Presentasi untuk memenuhi tugas mata kuliah Pembelajaran Bahasa Berbasis IT

1. A theoretical and instrumental framework for
implementing change in ICT in education
Penni Tearle* University of Exeter, UK

2. Introduction
 The implementation of information and communications technology (ICT) to
enhance and extend teaching and learning across a whole school has proved
more challenging than was initially anticipated when it first featured on the
educational agenda in the 1960s (Suppes, 1966; Papert, 1980).
 Even today, the regular use of ICT by the majority of staff and students
within any one school is not common place (Ofsted, 2001; Cox et al., 1999;
Selwyn, 1999).

3.  This begs the question of :how to implement ICT across a whole school?
 There are important parallel questions of why ICT should be deployed, in
what contexts and for what purposes its use might be of particular benefit
(DfES, 2002). Whereas these questions continue to be the subject of much
research in the field, and may seem more fundamental than how to
implement ICT

4. Previous Study
 Some focus on the barriers to implementation (Zammitt, 1992; National
Council for Educational Technology, 1995; Robertson et al., 1996; Fabry &
Higgs, 1997; Wild, 1996; Williams et al., 2000; Dawes, 2001; Joint Advisory
Panel on IT in Education, 2001
 the attitudes and needs of individual teachers in relation to using computers
for teaching and learning (Davis et al., 1989; Preston et al., 2000; Zhao &
Cziko, 2001).
 positive examples of ICT implementation in situations where success has
been achieved (Hadley & Sheingold, 1993; Quintana & Ruiz, 1995) enabling
factors associated with success to be identi®ed (Hoffman, 1996; Dawes &
Selwyn, 1999).

5. Objective of the research
 The research sets out to address this by developing a theoretical framework
for the identification of important factors in relation to ICT implementation in
a UK secondary school.

6. Overview of research approach
 The balance and relationship between the theoretical and practical aspect of
the study is central to the approach
 A review and synthesis of the literature was undertaken to identify and bring
into a coherent form issues which may be important to consider when
implementing or developing the use of ICT across the school
 A case study was then undertaken in a school where ICT use had been
adopted and was in regular use by most members of staff, i.e., in a situation
where some `success‘ had been achieved in the implementation of ICT

7. Developing the theoretical framework
 Two fields of literature are of interest:
1. the literature on management of change in an organization
2. the field of literature relating to use of ICT in schools
Across these two fields of literature, 424 potentially relevant documents were
identified. In addition to bibliographical details other summary information
including notes, key findings, keyword descriptors and a summary sentence
describing the work were generated and compiled in a database

8. Managing change
 Two key influences regarding the implementation of change emerge from the
literature:
1. characteristics of the organization or environment into which change is
expected (Senge, 1992; MacGilchrist et al., 1997; Robbins, 2000)
2. the particular model adopted for the change management process (Zaltman &
Duncan, 1977; Hord et al., 1987; Rogers, 1995).

9. The implementation of ICT in a school
Practical Factors Attitude and Etos
Availability of technology Individual attitude, belief and
motivation
Time Characteristics and ethos of the
organization
Training and support
Coordination and management

10. Case study
 Using an interpretive approach, a single case study strategy (Yin, 1989; Stake,
1995) was adopted
 A multi-method approach was used in order to obtain a rich picture of the
process of ICT implementation, noting characteristics, catalysts and barriers

11. Table 2
Theoretical Framework for identifying factors importants for ICT implementation
The organization
Characteristics, culture and ethos Does the school have a learning culture? Is it adaptive? Is
it collaborative?
What can be said of the leadership of the school and the
role of senior management
What importance is associated with external influences?
How does the school view and address problems? Are they
friend or foe?
How does the idea of contention seem to rest?
Does the organizational structure appear open and
flexible?
What is the school's position with regard to student access
to computers

12. Practical/material factors
Resources Resources Are there sufficient computers and are they `fit
for purpose'?
Where are they located and how is access arranged?
Are they reliable?
Time Is there recognition of time needed for technology
integration and the associated issues?
Training and support
Coordination and management
Is there a program relating to development of ICT use?
Does it address pedagogical need as well as skills?
Are technical, senior manager and peer support structures
are in place?
How is ICT coordinated? Who are the key people and
what are the processes? d What is the role of senior
management?

14. Individual Behavior intention:
Attitude What are individual attitudes to using ICT for
teaching and learning? d How motivated and
committed are people in general and towards ICT
use?
Subjective norm How do people perceive the way those who use
ICT are viewed by their peers?
Control beliefs Do people think they have some degree of
control and choice over their actions in relation
to ICT use?
Knowledge and understanding
Approach to change
Do people understand how ICT can enhance
teaching and learning and see the value in using
it?
How do individuals view change? d To what
extent do individuals function as `critical
consumers', developing their own personal
strategies for implementing ICT?

15. Case selection
 Following an extensive case selection process involving long listing, short listing and
finally case screening (Tearle, 2002), a rural comprehensive school with a wide
catchment area of over 100 miles, serving nearly 2000 students in the 11±18 age range
was selected. The school has `Sports College' status and also was named by of sted as
one of the `best schools in Britain‘.

16. Data collection and analysis
 The case was approached in an open and enquiring manner, with the theoretical
framework guiding, but not restricting data collection.
 Chronologically, the questionnaire was the first tool to be implemented in the study, and
was issued to every member of staff at the school
 Semi-structured interviews were undertaken with 12 staff members, including the head
teacher
 The subsequent data reduction and analysis was undertaken using a coding structure
grounded in the data (Strauss & Corbin, 1998

17. Factors which were prominent in the theoretical framework
and also in the case study included:
 1. whole school characteristic:
 Strong whole school leadership
 The culture of the school as one which promoted and encourage learnng qnd
could be described as both adaptive and collaborative
 The change oriented nature of the whole school and the motivation of
individuals within it
 The positive and proactive attitude to external influences, either mandatory
or opportunities
 Well established whole school internal proceses

18. ICT implementation process
 The carefully planned process through which ICT was implemented across the
school.
 Matters relating to ICT resourcing (with some difference in emphasis).
 Matters relating to support and training (through less prominent in the
practical setting)

19. Individual characteristic
 Positive attitude to ICT and belief in its use
 Importance of ICT knowledge and understanding and also skills.

20. conclusion
 There was considerable synergy between the theoretical framework and the practical
model.
 The study serves to re-enforce the fact that change provides positive learning
opportunities, but that it takes time, and makes demands on people. A culture of
collaboration and collective end devour, with frequent re-assessments of ways of
working, will help an organization remain open and receptive to change opportunities

21.  Latihan
 Faktor apa saja yang mempengaruhi praktik ICT di sekolah?