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SOCIAL ECOLOGICAL MODEL
ANALYSIS FOR ICT INTEGRATION
Dr Jason Zagami
  Griffith University
    jason.zagami.info
Computing in Australia
The
Australian
Digital
Education
Revolution
Computing in Schools
“Learners, teachers and
  parents have access to
  resources, digital tools
 and agreed performance
data anywhere, anytime.”
                   - Kevin Rudd
Computing in Teacher Education
Australian Curriculum
ICT General Capabilities
Technologies Curriculum


Design and Technology
 Digital Technologies
Teaching Teachers for the Future




        jason.zagami.info/praxis/ttf
• The focus of the TTF project is just on ICT
 Information and Communication Technologies
TTF Focus Curriculum
       English
     Mathematics
       Science
       History
TTF Focus Curriculum
       English
     Mathematics
       Science
       History
3021EPS Mathematics Education 2
3021EBL Mathematics Education 2
               4022EBL Mathematical Activities

             7096EPS Working Mathematically in the Early Years
             7096EBL Working Mathematically in the Early Years


       Mathematics Focus at GU
      7096EPS Literacy and Numeracy Demands in the Curriculum
      7096EBL Literacy and Numeracy Demands in the Curriculum

    7025EPS Senior Phase Mathematics Curriculum
    7025EBL Senior Phase Mathematics Curriculum
                        4163EBL Literacy or Numeracy Project
SEM ICT Integration SITE2012
Graduate
     Proficient

Highly Accomplished
       Lead
Graduate
     Proficient

Highly Accomplished
       Lead
Know Students and how they learn
Know the content and how to teach it
Plan for & implement effective teaching & learning
Create & maintain supportive & safe learning
               environments
Assess, provide feedback & report on student
                  learning
Engage in professional learning
Engage professionally with colleagues, parents and
                 the community
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.




          RRICUL UM
        CU
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.




                PEDAGOGY
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.




           ASSESSMENT
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.




              RES OURCES
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.

Meeting the ICT integration requirements of the National Standards
for Graduate Teachers.
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.

Meeting the ICT integration requirements of the National Standards
for Graduate Teachers.




               PRACTICES
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.

Meeting the ICT integration requirements of the National Standards
for Graduate Teachers.




UNDERSTANDINGS
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.

Meeting the ICT integration requirements of the National Standards
for Graduate Teachers.




                     SKILLS
Meeting the requirements of the Australian Curriculum General
Capabilities (ICT) that are embedded in the Australian Curriculum as
teacher education courses are updated to prepare students to teach
using the Australian Curriculum.

Meeting the ICT integration requirements of the National Standards
for Graduate Teachers.

Contributing to a national overview of Australian preservice
education with respect to the integration of ICT capabilities. With all
39 Australian teacher education institutions participating the TTF
project provides a means of showcasing preservice education at
Griffith in comparison with all other Australian education programs.
As part of the TTF project we mapped ICT capability development
in second semester Mathematics courses that have some
relationship with the Australian Curriculum. Student ICT
capabilities were measured before and after these courses
were conducted and a measure of the contribution to student
ICT capabilities from these courses established.
The aim was to support Mathematics Teacher Educator
academics in contributing as strongly as possible to ICT
capability development and student preparedness to utilise
ICT to improve their teaching of Mathematics.
We had staff available to assist academics to include in their
course profiles and courses, uses of ICT within Mathematics
education that build student ICT capabilities and enhance the
learning of concepts in Mathematics.
Social Ecological Model
Individual

1. In your role, how important is the development of ICT General Capabilities in education students?
2. How important for your curriculum decision making is your personal view of ICT integration?

Microsystems consist of individual and intrapersonal aspects of groups that comprise an
academics social identity including roles that the academic plays (mathematician, programme
convenor, professional association leader, etc.) and characteristics they may have in common with
others in these roles. These intrapersonal attributes influence how an academic perceives
themselves as a mathematician, teacher educator, teacher, researcher, etc. The individuals
microsystem is constantly shaped, not only by the environment, but by encounters with other
individuals and ICTPO relationships with academics were focused on understanding and
developing a perspective that ICT General Capabilities integration is a complementary component
of these roles and not in competition or a niche that can be ignored.
Interpersonal

3. In your institution, how important do you think is the development of ICT General Capabilities in
education students?
4. How important for your curriculum decision making is your institutions view of ICT integration?

