SOCIAL ECOLOGICAL MODELANALYSIS FOR ICT INTEGRATION
Dr Jason Zagami  Griffith University    jason.zagami.info
Computing in Australia
TheAustralianDigitalEducationRevolution
Computing in Schools
“Learners, teachers and  parents have access to  resources, digital tools and agreed performancedata anywhere, anytime.”  ...
Computing in Teacher Education
Australian Curriculum
ICT General Capabilities
Technologies CurriculumDesign 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 23021EBL Mathematics Education 2               4022EBL Mathematical Activities             7...
Graduate     ProficientHighly Accomplished       Lead
Graduate     ProficientHighly 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 GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curric...
As part of the TTF project we mapped ICT capability developmentin second semester Mathematics courses that have somerelati...
The aim was to support Mathematics Teacher Educatoracademics in contributing as strongly as possible to ICTcapability deve...
We had staff available to assist academics to include in theircourse profiles and courses, uses of ICT within Mathematicse...
Social Ecological Model
Individual1. In your role, how important is the development of ICT General Capabilities in education students?2. How impor...
Interpersonal3. In your institution, how important do you think is the development of ICT General Capabilities ineducation...
Organisational5. In your professional networks, how important do you think is the development of ICT GeneralCapabilities i...
Community7. In society, how important do you think is the development of ICT General Capabilities in educationstudents?8. ...
Temporal9. In your experience, for yourself, how timely is the development of ICT General Capabilities ineducation student...
Likelihood of academic change to practiceBy coupling Influence factors (odd questions)with Weighting factors (even questio...
In three cases, societal influences (Macrosystem) wereidentified as most important to the academic and theircurriculum dec...
In two cases, institutional influences (Mesosystem) wereidentified as most important to the academic and theircurriculum d...
In two other cases, the academics personal view(Microsystem) was identified as most important to theacademic and their cur...
Likelihood of academic change to practicesqrt(Micro) * Microw + sqrt(Meso) * Mesow +           2                        2s...
Dr Jason Zagami  Griffith University    jason.zagami.info
SEM ICT Integration SITE2012
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SEM ICT Integration SITE2012

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Zagami, J. (2012). Social Ecological Model Analysis for Institutional ICT Integration Efforts. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1301-1306). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39760.

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SEM ICT Integration SITE2012

  1. 1. SOCIAL ECOLOGICAL MODELANALYSIS FOR ICT INTEGRATION
  2. 2. Dr Jason Zagami Griffith University jason.zagami.info
  3. 3. Computing in Australia
  4. 4. TheAustralianDigitalEducationRevolution
  5. 5. Computing in Schools
  6. 6. “Learners, teachers and parents have access to resources, digital tools and agreed performancedata anywhere, anytime.” - Kevin Rudd
  7. 7. Computing in Teacher Education
  8. 8. Australian Curriculum
  9. 9. ICT General Capabilities
  10. 10. Technologies CurriculumDesign and Technology Digital Technologies
  11. 11. Teaching Teachers for the Future jason.zagami.info/praxis/ttf
  12. 12. • The focus of the TTF project is just on ICT Information and Communication Technologies
  13. 13. TTF Focus Curriculum English Mathematics Science History
  14. 14. TTF Focus Curriculum English Mathematics Science History
  15. 15. 3021EPS Mathematics Education 23021EBL 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
  16. 16. Graduate ProficientHighly Accomplished Lead
  17. 17. Graduate ProficientHighly Accomplished Lead
  18. 18. Know Students and how they learn
  19. 19. Know the content and how to teach it
  20. 20. Plan for & implement effective teaching & learning
  21. 21. Create & maintain supportive & safe learning environments
  22. 22. Assess, provide feedback & report on student learning
  23. 23. Engage in professional learning
  24. 24. Engage professionally with colleagues, parents and the community
  25. 25. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum.
  26. 26. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum. RRICUL UM CU
  27. 27. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum. PEDAGOGY
  28. 28. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum. ASSESSMENT
  29. 29. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum. RES OURCES
  30. 30. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum.Meeting the ICT integration requirements of the National Standardsfor Graduate Teachers.
  31. 31. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum.Meeting the ICT integration requirements of the National Standardsfor Graduate Teachers. PRACTICES
  32. 32. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum.Meeting the ICT integration requirements of the National Standardsfor Graduate Teachers.UNDERSTANDINGS
  33. 33. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum.Meeting the ICT integration requirements of the National Standardsfor Graduate Teachers. SKILLS
  34. 34. Meeting the requirements of the Australian Curriculum GeneralCapabilities (ICT) that are embedded in the Australian Curriculum asteacher education courses are updated to prepare students to teachusing the Australian Curriculum.Meeting the ICT integration requirements of the National Standardsfor Graduate Teachers.Contributing to a national overview of Australian preserviceeducation with respect to the integration of ICT capabilities. With all39 Australian teacher education institutions participating the TTFproject provides a means of showcasing preservice education atGriffith in comparison with all other Australian education programs.
  35. 35. As part of the TTF project we mapped ICT capability developmentin second semester Mathematics courses that have somerelationship with the Australian Curriculum. Student ICTcapabilities were measured before and after these courseswere conducted and a measure of the contribution to studentICT capabilities from these courses established.
  36. 36. The aim was to support Mathematics Teacher Educatoracademics in contributing as strongly as possible to ICTcapability development and student preparedness to utiliseICT to improve their teaching of Mathematics.
  37. 37. We had staff available to assist academics to include in theircourse profiles and courses, uses of ICT within Mathematicseducation that build student ICT capabilities and enhance thelearning of concepts in Mathematics.
  38. 38. Social Ecological Model
  39. 39. Individual1. 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 anacademics social identity including roles that the academic plays (mathematician, programmeconvenor, professional association leader, etc.) and characteristics they may have in common withothers in these roles. These intrapersonal attributes influence how an academic perceivesthemselves as a mathematician, teacher educator, teacher, researcher, etc. The individualsmicrosystem is constantly shaped, not only by the environment, but by encounters with otherindividuals and ICTPO relationships with academics were focused on understanding anddeveloping a perspective that ICT General Capabilities integration is a complementary componentof these roles and not in competition or a niche that can be ignored.
  40. 40. Interpersonal3. In your institution, how important do you think is the development of ICT General Capabilities ineducation 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 withinwhich individual and interpersonal relations occur for academics. These aspects included rules,policies, existing curriculum structures and institutional aspirational objectives. Mesosystems arethe norm forming component of a department, faculty and university, and the individual is an activeparticipant in these groups. Bronfenbrenner (1979) identified that the richer the medium forcommunication in this system, the more influential it is on the microsystem and this wasapproached by the ICTPO towards understanding academic perspectives on their influence on andby mesosystems, framing TTF outcomes in terms of these systems - the structures, policies andaspirations of the institution, and focusing attention on complementary aspects from theacademics perspective.
  41. 41. Organisational5. In your professional networks, how important do you think is the development of ICT GeneralCapabilities in education students?6. How important for your curriculum decision making is your professional networks view of ICTintegration?Exosystems refer to discipline level influence. Mathematics educators develop interpersonalrelationships and this web of organisations and individuals creates a strong community thatestablishes norms, standards, and networks. The community is larger than the meso; however, it isconsiderably smaller than the macro cultural context. Australian academic disciplines aregenerally internally homogeneous but considerable differences exist between disciplines. Thisprovided a basis for comparison and contrasting of ICT General Capability integration approaches,with positive examples of ICT integration by peers.
  42. 42. Community7. In society, how important do you think is the development of ICT General Capabilities in educationstudents?8. How important for your curriculum decision making is societies view of ICT integration?Macrosystems are the cultural contexts (Bronfenbrenner, 1979), geographically, emotionally andideologically, and they are easily identifiable due to the magnitude of their impact. Computers andparticularly the Internet have had a dominant influence on modern culture and provide a strongpositive argument for ICT General Capability development and integration into all disciplines,including Mathematics. Pressure from students, school systems, politicians, the general public, andthe Australian Curriculum development process contribute to macro influences. Positioningacademic teaching and research within these trends and wider perspective provided academicswith positive Macro examples to influence ICT integration.
  43. 43. Temporal9. In your experience, for yourself, how timely is the development of ICT General Capabilities ineducation 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, orinternal, such as the maturity of academics and their perspective on change, technology andcurriculum reform. Demands on an academics time and crowding curriculum pressures werediscussed with examples of ICT based alternatives and efficiencies to existing practices, whilereform timings and an academics career stage were explored through positive Chrono exampleswhere ICT integration can complement other reforms and the opportunities ICT provides to supportalternative work environments for academics.
  44. 44. Likelihood of academic change to practiceBy coupling Influence factors (odd questions)with Weighting factors (even questions) thoseinfluence factors that in this model were likelymost negative and most positive avenues toinfluence the academics integration of ICTGeneral capabilities were identified.
  45. 45. In three cases, societal influences (Macrosystem) wereidentified as most important to the academic and theircurriculum decision making. Specific focus was made inproviding resources, examples and advice on ICT GeneralCapability integration into teacher preparation mathematicscourses using broader societal pressures as a rationale forICT integration. These included a focus on mobiletechnologies, computer games, and social media.
  46. 46. In two cases, institutional influences (Mesosystem) wereidentified as most important to the academic and theircurriculum decision making. Specific focus was made inproviding resources, examples and advice on ICT GeneralCapability integration into teacher preparation mathematicscourses using specific institutional pressures as a rationalefor ICT integration. These included a focus on universityblended learning strategies, course development templates,the institutional learning management system, and internalgrant applications.
  47. 47. In two other cases, the academics personal view(Microsystem) was identified as most important to theacademic and their curriculum decision making. Specificfocus was made in providing resources, examples and adviceon ICT General Capability integration into teacher preparationmathematics courses that addressed the academics personalperspectives as a rationale for ICT integration. These includedcomplementary pedagogical approaches, the historicalintegration of mathematics and computing, and current usesof ICT by mathematicians and mathematics educators.
  48. 48. Likelihood of academic change to practicesqrt(Micro) * Microw + sqrt(Meso) * Mesow + 2 2sqrt(Exo) * Exow + sqrt(Macro) * Macrow + 2 2sqrt(Chrono) * Chronow > 0 2
  49. 49. Dr Jason Zagami Griffith University jason.zagami.info

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