ICT pillar of learning

Life

1 April 2005

Do Secondary Schools ‘TIC’? Is the ‘TIC’ going at pace? These are the questions to ask when assessing the impact of Information and Communication Technology (ICT) in schools and on the educational curriculum. The progression from Technology (T) to Information (I) to Communication (C) based learning is evident within education.

The pace that it is progressing is dependent on many factors. In the era of WWW, DVDs, CDs, mobiles, E-mails, the list of technology has been accepted as commonplace. These are intertwined with many parts of our lives they are rarely noticed.

Prior to the eighties computers were expensive and consequently few were to be found in the educational environment. The Schools IT 2000 programme initiative was established to address the issue of ICT in education for all. Following the support of the Department of Education and Science in the form of grants and schemes promoting and developing ICT, through the NCTE, it re-shaped the life of ICT in education.

Internet

‘People are doing things more routinely with technology than they did 10 years ago. There is an astonishing amount of knowledge owned collectively by the human race,’ states Internet Pioneer Vinton Cerf.

Once posted on the Web, the electronic written information and pictures are updated instantly and are accessible worldwide, compared with published material such as textbooks and magazines. The text messaging of the students is being taken a stage further with the ease of use of the keyboard in search of the site of interest.

The classroom has grown towards the virtual and further from the physical, dissolving the boundaries of classroom walls and those of the world by the availability of information on-line. The development of the telecommunication infrastructure has seen the emergence of ISDN and now broadband beckons.

Broadband could offer the solution to the need of the ICT literate and demanding student. Companies offering broadband, such as Eircom and Esat BT, are eager to point out the basic facts of cost and service being provided (see PC Live!, December 2002). All who provide Internet facilities to students, and not least schools, must consider the viability of the fixed cost and services offered.

The following costs are continual and are a drain on ICT funds: Dial-up charges, line rental charges, domain name registration annual fee, software licences, renewal of software licences, and so on.

Achieving a full potential of the Internet has been one of the primary driving forces behind the campaign for flat rate dial up Internet access. The provision of a flat rate always-on Internet access is key to Irish education making full use of technology where the Internet serves many purposes and is a shared educational resource.

Hardware

Technological facilities within Secondary schools are substantially based on the networking of computers. This facility allows students to engage in projects and resource work effectively.

The breadth and balance of today’s students places different demands within the education system and the flexibility and adaptability in subjects at junior and senior level facilitates the development of ICTs. Delivery of subjects has and can be altered to the changing face of today’s students experiences. Preparing students for lifelong learning is an integral element of education.

ICT enhances the speed and purpose of this objective. The multiple media of text, sound, pictures and video on one interactive device is the ICT visionaries’ route to the future of educational development.

Hardware within the cross-curricular forum of the Secondary system is based on a number of essential entities to enhance the integration of ICT in all subjects:

Interactive White Board: the ultimate interactive class resource. The ideal technology is one that leads the class through a topic in an interactive and motivating fashion.
Digital projector: used for group displays. Individuals who make up a group can have access to the material on the computer at the same time e.g. parent meeting / class demonstrations.
Digital camera: content can be presented in a visual format e.g. geographical physical features/historical buildings.
Laptop: realising the mobility of the technology where IT can be brought to any location regarding any subject.
Scanner: the transferring of the hard copy to the digital format. A handwritten essay can be distributed electronically to all.
CD Server: Multimedia reference material is made accessible to multiple users. This is especially relevant where open access to reference and research material is required i.e. the school library.

Multimedia Server

Multimedia Servers offers the best solution available for sharing mutlimedia over a network. It equips the teacher with the ability to share CDs or DVDs with multiple users simultaneously across a network. There is no need to hand out CD ROMs, scratched or lost CDs. This technology also facilitates remote administration so third party support companies can also troubleshoot the system without going on-site. The Avantis product range starts at EUR1,325 and is one possibility that may be worth taking a look at. Contact CMS Peripherals (Tel: +353 (0)94-74000) for more details or visit www.avantisworld.com.

Software

‘ICT provides schools with a very powerful and highly motivating resource which can enhance learning in all areas of the curriculum’ — NCCA 2002.

Word processing, database, spreadsheet, and presentations are the applications widely used in Secondary schools. These applications allow for the storage, retrieval, formatting, editing, integrating graphics, special tools, and the manipulation of numerical data in a cross-curricular nature. These common computer applications help with the students’ productivity as they become more active learners, allowing them to acquire knowledge and develop skills.

The learning of how to use the tools and their use in a cross-curricular manner is reflective of the generic software. The course contents of the subject areas are being enhanced by the use of these applications.

The type of software is dependent on the requirements of the learner and subject teacher. Software applications include: simulation (Science Explorer), drill and practice (Percentage Games), games (The Grammar Show), or tutorial (ECDL). The top software titles most in demand by Secondary schools, according to www.diskovery.ie, are:

Geography: The Work of Rivers
English: The Grammar Show / Kar2ouche (Hamlet, Macbeth, Romeo and Juliet)
Languages: Todays News, Linguaphone
Irish: World Talk
Religion: Moral Issues
Maths: Percentage games
History: World War II Global Conflict
Business: The Marketing Mix
Science: Science Explorer

From The Irish Times stable, Business 2000 is a multimedia teaching and learning resource covering business studies syllabi. The CDs and print packs are distributed free of charge to schools for information log on to www.business2000.ie.

