The document discusses the evolution and challenges of technology integration in education from 1984 to the present in the UK. It highlights key initiatives, current government policies, and factors contributing to successful technology integration, such as leadership vision and staff development. Additionally, it emphasizes the importance of student-centered learning and collaboration through innovative teaching models from European projects.

1. Technology Integration: how to achieve it
Colin Harrison, University of Nottingham

2. What computer technology were you using in your
classroom in 1984?

3. What computer technology were you using in your
classroom in 1984?

4. 1988- 1998
1998-2010
Role:
•Procurement (hardware/infrastructure)
•Promoting national e-learning strategy
•Researching good practice

5. • 1995 Twenty ‘Education Superhighways’ Projects
• 2002 ImpaCT2 (n=2500; impact on learning)
• 2007 Becta e-portfolios Assessment Project
• 2008 Web 2.0 Technologies Project
• 2009 ImpaCT09 (technology integration)

6. Five days after the Conservatives took office in 2010…
Becta to close ‘to reduce wasteful spending’….

7. Current UK government policy in relation to ICT:

8. Current UK government policy in relation to ICT:
•There is no policy on ICT integration
•Schools are encouraged to develop their own policy
•The teaching of computer programming
is now compulsory for all from ages 5-16
•The computing curricular focus is on
• Logic and data analysis
• Programming (at least 2 languages)
• Problem solving using new technologies
• Competence and creativity using ICT
• Internet safety taught from age 5
• [Critical Internet Literacy research needed]

9. What did Becta learn about technology integration?
ImpaCT09 (Harrison, Tomas, Crook, 2014)
What conditions led to full technology integration?
•Head teacher vision- coupled with determined policy
•A clear understanding of the need for
anytime-anywhere learning
•Emphasis on student self-regulation
When does technology integration fail?
•Senior leaders disagree on end-state goals
•Poor staff development model leaves stragglers behind
•Staff not on board with leader’s vision
Harrison, C., Tomás, C., & Crook, C. (2014). An e-maturity analysis explains
intention–behavior disjunctions in technology adoption in UK schools. Computers in
Human Behavior, 34, 345-351.

10. What did Becta learn about technology integration?
ImpaCT09 (Harrison, Tomas, Crook, 2014)
What conditions led to full technology integration?

11. What did the recent 26-partner European Union project learn
about technology integration?
- Use ‘Scenarios’ to develop models for new teaching approaches:
Cathy Lewin –MMU the iTEC project
Scenarios
-> design workshops with teachers; learning stories (how the scenarios might work in
different contexts)
-> 'reflection' on learning processes via audiovisual means was common to all scenario
-> 'collaboration' across schools was also a common feature
-> 'assessment' was usually part of each scenario (sometimes via the 'reflections')
-> TEACHERS gradually but then fully given responsibility for developing new
scenarios
Example1 (Norway): students had to create a sketchup/model of a religious building (3-d
printed) and share this multimodally (cross-curricular maths and RE!!)
Example 2 (Portugal): students make video/or animation of a scientific process

12. Where can you find much of this talk in a new book?
Using Technology to Improve Reading and Learning
(Harrison, Dwyer, Castek 2014)
http://estore.seppub.com/estore/product/51314

13. Technology Integration: how to achieve it
Colin Harrison, University of Nottingham