Background to the Project
In November of 1994, the Directorate
of School Education in Victoria agreed to support the The Whalesong Foundation's
design of a plan to co-ordinate and implement a State-wide telecommunications
project for all Victorian schools based on the I*EARN
Model.
The results and findings of this evaluation are based on the data
collected through Teacher Interviews, Online participation and
observation records, and Formal Student and Staff
surveys.
This evaluation and report is intended to provide the
Directorate of School Education in Victoria, with the data and
observations necessary to assess the validity of a "collaborative,
theme-based project" approach to the integration and use
of telecommunications and related technologies in Victorian schools.
This evaluation is also designed to provide the data required to make
the necessary decisions to continue the possible future development
of the "Global Classroom" concept and related activities.
The project was a DIRECT and TANGIBLE response, and
in many ways anticipated, the findings of the Victorian Government
working party on The Use of Technology as an Education and
Communications Facility in Schools
An overwhelming 76% of schools responded to the survey.
Participants
It is significant to note that in 30.5% of participating
schools 91-100% of their female teachers worked in projects. This
reverses the current notion of the internet being "male domain".
- In over 50% of schools, 60% or more of the teachers involved were female.
- 100 Schools in total. 49 Primary
School 51 Secondary Schools
- 251 teachers *DIRECTLY* involved
3007 Students *DIRECTLY involved.
- 47.8% of all students were between the ages of 11-15.
- 28.2% were 16-18 years old.
- 27.7% were between the ages of 6 and ten years.
- Victorian schools communicated with 26 countries during the project
Positive Effects on Participants
General teacher attitudes:
- 87% of the teachers indicated that their
willingness to continue to investigate and use the technology and
related curriculum model has in fact IMPROVED
because of their involvement in the project.
- When added to those teachers that indicated that their
motivation and/or willingness to continue in such a project had at
least stayed the same, the figure becomes an overwhelming
100%.
- 89% of respondents indicated that their level
of morale had either remained the same or improved because of
participation in the global classroom project.
- 87.7% of teachers across the state indicated
that the Global Classroom Project had helped to maintain or
improve their job satisfaction.
Professional Development
- 85.9% of teachers indicated that their own
professional development has been IMPROVED by their participation
in the project. No teachers indicated that the
professional development had been negatively affected by the
project.
- 85.9% of teachers indicated that their
teaching strategies had been broadened both in quantity and
quality (see general teacher comments). In essence, involvement in
the Global Classroom project has allowed teachers to trial and
modify new strategies, WITH the technology, in real classroom
situations. This above all else (in the opinion of the evaluators)
is a signal that the Global Classroom project has had a positive
improvement on the shape of Victorian classrooms.
- 78.9% of teachers indicated that their
technical understanding of telecommunications had been IMPROVED by
participation in the project.No teachers indicated that their
understanding had been reduced.
- 72.9% responded that they would DEFINITELY
involve their schools communities again, a further 18.6%
indicating they 'probably' would. This makes some
91.5% of teachers replying affirmatively to the
question.
- 69.8% of students have had what the
evaluators believe to be "meaningful, regular exposure" to the
technology over the course of the project.
- 32.6%, almost a full one third of ALL
students involved in the project, had use of the technology in
their normal classes, a further 16.3% had use of the technology
'at least 3 times a week'. Together we have 48.9% of students
utilizing the technology as part of their normal working week. The
significance of this change when considered with previous usage
patterns can not be underestimated.
- It is very interesting to note that there has been quite a
diverse application of the technology right across the learning
areas :
- 27.2% of schools that applied the technology
and project activities to the LOTE/SOSE/ESL/Arts areas.
- 11.1% of schools utilised the project within
the VCE
- 8.6% of schools that established Student
Management Teams as part of the "structural adjustments" when
implementing the Global Classroom projects.
Limiting Factors Experienced by Participants
86.6% of teachers have indicated that teacher workload is the SINGLE MOST
restrictive factor in the further development of network learning
environments in schools. 57.6% of teachers
indicating that they did not have the continuing access to training
they required.
This has been alleviated in 1996 by the expansion
of the project to include STATEWIDE SCHOOL BASED internet trainers
and "online" classroom mentors.
44.2% of teachers also indicated that COST was a limiting
factor. This relates directly to the availability of internet access
per region, and as this report is being written, we are documenting a
further increase in access to sites that previously had none, and a
reduction in cost, in some cases of 50% or more from previous months.
