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Integrating Technology in Teaching and Teacher Education: Implications for Policy and Curriculum Reform Charalambos Vrasidas, Nicosia, Cyprus Marina S McIsaac, Tempe, USA

Abstracts

This paper discusses technology integration in teaching and teacher education. Emphasis is placed on policy and curriculum reform as they relate to the use of information technologies for teacher education. Particular reference is made to the situation in Cyprus public schools. It is argued that for successful technology integration, there needs to be a shift in pedagogical approaches and reform of teacher education programmes. Concluding, suggestions are provided on how information technologies can best be integrated in pre-service teacher education and in-service teacher professional development.

Introduction

Technology has invaded the workplace, our homes and schools. In rich industrialized nations, like the USA, computers and the Internet are abundant in schools and classrooms. According to the ‘Teachers’ tools for the 21st century’ survey, in 1999 almost all public school teachers (99%) reported having computers available somewhere in their schools and 84% of them reported having computers available in their classrooms (US Department of Education, 2000a). Furthermore, there is a rapid increase in the proportion of schools that are connected to the Internet. In 1994, 35% of US schools were online, compared to 95% in 1999 (US Department of Education, 2000b). However, the situation regarding technology in schools is not the same in smaller countries such as Cyprus.

In 1997 the International Institute for Education Planning conducted an appraisal study of the Cyprus education system. The . ndings of that study set off a series of reforms in an effort to raise the quality of education offered by the public schools system. Among these innovations were mixed ability classroom teaching, increased emphasis on co-operative learning and technology integration into classroom teaching. The Cyprus Ministry of Education Education Media International ISSN 0952-3987 print/ISSN 1469-5790 online © 2001 International Council for Education Media http://www.tandf.co.uk/journals DOI: 10.1080/0952398011004194 4 and Culture has recently announced plans to officially introduce computers and the Internet in public schools.

Computer classes will be included into the upper levels of high school curriculum and computer skills will be taught as a separate subject matter. In primary schools the goal is to integrate technology into the various subject matters. Some of the major limitations of such innovations are budget constraints, lack of teacher training and lengthy bureaucratic procedures. Compared with other countries, Cyprus has one of the lowest funding rates per student. According to the International Institute for Educational Planning (1997), in primary education spending per student in US dollars was $1000 for Cyprus, $2290 for Spain, $2820 for Germany, $3150 for France, $4750 for Denmark, and $5490 for the USA. Educational innovations, like the introduction of computers and the Internet in schools, require the generous . nancial support of the government for hardware and software acquisition as well as teacher training. In addition, the education system is very centralized in nature, thus proving to be inef. cient in many aspects. For example, when primary schools collect the money themselves through parental support, the ministry will not allow them to get connected to the Internet easily. There is extensive and time-consuming paperwork to be completed for a school to be approved for Internet access. Such procedures might take longer than a whole academic year.

The introduction of computers in Cyprus primary schools began in September 1993 as a pilot project. The purpose of that project was to identify ways in which computers could be integrated in the curriculum as tools to support learning. The effort was co-ordinated by the newly formed Information Technology Team of the Curriculum Development unit at the Ministry of Education and Culture. From the 352 primary schools, only 48 have computer technology available, which corresponds to 13.6% of all public primary schools (Cyprus Ministry of Education and Culture, 2000). From the 48 schools that have computers, very few have access to the Internet.

