 |
Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 1, Article 10
(Jun., 2010) |
Some results taken from the interviews
Without doubt, the interviews have been an important focus area in our investigation that we have been able to evaluate, from a quantiative perspective:
a) The results obtained via different sources;
b) Contrast and extend the information obtained, and
c) Create a relationship and adequate atmosphere between the investigators and informants from the centres actively involved in the study.
The corresponding documentation for the Head teachers has been coded in 1.466 units of codification as is reflected in table nº 2, whilst the coordinators give a result of 1.278 split as follows:
Codes
Head teachers Coordinators Gestation and project design Project development Teaching-learning Administrative support Teacher training Evaluation TOTAL Table nº 2: Units of codification and frequencies
This gives us an idea of the interest of those responsible for the ICT projects in the centres for the project development, that means that the main topics of the implementation of ICT, the changes in the centre, the management and coordination, the setting up of facilities, working areas and technical support, key aspects that motivate the reflection, and in many cases, the demand on behalf of the Head teachers.
In table 2 presented above, we can check that:
- The codification referred to as «Gestation and project design» has a high number of codifications on behalf of the coordinators (216) as well as for the Head teachers (276).
- The codification relative to project development has a percentage of codification notably higher on behalf of the Head teachers (481) than the coordinators (285).
- However, the codification relative to the input frequency «Administrative support» has a greater consideration on behalf of the coordinators (261) than the Head teachers (189). What is comprehensible, given that the coorindators are the main consultants in the centre of the relationship with Administration and work as mediators between the two just as the members of the educational community do (teachers, parents and students). The consideration of «Administrative support», from the point of view of the Head teachers, the greater frequency is found in the collaboration between the two to confront the difficulties (34) and in relative questions for the model of managment and solving problems (31), tasks with which the management has very relevant functions. On the other hand, the coordinators are more critical about the model of management and resolving problems with 56 negative codifications and 25 positive ones: they are also critical about the colloboration of the administration in terms of the dificulties, where only 17 positive ones are counted versus 26 negative ones.
- In terms of «Teacher training», with the results being practically the same, it is necessary to say that the Head teachers focus their interest on the developed training categories in the centre.
The analysis of the data obtained in the interviews related to the topic focused on here, the urgent measures in the «ICT centres» in Andalucia, have had to be based on relative information to the Gestation and project design, Project deveoplment and Administrative support.
It was almost a personal initiative which some teachers with previous experience in the field of new technologies quickly joined (DIR16, GDI, TEXT, char 1311 to 1470 of page 1 of DIR16A.TXT) 6.
The thoughts and opinions of the coordinators show us that the initiative in launching the project, their previous experience in IT, their belief that ICT would be positive for the centre, the administrative promises about the revolutionary nature of the project and the accompanying investment were defining factors for this first stage.
An idea was very clear to us: the enrichment that this could mean from every point of view (students, teachers, family...). Although later everything has been developed at a pace that (...) has been criticized, we did know it was a way of getting on the new technologies train, especially thinking of the novelties that it would bring to the teaching-learning process (DIR01, GIP, TEXT, char 1026 to 1522 of page 1 of DIR01A.TXT).
Another piece of information which arises from the coordinators and the directors’ opinions is that the centres have actively taken part in other plans or projects which were linked to technologies and computers, so we could say they were previously motivated to use ICT. The initial expectations for most of them were very high, taking into consideration what it meant in terms of change of furniture, technologies and infrastructures, communication, teaching models and even of environment.
One of the basic factors for the success and thrust of ICT Centres is the logical implication of those in charge. The directive board manages the projects as it is seen in many comments:
The project was particularly motivated by a director who is not here anymore, and he was very enthusiastic about projects in general. There was another colleague who was very skilful with computers, so it was almost natural that they put themselves forward. It was suggested in a teachers’ meeting (COOR06, GDI, TEXT, char 3071 to 3371 of page 1 of COOR06A.TXT).
The role of the coordinator stands out as the key to understand the whole process around him. He is the central dynamization element, together with the directive board. However, disappointment, disillusionment and weariness, especially due to false expectations which were not satisfied, also appear in some coordinators. Expectations of change and novelties are the factors which were underlined by the coordinators. The satisfaction of having taken part in a project with great social and educational scope and which has dramatically changed the environment in the centres is an often-highlighted aspect.
There is indeed a bit of personal implication, but the importance it has in my life, I don’t know if that is the question... At a personal level, well, let’s say it has dropped when I have seen the daily routine of the project. I understood it from a didactic point of view, more pedagogic, about work among colleagues, etc., more than being the school technician. That really does not motivate me much (COOR07, GIR, TEXT, char 4639 to 5072 of page 1 of COOR07A.TXT).
As far as the students’ implication is concerned, directors and coordinators point out that, in general, the project generated a high level of acceptation and motivation, especially among the less wealthy communities who did not have access to these resources at home.
Most of our students are not wealthy and having the computers allows them to access the internet and any resources that can be accessed through them (DIR07, GIA, TEXT, char 4439 to 4672 of page 1 of DIR07A.TXT).
The families’ implication is strongly connected, in most cases, to the communicative capacity of the centre towards the parents. The mobilization, which the massive entrance of computers meant, generated both uncertainty and optimism. Some centres prepared communicative strategies: open days, communication through AMPA, town councils, leaflets, press releases or even local television programmes.
At the beginning there was a lot of expectation, but the participation rate has not been very high until now (DIR10, GIF, TEXT, char 1304 to 1415 of page 1 of DIR10A.TXT).
