Examples from Around the World
​More and more countries are investing in technology as a means to boost education. As previously mentioned, this goes beyond putting computers into the classroom, and requires a corresponding change in teaching strategies.
The New Pedagogies for Deep Learning 2018 Global Report (McEachen, J. Fullan, M. Quinn, J. 2018) shows examples of new pedagogical approaches in seven countries:
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Australia
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New Zealand
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Canada
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U.S.A.
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Finland
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Uruguay
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The Netherlands
Although not all of these pedagogies involve digital technology (and it is important to remember that digital technology is only part of the resources we should use), the ideas and success stories are shared globally via the internet. Examples of in-school practical use of ICT in the classroom include:
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(Australia) Using Minecraft to construct a world that was then used for story-boarding a creative writing piece and video
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The stories were written as scripts, recorded over videos of the Minecraft world, and then published to youtube. The students made posters with QR codes to share with their classmates, and also engaged in peer and self-assessment at each step. This is a good example of a student-led activity as it was the students who identified the learning goals and then the use of this specific technology to help with their assignments. It promoted different forms of communication, collaboration, and creativity.
(U.S.A.) The students published their own digital-textbook on the subject of different forms of energy production
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This is another example of a student-led activity. The students used internet-based inquiry alongside real-world observation, such as a museum visit, to engage with the work. The result was a digital source of knowledge that could be used and built upon by future students. It exemplified critical and creative thinking alongside community-minded thinking and collaboration.
(Uruguay) Students investigated robotics technology to solve the issue of sustainable food sources
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Crossing the curriculum areas of Geography, Science, and Digital Technologies, the students investigated the problem of sustainable food sources. They identified a key question (“How can you plant legumes and grow them without care?”) and a corresponding solution (“Program them” – using robotics and a computer interface). They designed a greenhouse with a drip-irrigation system and artificial sunlight, and then collaborated with a parent in the systems engineering field.
After identifying a robotics solution that was already in production, they sought help from a local civil and systems engineering centre. This resulted in an ongoing collaboration between the centre and the school for this and future projects.
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This project not only shows how digital technologies can engage students, but also how the school and community can work together to provide opportunities and experience relevant to the real world.
Whilst it should be noted that the aim of the NPDL report was to get more schools to engage with its program (and to sell more books), its use of 21st century pedagogies is sound.
Looking to other countries, a report about ICT in Saudi-Arabian schools (Albugami, S., & Ahmed, V. 2015) identified key areas of success, as well as the main challenges to implementation.
Success areas:
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Performance
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Collaboration
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Learning experience
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Learning outcomes
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Main Challenges:
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Lack of space
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Lack of resources
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Maintenance problems
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Lack of ICT skills among school staff and students
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Lack of ICT training
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Lack of clear ICT policies
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The report acknowledged that the challenges mentioned above are merely problems to overcome and that doing so provides further benefits. It goes on to discuss key factors involved in the successful implementation of ICT in schools. These include a supportive head-teacher/principal. If the attitudes of the principal are not constructive, then the implementation of ICT will fail. Teachers also play a vital role. If the teachers are supportive, ICT implementation succeeds. If the teachers are not committed, it fails. The report also notes that initially there needs to be more time devoted to planning lessons to incorporate ICT resources and that teachers in Saudi-Arabia are often pressed for time in this regard.
It should be noted, however, that this time is paid back later with ongoing collaboration making resources more readily available, and a shift to a student-led classroom. Schools should therefore prepare for ICT implementation and provide support for teachers.
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References:
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McEachen , J. Fullan, M. Quinn, J. 2018. New Pedagogies for Deep Learning 2018 Global Report (Retrieved from npdl.global)
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Albugami, S., & Ahmed, V. (2015). Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, head teachers, teachers and students. International Journal of Education and Development using ICT, 11(1). (Retrieved from https://www.learntechlib.org/p/151051/)