for student stage
Prepare how to manage
challenging behaviours
and avoid student misuse
of ICT

STANDARD 5:
Assess, provide
feedback and
report on student
learning

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 Use assessment within
lessons to gauge student
learning, provide
feedback and to modify
teaching practice

Reflection/
Comments:

Developed from: Australian Institute for Teaching and School Leadership’s ‘Documentary Evidence

Samples’ (2013)

AITSL. (2013). Documentary evidence examples. Melbourne. Retrieved from https://

www.aitsl.edu.au/docs/default-source/general/documentary_evidence_proficient_teachers.pdf?

sfvrsn=d90ce33c_0

Part C - Data Collection Protocol Explanation

The above artefact analysis protocol implements the use of qualitative data collection as its

main method through the analysis of lesson plans. The protocol has a marking criteria specifically

focussed on the implementation of ICT. Researchers can apply this protocol to a range of teacher

lesson plans to investigate the use, or insufficient use of ICT in the classroom. There is also a section

for providing evidence examples to prove how each criteria (descriptor) was demonstrated. Multiple

analyses using the same protocol means that data collected can then be compared and main themes

identified.

Examining a teacher’s lesson plan evaluates the teacher understanding more than the student

learning experience. The lesson plan is an artefact constructed by the teacher that allows the

researcher to assess where they have implemented ICT and the effectiveness of its inclusion.

Observation would also compliment the overall data collection to enable the researcher to see the the

RESEARCHING, TEACHING & LEARNING 2 !9

bigger picture of lesson planning put into practice. More specifically, the artefact analysis findings will

hone in on examining pedagogical structure and teacher ICT skill competency, two of the main

themes identified in the literature review above.

The descriptors for the protocol were built upon existing literature from AITSL (2013), with the

Australian Professional Standards for Teachers used as the backbone of the protocol. I have chosen to

base the protocol off of these standards as they are the main framework in ensuring teachers are

providing students with well structured, rich and interesting learning experiences. “They define the

work of teachers and make explicit the elements of high-quality, effective teaching in 21st-century

schools that will improve educational outcomes for students.” (pg 2, NSW Education Standards

Authority, 2018). In the proforma I have modified the language around each standard to be more

relevant and applicable to assessing ICT use in lesson plans. It enables the researcher to really look

into teacher ICT skills and competency, which was one of the main themes for lack of implementation

within schools stated in the literature review above. As they are a national framework, using the

standards as a way of assessing presents higher validity as all teachers, leaders, schools etc. have a

common understanding and language for discourse, ie. they’re all on the same page.

Evidence examples of each descriptor are also required as part of the program. The

purpose of this is to gauge what kind of resources teachers are currently using, how they relate

to content and if they are appropriately being implemented. Findings over a number of studies

could lead to researchers uncovering common themes or gaps in teacher competency which could

therefore open up the opportunity for teacher professional development. Another group member

is focussing on student engagement with ICT resources, but these combined with lesson plan

findings would really compliment each other in gathering more accurate results.


AITSL. (2013). Documentary evidence examples. Melbourne. Retrieved from

https://www.aitsl.edu.au/docs/default-source/general/

documentary_evidence_proficient_teachers.pdf?sfvrsn=d90ce33c_0


RESEARCHING, TEACHING & LEARNING 2 !10

 


NSW Education Standards Authority. (2018). Australian Professional Standards for Teachers. (2nd ed.). Sydney.

Retrieved from https://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-62d3-40ca-

a8d9-02309a2c67a1/australian-professional-standards-teachers.pdf ?MOD=AJPERES&CVID

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