A proper policy in the permanent teacher’s training: Key impulse of the ICT Centre in Andalusia (Spain)

The success of the measures taken by the Andalusian government to create a «knowledge society», specified in the ICT Centres’ program, only makes sense if ICT is integrated in the day-to-day life of these centres. This integration is achieved through innovative projects which imply an improvement in teaching-learning processes. This must be generated gradually, not through «shock» policies of mass instalment of technological equipment which would only cause conflicts and organizational chaos due to lacking real integration of technologies in the curriculum and in the school system.

These measures require an appropriate policy. The teachers have made great efforts, but due to the lack of incentives, encouragement and support by the administration there is a risk of the teachers’ involvement decreasing. This kind of plan cannot be limited to material, equipment, furniture and technical support. The design and start-up of a logistical system which facilitates the development of innovative projects should be planned. This measure, apparently technical but actually pedagogical, can be improved through mechanisms for the involvement of teachers and can maintain their enthusiasm about the results obtained.

The role of the ICT coordinator, who manages the dynamics of the processes of didactic innovation, is essential and indispensable. However, the lack of support and resources has distorted his function. His work is more devoted to technical assistance tasks instead of dynamizing focus groups. This situation ends up in disappointment and, in many cases, resignation. This matter demands necessary measures such as the creation of the maintenance IT technician role. Other measures would be the introduction of ICT coordinators in the directive boards and considering limited working hours so they can devote more time to the issues for which this role was conceived.

The centralization of the system can raise objections as it favours project standardization. It consequently limits its capability to adapt to the individual needs of the centre. The possibility to adapt programmes so that every centre has its own will make it possible for the projects to define their own characteristics. An ICT Project is part of the curricular project of the centre and, consequently, it must respond to an educational project with its own identity.

The processes of professional development based on focus groups (in the area or the department) are restrained when these teams break due to the temporary workers turnover. This causes discouragement among the colleagues who stay in the centre. This causes the momentum of the project to decrease and it wears down the staff. The administration should consider the requests for permanency from teachers who are involved in focus groups created to implement ICT Projects. They should also consider creating specific posts within these centres, which would allow the centre to choose part of its temporary staff depending on their training, interests and commitment towards the use of ICT. The teachers accept this kind of measures and we think they are appropriate, at least during the curricular integration process of ICT in the centres and until their use is normalized in the educational system.

The assessment and monitoring of the projects are essential aspects for their improvement and growth, regarding teaching, organization and administration. It could be appropriate to strengthen the role of the ICT inspector and his specific training. This would allow for strong criteria in the evaluation of the projects.

Suggesting a priori computer equipment for every classroom in a centre is a mistake, because in many subjects and in certain contexts their use is not necessary, so the equipment becomes a handicap in developing other activities. The presence of ICT, in their different formats, necessarily means new organization of the space. Their didactic possibilities must be exploited without preventing other dynamics to be carried out. In the last proposals other material options have been suggested with implications in classroom organization.

Creating a centralized and up-to-date software database has to be one of the pillars of a policy to promote ICT in educational centres.

The impulse for these projects, taking into consideration the above considerations, will be faster with the support of new technologies and if the administration promotes the proliferation of professional networks of teachers from several centres and playing different roles: advisors, ICT coordinators, disciplinary and interdisciplinary focus groups, material developers, etc.