Regarding the teachers’ receptivity, in the first place, they admit the fears, doubts and initial lack of knowledge that the implementation of the project created. The fear of the unknown, especially among those teachers who were less skilled with technologies, could be felt in the stage of initial receptivity. Consequently, beginning a macroproject with little time and almost «blindly» created a state of confusion that differed according to the teachers’ level of technological culture.
At the beginning everyone was scared because they thought that it would mean a dramatic change in their work. They thought it would mean leaving the chalk and the book and being forced to use the computer for hours (DIR02, GRP, TEXT, char 3878 to 4126 of page 1 of DIR02A.TXT).
The perceptions from the directors and coordinators regarding the Project development give us an idea about the consolidation of ICT Centres. The delays at the first stage of the process are underlined, as well as the revolution caused by the change of furniture and communication in the centre and the students’ motivation faced with these changes. They were surprised and delighted by the massive appearance of computers in the classrooms.
We began without internet connection, the platform did not work; in short, a little bit... a lot of work had to be done (DIR12, DIP, TEXT, char 3449 to 3564 of page 1 of DIR12A.TXT).
The teachers’ adaptation was initially more varied and even internal conflicts arose.
During the first years there was more effervescence and more conflicts. I think some teachers even had internal conflicts thinking «I look like a bad teacher because I don’t use this enough, I don’t feel able to do it, it is too late for me...» I think by now it is all more balanced (DIR09, DIP, TEXT, char 8492 to 8867 of page 1 of DIR09A.TXT).
Implementing the project did not imply an overall revolution in its functioning concerning timetables, organizational and academic aspects, etc. Its start-up was harmonically integrated in the daily life of the centres. On the other hand, an important sector states that the ICT Project has developed many wanted transformations regarding the organization and especially in the curricular field. According to them, the traditional model began its crisis when the computers for didactic use appeared. To solve it, they demand more flexibility for the centre regarding timetables and curricula.
The project itself implied from the beginning a completely different organization from what we were used to working with in the centre. In our school only the smallest classrooms have no computers, as the equipment could not fit in them because of their size. In all the other classrooms there is one computer for every two students, so the centre organization had to change: behaviour rules, use and maintenance rules... all that needed new organization (COOR10, DCC, TEXT, char 6541 to 7054 of page 1 of COOR10B.TXT).
The directors themselves are aware of the important investment that the project has implied, sometimes excessive, in their opinion. The directors underline the huge benefits that the ICT Centre project has brought to the life of schools and high schools: material resources, computers, furniture, etc. They openly describe it as a revolution, especially for those centres which originally had less equipment. The economic allowance for the operation grew exponentially.
The idea of ICT is very positive. Many means have been offered and as we can see they have sometimes been excessive: 500 computers are too many, but it is the only way to access the ICT Centres (DIR07, DIN, char 2735 to 2946 of page 1 of DIR07C.TXT).
The administration criticizes the deficiencies caused by the absence of a professional technician in the centre. The model of a centralized technical service has its advantages, recognized by the coordinators, but it also creates malfunctions. These, often, have to be assumed by the coordinators, who initially had to play a merely didactic role.
The technical help should not be the ICT coordinator’s responsibility. The figure of a technician should be created, who would not always be in the centre, but could go there when necessary (DIR05, DTI1, TEXT, char 6820 to 7010 of page 1 of DIR05B.TXT).
Among the measures taken to guarantee the success of the ICT Centres, the Support from the Administration is revealed to be fundamental by the comments from both the directors and the coordinators. Opinions are expressed about its help when facing difficulties, the management and problem-solving model and observations about introduction of demands from the centres influencing the new proposals.
Taking into consideration the fact that all the analysed centres belong to the first year, we should point out that, in their opinion, the administrative support has decreased with the inclusion of the new ICT centres in the following years, both in attention and response. They stress its lack of sensitivity when facing the difficulties generated in the project: the training problems, the technical difficulties, breakdowns and even the Service Inspection in some cases, because the organization of these new centres is substantially different from the traditional model. This lack of attention is made evident by the lack of acceptable and satisfactory answers to the technical problems that undoubtedly arise. The feeling of carelessness is the one that causes most frustration and stress, especially among directors and coordinators.
The administrations should be much more sensitive if they want all to give this the importance it deserves. (DIR01, ACO, TEXT, char 5252 to 5487 of page 1 of DIR01C.TXT).
The mobility of the teachers’ completely breaks the philosophy of the project. Some of the teachers who began it leave and other teachers arrive and don’t know the dynamics of an ICT Centre. As far as training responses are concerned there is a lack of general contentment: moral support is of a higher demand than strictly conceptual support.
Our demand is commitment from the administration, especially in those centres where some of the teachers are temporary staff. These members of staff should have more stability, especially when they are engaged in this kind of project. There has not been a high level of commitment in this sense (DIR01, ACO0, TEXT, char 8803 to 9111 of page 1 of DIR01B.TXT).
Directors and coordinators are also aware of the doubts about the future. Doubts about equipment maintenance, warranties, repairs and the exponential growth that this projects supposes for the educational administration. Problems of saturation of the centralized service are very common when describing the difficulties.
The service obviously gets worse as the number of ICT Centres increases (DIR12, AGE0, TEXT, char 6979 to 7084 of page 1 of DIR12D.TXT).
Finally, among the suggestions made to the administration, they demand higher consideration for the ICT coordinator. His role should be more focused on didactic assessment and less linked to technical problems. Moreover, this function is not rewarded economically or regarding transfers and promotions, so this is a cause of complaint.