Mesosystems are faculty and institutional factors that shape or structure the environment within
which individual and interpersonal relations occur for academics. These aspects included rules,
policies, existing curriculum structures and institutional aspirational objectives. Mesosystems are
the norm forming component of a department, faculty and university, and the individual is an active
participant in these groups. Bronfenbrenner (1979) identified that the richer the medium for
communication in this system, the more influential it is on the microsystem and this was
approached by the ICTPO towards understanding academic perspectives on their influence on and
by mesosystems, framing TTF outcomes in terms of these systems - the structures, policies and
aspirations of the institution, and focusing attention on complementary aspects from the
academics perspective.
Organisational

5. In your professional networks, how important do you think is the development of ICT General
Capabilities in education students?
6. How important for your curriculum decision making is your professional networks view of ICT
integration?

Exosystems refer to discipline level influence. Mathematics educators develop interpersonal
relationships and this web of organisations and individuals creates a strong community that
establishes norms, standards, and networks. The community is larger than the meso; however, it is
considerably smaller than the macro cultural context. Australian academic disciplines are
generally internally homogeneous but considerable differences exist between disciplines. This
provided a basis for comparison and contrasting of ICT General Capability integration approaches,
with positive examples of ICT integration by peers.
Community

7. In society, how important do you think is the development of ICT General Capabilities in education
students?
8. How important for your curriculum decision making is societies view of ICT integration?

Macrosystems are the cultural contexts (Bronfenbrenner, 1979), geographically, emotionally and
ideologically, and they are easily identifiable due to the magnitude of their impact. Computers and
particularly the Internet have had a dominant influence on modern culture and provide a strong
positive argument for ICT General Capability development and integration into all disciplines,
including Mathematics. Pressure from students, school systems, politicians, the general public, and
the Australian Curriculum development process contribute to macro influences. Positioning
academic teaching and research within these trends and wider perspective provided academics
with positive Macro examples to influence ICT integration.
Temporal

9. In your experience, for yourself, how timely is the development of ICT General Capabilities in
education students?
10. How important for your curriculum decision making is the current timing of ICT integration?

Chronosystems encompasses the dimension of time as it relates to an academics environment.
Elements within this system can be either external, such as the timing and pace of reforms, or
internal, such as the maturity of academics and their perspective on change, technology and
curriculum reform. Demands on an academics time and crowding curriculum pressures were
discussed with examples of ICT based alternatives and efficiencies to existing practices, while
reform timings and an academics career stage were explored through positive Chrono examples
where ICT integration can complement other reforms and the opportunities ICT provides to support
alternative work environments for academics.
Likelihood of academic change to practice


By coupling Influence factors (odd questions)
with Weighting factors (even questions) those
influence factors that in this model were likely
most negative and most positive avenues to
influence the academics integration of ICT
General capabilities were identified.
In three cases, societal influences (Macrosystem) were
identified as most important to the academic and their
curriculum decision making. Specific focus was made in
providing resources, examples and advice on ICT General
Capability integration into teacher preparation mathematics
courses using broader societal pressures as a rationale for
ICT integration. These included a focus on mobile
technologies, computer games, and social media.
In two cases, institutional influences (Mesosystem) were
identified as most important to the academic and their
curriculum decision making. Specific focus was made in
providing resources, examples and advice on ICT General
Capability integration into teacher preparation mathematics
courses using specific institutional pressures as a rationale
for ICT integration. These included a focus on university
blended learning strategies, course development templates,
the institutional learning management system, and internal
grant applications.
In two other cases, the academics personal view
(Microsystem) was identified as most important to the
academic and their curriculum decision making. Specific
focus was made in providing resources, examples and advice
on ICT General Capability integration into teacher preparation
mathematics courses that addressed the academics personal
perspectives as a rationale for ICT integration. These included
complementary pedagogical approaches, the historical
integration of mathematics and computing, and current uses
of ICT by mathematicians and mathematics educators.
Likelihood of academic change to practice


sqrt(Micro) * Microw + sqrt(Meso) * Mesow +
           2                        2

sqrt(Exo) * Exow + sqrt(Macro) * Macrow +
         2                    2

sqrt(Chrono) * Chronow > 0
              2
Dr Jason Zagami
  Griffith University
    jason.zagami.info