The Pedagogical Institute, a training and development unit of the Ministry of Education and Culture, has begun a training effort to prepare primary school teachers on using computers in their teaching. According to the 1998 Annual Education Report, there are 3439 primary school teachers in action (Republic of Cyprus, 1998). However, between 1993 and 2000 only 600 teachers attended the computer preparation programme. Although there are plans to expand the use of technology in schools, very little is discussed about the need to reform teacher training and teacher preparation programmes. We argue that it is important to address the need for both in-service and pre-service teacher training in order for technology innovations to succeed. House (1979) argued that research on education and reform indicated that large-scale change can only happen when it is supported by the socio-historical and political milieu of a certain point in time. In addition, for educational innovations to succeed, they require the close collaboration of the teachers involved. History of education reform has shown that innovations have failed dramatically when teachers input was not incorporated and when teachers were not actively involved in the innovation (Means, 1994). Therefore, for successful integration of computers in primary schools, it is essential that the organized body of teachers participates in the decision making process, as well as in the design, implementation and evaluation of programmes relating to this innovation. Technology has the potential to support curriculum and policy reform. However, reform efforts alone will not cause the necessary change. There is a reciprocal relation between reform and technology. As Means (1994) argued, technology drives reform in education, but also ‘education reform makes a school ripe for technology’ (p. xii). In Cyprus, unfortunately, state education of. cials have the misconception that once technology is introduced in schools, reform will automatically take place. In addition to increased funding, what will facilitate technology integration in schools is reform of in-service professional development of teachers, reform of teacher preparation programmes, and reform of pedagogical practices from teacher-centred to student-centred approaches. The majority of teachers in Cypriot primary schools have not been prepared during their college years for integrating computers in their teaching. Therefore, there is a strong need for designing in-service professional development programs for these teachers. Buying computers and software for schools and connecting them to the Internet does not automatically imply effective uses of technology. Estimates show that at least 30% of technology budgets should be devoted on teacher training and support (Web-Based Education Commission, 2000). The following discussion and suggestions for technology and reform apply for both pre-service teacher preparation and in-service teacher professional development. 128 EMI 38:2/3 – ICEM-CIME GENEVA CONFERENCE 2000 Need for pedagogical shift For successful technology integration in schools, teacher education programmes play a crucial role. Teacher preparation on technologies should provide teachers with a solid understanding of the various media, their affordances and their constraints. Such understandings can only emerge when teachers are actively involved in teaching and learning with technology across the various disciplines. The idea of teaching a separate course on computing skills, we believe, is fundamentally � awed. The separate course approach is something used in teacher preparation programmes and is also the approach followed to teach computers in Cyprus high schools. Technology skills should not be taught out of context. One can best learn how to use a computer while working on a meaningful task. Teacher preparation should not be based on training for ‘computer literacy’ but should prepare teachers for using technologies to construct, represent and share knowledge in real life authentic contexts. Teachers should not be taught about technology but how to use technology for constructing, organizing and communicating knowledge (Barron and Goldman, 1994). A long history of technology use in education shows that the . rst inclination is to use new technology in the same traditional ways as the old technology (Cuban, 1986; Means, 1994). Continuing old practices with new technology will neither change nor improve education. Old curricula and pedagogical approaches should be reformed, and if necessary replaced, to take advantage of the affordances of the new media. Our conception of teaching and learning is based on a constructivist epistemology. According to constructivism, knowledge does not exist external to the learner. Rather, individual learners construct their own meanings based on their prior experiences (Vrasidas, in press). Learning is a result of construction, collaboration, re� ection and negotiation within a rich context in which learning is situated (Brown et al., 1989). Technology has the potential to support constructivist learning and be used for active, authentic and co-operative activities (Jonassen et al., 1999). Harasim (1996) argued that computer-mediated education facilitates educational approaches, which shift the focus from ‘knowledge transmission to knowledge building,’ (p. 205). Knowledge building results when learners interact with their peers, collaborate, discuss their ideas, form arguments and negotiate meaning. When used appropriately, technology provides a more decentralized environment where students take more control of the learning environment and become active constructors of knowledge while working on authentic tasks. Information technologies and computer networks shift the role of the teacher from knowledge transmitter to that of a facilitator who provides opportunities for interaction and meaning making to all learners. Technologies are not deliverers of content, but tools that educators and students use to construct knowledge and share meaning. The use of technology and cultural tools to communicate, exchange information, and construct knowledge is fundamental in constructivism. Strategies for teaching and learning are not
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