ICT in Educational Leadership (Information and Communication Technology)

1. ICTin Educational Leadership(Information and Communication Technology) NERA/NFPF March 6–9, 2003 Arna H. Jónsdóttir, Assistant Professor and Head of the Preschool Division, Iceland University of Iceland arnahj@khi.is

2. LearnICT – a Project Funded by the Research Council of Iceland • Three universities in Iceland participate • Shared themes common to all projects • Research 2002 – 2005 on ICT in • Preschools • Primary schools • Secondary schools/further education • Universities/higher education • http://namust.khi.is Arna H. Jónsdóttir / LearnICT

3. The Main Goals of the Project • Consider the possibilities of ICT in learning and teaching • Investigate the influence of ICT on schools, teachers and students • Improve and increase cooperation in the area of educational research on using ICT in education Arna H. Jónsdóttir / LearnICT

4. The 7-frames teaching model (Hewson and Hewson 1988; Allyson 1991, 2001) CSCL-Computer Supported Collaborative Learning Social constructivism The Computer Practice framework (Twining 2002; CPF) Quantity Focus Mode Support Extend Transform Ideology and analysis Arna H. Jónsdóttir / LearnICT

5. The Preschool Part of the Project • The use of ICT in 6 preschools investigated • Field observations • Interviews with teachers • Analysis of the national and school curriculum • Analysis of the IUE curriculum, how the university prepares the teachers Arna H. Jónsdóttir / LearnICT

6. Continued • Qualitative research in two preschools (a master’s degree project) • One preschool where the children’s use of computers is a part of the curriculum • One preschool where the children can choose if and when they use the computers Arna H. Jónsdóttir / LearnICT

7. The director of the preschool is supposed to introduce innovations to teachers In the National Curriculum (1999) it is established that ICT shall be used in preschool education Directors often get into a difficult circle and cannot prioritize tasks; daily administration takes over and some professional projects are not done Gotvassli (1999) ICT and Educational Leadership Arna H. Jónsdóttir / LearnICT

8. Research Questions • How do directors describe their role in goal setting regarding the use of ICT in preschools? • Concerning the children’s education • Concerning the teachers’ work • How do directors encourage the use of ICT in the professional development of teachers? Arna H. Jónsdóttir / LearnICT

9. Research Questions • How do directors use ICT in their own job, both the administrative and professional part? • Has the use of ICT changed their leadership role and if so, how? • What supports and what hinders the use of ICT? • Is there a connection between the use of ICT in the children’s education, and the teachers’ and directors’ use of it? Arna H. Jónsdóttir / LearnICT

10. Research Methods–Data Collection • Semi-structured interviews with directors in 5 preschools • Written materials analysed (projects, curriculum, plans, newsletters etc.) • Field observation, focusing on the ICT resources (software, hardware, other) for directors and teachers Arna H. Jónsdóttir / LearnICT

11. The Choise of the Preschools • The preschools are chosen purposively • 2 preschools have worked with ICT in developmental projects • 2 preschools have not worked especially with ICT • 1 preschool emphasizes ICT for the school leaders but not in the children’s education and curriculum Arna H. Jónsdóttir / LearnICT

12. Findings: First indications • Motivation, financial and technical contribution of the commune, has influence on the use of ICT regarding the children’s, teachers’ and directors’ work • Directors seem to use ICT more in administrative than professional projects • Directors have different opinions about how much time they have gained due to the use of ICT in their leadership role Arna H. Jónsdóttir / LearnICT