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SEM ICT Integration SITE2012

  • 1. SOCIAL ECOLOGICAL MODEL ANALYSIS FOR ICT INTEGRATION
  • 2. Dr Jason Zagami Griffith University jason.zagami.info
  • 6. “Learners, teachers and parents have access to resources, digital tools and agreed performance data anywhere, anytime.” - Kevin Rudd
  • 10. Technologies Curriculum Design and Technology Digital Technologies
  • 11. Teaching Teachers for the Future jason.zagami.info/praxis/ttf
  • 12. • The focus of the TTF project is just on ICT Information and Communication Technologies
  • 13. TTF Focus Curriculum English Mathematics Science History
  • 14. TTF Focus Curriculum English Mathematics Science History
  • 15. 3021EPS Mathematics Education 2 3021EBL Mathematics Education 2 4022EBL Mathematical Activities 7096EPS Working Mathematically in the Early Years 7096EBL Working Mathematically in the Early Years Mathematics Focus at GU 7096EPS Literacy and Numeracy Demands in the Curriculum 7096EBL Literacy and Numeracy Demands in the Curriculum 7025EPS Senior Phase Mathematics Curriculum 7025EBL Senior Phase Mathematics Curriculum 4163EBL Literacy or Numeracy Project
  • 17. Graduate Proficient Highly Accomplished Lead
  • 18. Graduate Proficient Highly Accomplished Lead
  • 19. Know Students and how they learn
  • 20. Know the content and how to teach it
  • 21. Plan for & implement effective teaching & learning
  • 22. Create & maintain supportive & safe learning environments
  • 23. Assess, provide feedback & report on student learning
  • 25. Engage professionally with colleagues, parents and the community
  • 26. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum.
  • 27. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. RRICUL UM CU
  • 28. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. PEDAGOGY
  • 29. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. ASSESSMENT
  • 30. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. RES OURCES
  • 31. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. Meeting the ICT integration requirements of the National Standards for Graduate Teachers.
  • 32. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. Meeting the ICT integration requirements of the National Standards for Graduate Teachers. PRACTICES
  • 33. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. Meeting the ICT integration requirements of the National Standards for Graduate Teachers. UNDERSTANDINGS
  • 34. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. Meeting the ICT integration requirements of the National Standards for Graduate Teachers. SKILLS
  • 35. Meeting the requirements of the Australian Curriculum General Capabilities (ICT) that are embedded in the Australian Curriculum as teacher education courses are updated to prepare students to teach using the Australian Curriculum. Meeting the ICT integration requirements of the National Standards for Graduate Teachers. Contributing to a national overview of Australian preservice education with respect to the integration of ICT capabilities. With all 39 Australian teacher education institutions participating the TTF project provides a means of showcasing preservice education at Griffith in comparison with all other Australian education programs.
  • 36. As part of the TTF project we mapped ICT capability development in second semester Mathematics courses that have some relationship with the Australian Curriculum. Student ICT capabilities were measured before and after these courses were conducted and a measure of the contribution to student ICT capabilities from these courses established.
  • 37. The aim was to support Mathematics Teacher Educator academics in contributing as strongly as possible to ICT capability development and student preparedness to utilise ICT to improve their teaching of Mathematics.
  • 38. We had staff available to assist academics to include in their course profiles and courses, uses of ICT within Mathematics education that build student ICT capabilities and enhance the learning of concepts in Mathematics.
  • 40. Individual 1. In your role, how important is the development of ICT General Capabilities in education students? 2. How important for your curriculum decision making is your personal view of ICT integration? Microsystems consist of individual and intrapersonal aspects of groups that comprise an academics social identity including roles that the academic plays (mathematician, programme convenor, professional association leader, etc.) and characteristics they may have in common with others in these roles. These intrapersonal attributes influence how an academic perceives themselves as a mathematician, teacher educator, teacher, researcher, etc. The individuals microsystem is constantly shaped, not only by the environment, but by encounters with other individuals and ICTPO relationships with academics were focused on understanding and developing a perspective that ICT General Capabilities integration is a complementary component of these roles and not in competition or a niche that can be ignored.