55% of teachers indicated they did not feel they
utilized the support structure as effectively as they could have.
Again, time played a big factor in this area, with some
responsibility being taken by the I*EARN Support Office for not
anticipating the extent of support required for some teachers, thus
greatly retarding the "response time" provided.
55.7% of teachers reported that access to computers
within their own school was a problem: coupled with some
46.1% of teachers who indicated that timetables
worked against sharing the technology. These are readily identifiable
and potentially "curable" concerns. 67.3 % of
teachers indicated that it was in fact difficulties with the
technology that prevented consistent and coherent development of the
programmes in schools.
On further investigation and personal interview of respondents, it
was found that many technical systems in schools were not provided
with the relevant support mechanisms to allow teachers to develop
their expertise in confidence. In many cases being left alone with
the vagaries of a network system that they did not understand, with
little structural support in place to correct the problem.
Report Conclusions
If nothing else, we believe the Global Classroom project has
placed the Victorian education community in a strong position to meet
this challenge. As stated earlier in the report:
"Perhaps the "acid test" question
for teachers was simply; Would you involve your school community in a
similar project in 1996? A significant 72.9% responded with
'definitely' and a further 18.6% indicating they 'probably' would.
This makes some 91.5% of teachers replying affirmatively to the
question.
This is, in many ways, the "bottom line". Teachers have indicated
that the model, after nearly 12 months of examination and experience,
is ,in their minds, relevant and beneficial to the goals of a school
and the education community.
The DSE/Whalesong Global Classroom project set out to put the
needs of students and teachers and the wider Victorian educational
community FIRST. It appears that by most indicators, the needs of the
participants in relation to the integration and utilization of
telecommunication technologies in to classrooms, has been
successfully met. 1996 and the second phase of the Global Classroom
Project, will draw heavily from these findings to further enhance the
learning opportunities for all students and teachers as we prepare to
live and work in the 21st Century, a period in human history, which
will no doubt be marked by exponential rates of change.
The evaluators are confident that the "curriculum imperative"
approach to the issue of the integration of telecommunications and
associated technologies in schools has demonstrated considerable
success in its first of a two year project period. We look forward
with confidence to 1996.
Timeline at a Glance
Stage 1 - 1995
Stage 1 was very much an attempt to create, what the project
coordinators like to call, a "sand pit for teachers and school
communities". In essence an environment that encouraged
experimentation and change with serious support and documentation in
place to record and measure "the footprints" left by the phase 1 and
phase 2 schools. In 1995, the Global Classroom project began with 24
Phase 1 schools. Phase 1 schools were considered to
be "early adopters" and willing to assist others in the use and
application of telecommunications and theme based projects. In the
second half of 1995, the Global Classroom project equipped a further
76 Phase 2 schools to participate in the first stage
of the project. In essence, these schools showed a willingness to
"have a go" and many also showed a willingness to involve "teams" of
staff members. Integrated into the Global Classroom project was the
second annual I*EARN International Teachers conference at the
University of Melbourne. The I*EARN Australia Centre
convened this conference which brought together over 400 people from
18 different countries and on day 4 of the conference, 230 plus
Victorian teachers assembled for a Global Classroom Project training
day at the University.
Stage 2 - 1996
By late 1995, the results of the Stage 1 project were
overwhelmingly clear. The teachers, students and school communities
involved in the first two phases indicated overwhelming support for
the concept and it was clear that the model we had embarked on for
Victorian teachers was indeed valued by them. A report, entitled
"FOOTPRINTS" written and edited by Bill Coppinger and Andrew Hocking
documents in just over 90 pages, the findings of the 12 month stage
one. By March of 1996, the process of advertising and selecting an
additional 200 (in total) Phase 3 and Phase 4
schools was underway.
This will total 300 Schools that will be involved in the two stages
of the Global Classroom Project. Approximately 50 Phase 3 schools
will be selected in the first round. During May to August of 1996, an
additional 150 schools will be added to the phase 4
of the project. All of these Phase 3 and Phase 4 schools will be
receiving training through the Statewide Internet Trainer Network and
have access to the large array of support structures and mechanisms.
(as outlined in the "Getting Started in the Global Classroom Project"
document.) A further 40 schools from stage 1 (phases 1 and 2) of the
project have received support in continuing their participation in
the project.