Software licences set down the conditions of use and associated licences/registration conditions and warranties that should accompany all machines. Whether standalone or multi-user network licences need to be purchased will depend on the circumstances of use. Some software companies offer educational prices.

Sun Microsystems’ Office Productivity Suite, StarOffice 6.0, rivals Microsoft on the desktop. Launched in Ireland in 2002, this product offers far less stringent licensing options/agreements than competing products. Educational organisations pay for the media kit and manual only — payment for licences is not required.

Classroom

Integration of ICT into the classroom in a meaningful way is happening at long last. NCTE and the School Integration Projects (SIPs) are testimony to this development (www.sip.ie). The teaching methods within the classroom have evolved to accommodate the technology on a cross curricular basis and a number of interesting projects have been realised:

The use of a digital projector with a number of content rich titles in a whole classroom setting.
The development of subject-specific resources using multimedia software.
Correspondence via e-mail and Internet access to foreign countries as an integral part of language studies.
Visits for school tours or related school outings can research the location.
Desk Top Publication software can be used to produce school publications.
Layout of text and graphics can be carried out in-house for production or can be made camera-ready for the printers.

Transition Year students are frequent users of the ICT facilities and they use the facilities for research and to compile project reports on a range of subjects.

ICT is a very powerful and motivating resource that can enhance learning in education. The focus should be on how to use ICT and how it will enhance methodical teaching. Within the learning process the student and teacher may use the technology to differing degrees or levels of attainment, providing an opportunity to show vision and encouragement.

The compilation of student portfolios, projects and essays is used as part the assessment process within schools. This may range from word processing to a multimedia presentation. Students can apply general purpose software such as word processing, spreadsheets, database, Powerpoint or Web Browser to engage the learner with tasks to compliment the learning process.

Some courses and programmes can accommodate the integration of technology readily but no matter what the subject the generic software can usually be adapted to the needs of the subject. Schools can deliver a curriculum that equips students with the skills necessary where they will accelerate learning wherever this is appropriate, interactivity will be the key element.

ICT applications are taught as part two programmes: the Leaving Certificate Applied (LCA) is pre-vocational and students engage in active, practical, task-based orientation; and, the Leaving Certificate Vocational Programme (LCVP) is a leaving certificate with a strengthened vocational dimension.

Resources for classroom use, be it student or teacher on a cross-curricular basis, are available from a variety of Websites and are specific to the Irish educational system. Examples are: www.scoilnet.ie, www.skoool.ie and www.teachnet.ie.

Career guidance

Students can avail of high priority career guidance information, finding college placement information and accessing information about companies and potential employment opportunities through CD and Web-based resources.

These resources provide an up to date information service relevant to the choosing of careers and college provisions. Software packages include: Careers World, Qualifax, Career Directions and Gairm. CAO application details are accessible through the Web. Career Websites worth visiting include www.careersworld.com, www.ncge.ie, and www.fasnrcg.ie.

Support and maintenance

Maintenance is an issue that is a huge cause for concern in the educational sector. Maintenance may include content handling, security, accessibility as well as the regular attention required to the system. The higher end of maintenance where repairs and installations of the system are required is time consuming and costly.

The ICT co-ordinator’s post of responsibility may involve these duties but successful execution is dependent on the expertise of the teacher. Contracts with local companies may be formulated between the school and the company. However, the funds required are a further drain on the resources.

Many schools are dependent on the expertise of the IT teacher. Some school network systems have been installed and are maintained by the teachers.

Grants

ICT purchases using the NCTE grants can only apply to hardware, software and the provision of ICT network and installation services. Schools should seek at least three written quotations for any single item costing over EUR634.87.

Programmes

At primary education level an ICT programme is being developed but for Secondary it still remains as a concept that has not been put into practice. At Secondary levels, the development of student competence and IT as a resource for teaching and learning throughout has been the norm. If a discrete ICT subject is proposed for Secondary schools it has a number of implications: subjects can accommodate the integration of ICT but a lengthy period of notice is required for any changes to the curriculum; accommodating an extra subject in an already crowded programme will cause problems; the high stakes examination points system will take priority unless ICT is included as an examinable subject; the provision of resources, technical support, in-services and other financial constraints will need to be addressed.

While we encounter the different generations of computing the technology specifications and capabilities have developed rapidly. The potential that ICT offers is still to be explored in the ‘Future of Schools’ or the more universal ‘School of the Future.’ The ‘TIC’ is gaining pace. Technology (T) is driving but the use of the Information (I) and communication (C) is paramount.