  • 41. Interpersonal 3. In your institution, how important do you think is the development of ICT General Capabilities in education students? 4. How important for your curriculum decision making is your institutions view of ICT integration? Mesosystems are faculty and institutional factors that shape or structure the environment within which individual and interpersonal relations occur for academics. These aspects included rules, policies, existing curriculum structures and institutional aspirational objectives. Mesosystems are the norm forming component of a department, faculty and university, and the individual is an active participant in these groups. Bronfenbrenner (1979) identified that the richer the medium for communication in this system, the more influential it is on the microsystem and this was approached by the ICTPO towards understanding academic perspectives on their influence on and by mesosystems, framing TTF outcomes in terms of these systems - the structures, policies and aspirations of the institution, and focusing attention on complementary aspects from the academics perspective.
  • 42. Organisational 5. In your professional networks, how important do you think is the development of ICT General Capabilities in education students? 6. How important for your curriculum decision making is your professional networks view of ICT integration? Exosystems refer to discipline level influence. Mathematics educators develop interpersonal relationships and this web of organisations and individuals creates a strong community that establishes norms, standards, and networks. The community is larger than the meso; however, it is considerably smaller than the macro cultural context. Australian academic disciplines are generally internally homogeneous but considerable differences exist between disciplines. This provided a basis for comparison and contrasting of ICT General Capability integration approaches, with positive examples of ICT integration by peers.
  • 43. Community 7. In society, how important do you think is the development of ICT General Capabilities in education students? 8. How important for your curriculum decision making is societies view of ICT integration? Macrosystems are the cultural contexts (Bronfenbrenner, 1979), geographically, emotionally and ideologically, and they are easily identifiable due to the magnitude of their impact. Computers and particularly the Internet have had a dominant influence on modern culture and provide a strong positive argument for ICT General Capability development and integration into all disciplines, including Mathematics. Pressure from students, school systems, politicians, the general public, and the Australian Curriculum development process contribute to macro influences. Positioning academic teaching and research within these trends and wider perspective provided academics with positive Macro examples to influence ICT integration.
  • 44. Temporal 9. In your experience, for yourself, how timely is the development of ICT General Capabilities in education students? 10. How important for your curriculum decision making is the current timing of ICT integration? Chronosystems encompasses the dimension of time as it relates to an academics environment. Elements within this system can be either external, such as the timing and pace of reforms, or internal, such as the maturity of academics and their perspective on change, technology and curriculum reform. Demands on an academics time and crowding curriculum pressures were discussed with examples of ICT based alternatives and efficiencies to existing practices, while reform timings and an academics career stage were explored through positive Chrono examples where ICT integration can complement other reforms and the opportunities ICT provides to support alternative work environments for academics.
  • 45. Likelihood of academic change to practice By coupling Influence factors (odd questions) with Weighting factors (even questions) those influence factors that in this model were likely most negative and most positive avenues to influence the academics integration of ICT General capabilities were identified.
  • 46. In three cases, societal influences (Macrosystem) were identified as most important to the academic and their curriculum decision making. Specific focus was made in providing resources, examples and advice on ICT General Capability integration into teacher preparation mathematics courses using broader societal pressures as a rationale for ICT integration. These included a focus on mobile technologies, computer games, and social media.
  • 47. In two cases, institutional influences (Mesosystem) were identified as most important to the academic and their curriculum decision making. Specific focus was made in providing resources, examples and advice on ICT General Capability integration into teacher preparation mathematics courses using specific institutional pressures as a rationale for ICT integration. These included a focus on university blended learning strategies, course development templates, the institutional learning management system, and internal grant applications.
  • 48. In two other cases, the academics personal view (Microsystem) was identified as most important to the academic and their curriculum decision making. Specific focus was made in providing resources, examples and advice on ICT General Capability integration into teacher preparation mathematics courses that addressed the academics personal perspectives as a rationale for ICT integration. These included complementary pedagogical approaches, the historical integration of mathematics and computing, and current uses of ICT by mathematicians and mathematics educators.
  • 49. Likelihood of academic change to practice sqrt(Micro) * Microw + sqrt(Meso) * Mesow + 2 2 sqrt(Exo) * Exow + sqrt(Macro) * Macrow + 2 2 sqrt(Chrono) * Chronow > 0 2
  • 50. Dr Jason Zagami Griffith University jason.zagami.info