Arena of Change- Mind Map Artefact 2

Artefact Two

Mind Map

            PROFESSIONAL-BUREAUCRATIC-POLITICAL-TECHNOLOGY SERVICES
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What

• My area of identified change is the integration of ICT into classrooms via BYOD's. The mind map shows how the four areas used as headings namely international, institution, regional and personal all have an impact either directly or indirectly on the identified change.
• International and regional parts have an indirect impact on institutional and personal areas, although this can vary in importance depending on the latest trends or the level of collaboration and support of a region.
• The institution has a direct impact on the identified innovation change because if many of the elements listed are not well in place and working correctly the personal aspect can not be carried out. For example there definitely needs to be a strong infrastructure of internet access to      enable one to one devices to work sufficiently.
• The personal aspect is the largest with the most direct affect on the participants. There are three main stake holders in this area, being students, parents and teachers. These stake holders can be at varying degrees of confidence, experience and have differing attitudes and expectations when it comes to ICT integration into schools and classrooms.

So What
The areas that contribute the most to my school situation are institution, resources and teachers. There are many factors that impact on the successful implementation of ICT in to the classroom. These factors including school leadership, infrastructure, resources, professional development and technical support which have varying levels of impact from low through to very high. 
Similarly Mumtaz (2000) found the same when they reviewed literature on 'factors that affect teacher's use of information and communication technology'. They found that institution, resources and teacher effected teachers' use of ICT in their classrooms with the most contributing factor being at the teacher level. Until just recently we had very a unstable internet infrastructure which made it very frustrating for teachers and students to access the internet and software for learning. We also had low technical support for technological problems. Resources before BYOD were fairly limited with classrooms below yr 7 and 8 only having 4-5 laptops per class. To supplement these laptops some junior classes had interactive white boards, the only problem being that some teachers had little experience with them. 
We have now received our School Network Upgrade (SNUP) which has made a huge difference with the internet connection and some ipads have been purchased for junior classrooms. All classrooms have wifi access which allows more students access both via their own devices and while working collaboratively as laptops can now move away from physical internet connections. Teachers and students alike are less frustrated and more technological aspects are being embedded into teaching practice. This has also impacted on teachers experience and confidence, They are a lot more willing to take risks and adopt new practice with the technologies already in place in the classrooms. Students have begun to bring more of their own devices to school allowing school resources (laptops, ipads) to be more available for approximately a 1-3/5 ratio. 

Now What
With the SNUP now up and running emphasis needs to be placed on teacher development to empower them to use these devices in their classrooms to enhance their learning programmes.
Involve all teachers in the process through:

• Developing school wide policy
• Planning an in depth school wide professional development programme
• Providing in class one to one teacher support

References
Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education. 9(3) 319-342.