Presented at MANTHAN 2012

1. A Design Experiment in Whole Class Technology Integration – A Point of Entry for Teacher Professional Development Meera Gopi Chandran Presented at MANTHAN 2012 Acknowledgements: Anikar, Santhosh, Banarjee, Uma, Sneha, Sindhu, Anupama, Arun, Suneetha and Manjunath, Team IAA

2. Contents • The background –technology in classrooms • Technology integration – The black box • Current approach to technology integration • Whole Class Technology • Components of the alternative approach • A tentative conceptual framework • Validation for the design experiment • Further questions to explore

3. The background: Technology in classrooms Myth • Technology and digital resources will lead to improved learning levels (is linked to issue of equity in education – Natl. Policy on ICT, 2010) Reality • Provision of technology has not resulted in improving student learning (Cuban, Kirkpatrick, Peck 2001, Weston and Bain 2010) Myth • Teachers resistance to change/innovations, fear of increase in work load - to blame (Dexter 1999) Reality • Teachers receive little or no support after initial training / unconvinced about technology aiding student learning.

4. Technology Integration – The Black Box • Integration of technology in the classroom is the biggest challenge but there is very little understanding about how this is to be achieved • Training does not directly address the issue, is restricted to use of technology, leaving teachers to grapple with integration(Lawless and Pellegrino, 2007)

5. Current approach to technology integration • Teacher led = passive; learner centred = active learning • Comfortable metaphors such as teacher as facilitator invoked but role of teacher unclear (Brown 1992); difficult to sustain (Smith, Hardman, Higgins 2006) • Learner centred pedagogy used as a starting point for technology integration (Ryba and Brown 2000, Kozma 2003)

6. Whole Class Technology

7. Components of the alternative approach

8. A tentative conceptual framework Repositioning Technology as a symbol of change

9. Validation for the design experiment • The one to many format offers a sense of control • Technology offers a non threatening way of refreshing/ enhancing content knowledge • The pedagogic process validates rather than challenge teachers’ primacy • Using technology changes image of the teacher from dated to savvy • Open ended approach to use of technology increases teacher confidence • Increased readiness to engage in the process of reflection and enhancement of classroom practices

10. Further questions to explore • What are the changes that occur in the classroom teaching learning processes? • How can these be documented and analysed to better understand the processes? • What are the specific ways in which teachers interpret whole class technology integration? • What are the specific subject and pedagogic challenges they are faced with in the implementation of the same? • What are the innovations that emerge from the classrooms? • Are there any patterns/ learnings that can be found in these that could inform the future initiatives in teacher development? Follow a smaller group of teachers to form a nuanced understanding of processes 10

11. Thank You Towards a Just, Equitable, Humane and Sustainable Society 11