Type of school and general characteristics of students Description of learning area How ICT can enhance teacher effectiveness How ICT can enhance school effectiveness in achieving student outcomes Related links

ICT and overall school effectiveness

ICT utilised within the school setting can serve to enhance overall school effectiveness in achieving student outcomes. Grouputer's flexibility allows it to be customised easily for use in any learning area. Grouputer within the school enviroment Grouputer benefits students, developing the following outcomes.(Crook, 1996)

  1. Productive co-operative teamwork
  2. Valuing different perspectives on issues
  3. Purposeful engagement in collecting, organising, interpreting, manipulating and evaluating information
  4. development of lateral thinking, creative problem solving and review skills
  5. More consistent use of students' higher-level thinking skills such as synthesis, analysis and predicting.

       The use of ICT in English , particularly in literacy skills must enable students to        become "critical, reflective, competent and adaptable users of language" (Department of        Education and Training, n.d.). Grouputer , as an ICT innovation, provides  the necessary        technology to achieve this. Students and teachers are utilising the ICT to learn to        communicate together working on tasks.The teachers focus is on supporting  the group        processes and supporting students' development of ideas, with the ICT supporting the        communication process. The ICT thus is not the focus, simply the tool to achieving        learning  outcomes.

For ICT to be implemented successfully in the English learning area several factors must be taken into account. The Department of Education and Training (n.d.) for Western Australia give the following guidelines when developing teaching and learning programs integrating technology within the English learning area.

  • Promote innovative and student-centred approaches to learning.
  • Develop individual and group learning programs as a consequence of recognising the diversity of students needs and learning styles
  • Develop a balance of specifically focused and open-ended tasks.
  • Embed the use of technology in the learning outcomes for students
  • Provide opportunities for integrated learning or cross curricula links.
  • Ensure that the technology improves the teaching and learning program and learning effectiveness.
  • Take an enquiry-based and problem-solving approach to learning.
  • Provide opportunities for students to evaluate and shape technological developments.
  • Link activities to a school plan that is focused on student outcomes.

    Within a school enviroment ICT must 'add value' to the learning area. Not simply a 'baby sitter' for students ICT must benefit students and teachers alike as a tool utilised to develop constructivist approaches to teaching and learning. As     McInerney and McInerney (2002, p.179) states
           Ideally, the use of technology in this way will be a natural part of a            classroom in which learning is truly placed in its social context:            children and teacher learn together and from each other.
  

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