Real ICT in real schools:

St. Joseph’s Community College, Kilkee, Co Clare

St. Joseph’s Community College is a co-educational post-primary school in west Clare with 300 pupils. In 2000 the hardware in the computer room was upgraded to 22-networked Pentium III machines with Internet Access. The old machines that were removed from the computer room were installed in the Library and are used by students for the development of project portfolios. In 2002 a data projector was installed in the computer room. A mobile computer unit, data logging equipment and data projector were purchased for the computer room.

For administration purposes there is a computer in the secretary’s office. There is also a computer and printer in the staff room, Chaplain’s office, art room and career guidance room. The learning support room has three machines.

First, second and fourth year students have timetabled computing classes. Fourth year students have the option to take an ECDL computer training course. Fourth and fifth year students also use the computer room to research and compile their LCVP portfolios.

Three of the teachers have completed postgraduate diplomas in IT and one of the three, Geraldine McWeeney, has recently completed an M.A. in ICT in Education. Her thesis focused on the design, implementation and evaluation of software in the classroom. She has designed a number of pieces of software specific to the Irish Home Economics curriculum. This software is currently being examined for educational software development.

Geraldine’s current interests include the design and implementation of adaptive Web-based learning systems. She has also designed Website resources for the TeachNet Project and acted as mentor to other disseminators by assisting them in the design, development and uploading of their classroom based web project to the TeachNet Project site.

Students from St. Joseph’s Community College were the first post-primary school students to feature on Intel’s Innovation Odyssey International site. This site featured examples of best practice in the classroom from around the world.

Ballinteer Community School, Dublin

Since the introduction of affordable personal computers, the history of computer education in Ballinteer Community School has progressed in parallel with the national trends under the ICT Co-ordinator, Mr D O’Connor.

Starting in the early 1980’s with Apple 2e’s, the emphasis has always been to keep up to date with hardware and software and give pupils, parents and the wider community a chance to learn computing.

The school boasts two computer rooms, both equipped and maintained to the highest standard. While the dominant machine in the school is the Windows PC, in order to give a variety of platform, one of the rooms is equipped with Apple Macintosh machines. Both rooms run on separate LANs and are connected to the Internet by ISDN.

With this array of hardware it is possible to run any of the popular software titles and most of the subject departments in the school take advantage of this. Among academic and language departments the most popular software is word processing which is mostly used for preparing reports. Transition year students use MS Publisher to prepare the school newsletter. Materials technology, construction studies and technical drawing all use CAD, word processing and desktop publishing for preparing reports and projects. Engineering students learn to use software to operate a computer numerically controlled lathe.

The science department uses a range of equipment including a BBC B computer with an interface card to drive electronics projects. They also use a data projector connected to a multimedia computer to demonstrate scientific principles to students. The guidance counsellor brings groups of students into the computer room so that they can use purpose written software that is designed to help them make informed career choices.

While all years are encouraged to use the computer facilities, computer studies is timetabled for Transition Year, 5th and 6th year and they are offered the opportunity to study for and sit the European Computer Driving Licence (ECDL).

Parents attend the school each Friday morning for IT skills training. As well as providing an important social outlet, it gives them the opportunity to do the ECDL. The night school offers a number of computer courses ranging from absolute beginners to ECDL and it hopes to offer Advanced ECDL later this year.

Computers are used for many administration tasks, including: timetable preparation; school accounts; word processing; student records; e-mail; Web design; student tracking — registration; school enrolments and stock control.

Our Lady’s School, Terenure, Dublin

The school currently has an enrolment of approximately 700 girls and has a vibrant ICT department and a strong commitment to the integration of ICT across the curriculum under the ICT co-ordinator Tony Burke.

The school network consists of 63 computers running on a Windows 2000 client server network, with 128k ISDN Internet access via a dedicated Linux Proxy Server. All maintenance falling outside of the warranty is carried out on site by the ICT co-ordinator.

All students are given a formal introduction to ICT in first year although most students use ICT facilities in subjects such as science, careers, history, etc.

Transition Year in Our Lady’s places a particular emphasis on ICT with all students taking Information Technology as a core subject. During this year students take an advanced course in word processing, learn presentation skills using PowerPoint, are introduced to Desktop Publishing and learn about the Internet.

All students also do a separate course on photography, which places an emphasis on digital photography and image manipulation.

Transition Year students may also opt for courses in multimedia authoring or Website design and evaluation (Internet Studies). Multimedia authoring involves students using a multimedia authoring package to produce programs, which are then presented on CD ROM. Internet studies is an innovative course in which students do a detailed study of the Internet and learn how to produce Websites using both HTML and a java-enabled Web authoring tool.

Multimedia Servers: CDservePro Overview

Designed specifically for schools, CDservePro allows multimedia CDs and centrally stored files to be shared and accessed from any PC on the network. Simple to use and manage, CDservePro offers exceptional performance and reliability at an affordable price:

No need to hand out CD-ROMs at the beginning of every lesson, as all CDs are stored centrally on the server.
No need to transfer files from computer to computer via floppy disk.
Removes the need for CD-ROM and/or DVD drives.
Comes with built in licence metering so you can save on licence costs.
No more problems with lost, scratched or stolen CDs.

Multimedia CD/DVD server — Specs: