Overview of the framework to be used in the evaluation of ICT use in education developed by Dr Vince Ham and team at CORE Education in 2002

1. 1
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2006 Derek Wenmoth
“Liquorice strap”
• The Liquorice Strap was created as a result of the findings of an intensive
three-year year research investigation into the impact of the ICT-PD
programme in 23 clusters of schools from 1999-2001.
• The ‘strap’ represents the developmental process that was observed in these
classrooms across the period of three years, and provides key insights to
guide the evaluation of the integration of ICTs into classroom teaching and
learning.
• The ‘strap’ illustrates the relationship between two key criteria that emerged
from the research and provides a ‘maturity’ framework that can be used
when evaluating the ways in which ICTs are being used in educational
settings.
• The creator of the ‘strap’ was Dr Vince Ham who led the research team and
whose work as a researcher in the field of ICT in education has been
recognized nationally and internationally.

2. 2
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2006 Derek Wenmoth
Origins
• 23 cluster schools research (1999-
2001)
– Observations of classroom practice
– Interviews with teachers
– Interviews with students
• A key outcome was the identification of
5 “criteria” for integration of ICT into
classroom practice – two of which are
included in the licorice strap model.

3. 3
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2006 Derek Wenmoth
Criteria
Criteria 1 – Prominence
Criteria 2 - Connectedness
The extent to which emphasis on ICTs was emphasized
or focused on in the learning activities.
e.g. “we’re using Google Docs to write a story”, “I’m using iMovie to
make a movie’, “I’m taking photos on my digital camera” etc.
The extent to which the use of ICTs was integrated or
connected with the curriculum and pedagogical focus.
e.g. “we’re collaborating on some research about early forms of
transportation – and we’ll be searching the internet for
information and recording our ideas in a Google Doc.” etc.

4. 4
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2006 Derek Wenmoth
“Liquorice strap”
At the left the focus on technology (yellow) is prominent,
at the next stage it is still prominent, but underpinned by
the focus on curriculum/pedagogy. At the third stage the
curriculum/pedagogy emphasis is prominent, underpinned
by the technology, while at the far right the focus is almost
exclusively on curriculum/pedagogy and the learning that
is happening – and the technology, although present, has
become simply a part of ‘the way we do things’.

5. 5
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2006 Derek Wenmoth
“Liquorice strap”
ADDITION
• Total or almost total focus on ICT, ICT skills, ICT
planning.
• Little or no connection to thinking, learning, cognitive
challenge, philosophy etc.
• Computer activity separated in time and place from other
learning.
• Emphasis on use per se.

6. 6
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2006 Derek Wenmoth
“Liquorice strap”
INCORPORATION
• ICT a significant aspect of focus
• Some connection to curriculum, thinking, learning,
cognitive challenge, philosophy etc.
• Computer activity probably separated in time and
place from other learning.
• Emphasis on frequent use

7. 7
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2006 Derek Wenmoth
“Liquorice strap”
INTEGRATION
• Some ICT consciousness still present
• High connectedness ICT activity with thinking, learning,
challenge, philosophy
• Computer activity linked in time or place with other
learning.
• Emphasis on appropriate use

8. 8
Click to edit Master title style
2006 Derek Wenmoth
“Liquorice strap”
ASSIMILATION
• Total or almost total focus on learning.
• High but subconscious connectedness between ICT
activity and curriculum, philosophy, learning
theory/styles, thinking etc.
• Computer activity embedded in long term structure for
learning.
• Emphasis on spontaneous use and student choice