Lowering the integration threshold: enhancing learning through computer-based technologies

This paper reports on how six diverse NSW government schools were attempting to integrate computer-based technologies during 2000. It draws upon classroom observations and interviews made during visits to these schools. Our key findings are; (1) successful integration of computer-based technologies is underpinned by a coherent vision for learning; (2) school leaders need to take an active role in the integration of computer-based learning in their schools; and, (3) despite the oftenheralded transformative effects of computer-based technologies, currently there are few examples of how these technologies are creating new affordances for learning. The notion of an integration threshold is proposed as a mechanism for describing and linking the various factors that influence the uptake of computer based learning such as the pedagogical capabilities of teachers and access to supported technology. Background The introduction of computers into NSW schools is a major Government priority that has received significant funding in recent years. The NSW government's Computers in Schools Plan aims to improve learning outcomes for all students in all key learning areas, from Kindergarten to Year 12. A key aspect of this plan is the recognition that computer-based technologies have the potential to significantly contribute to achieving this aim. It involves a comprehensive program of support to schools that includes: the provision of regularly updated computer hardware and software; connection of all schools to the Internet; provision of training and development of teachers in the use of computers; and, the development of curriculum support materials to enhance curriculum in all Key Learning Areas. As the program developed through its initial stages, it became clear that the rate of uptake of computer-based learning and the success of school-based practices varied enormously across school communities. The design of ongoing support strategies needed to be well informed by the successful experiences of early-adopters and those schools where change in practice was sustained. Scarce resources available to support changes in teaching and learning needed to focus on those initiatives that would promote effective integration of the technologies into mainstream curriculum. It was within this context that the study upon which this paper draws, titled Net Gain? i , was commissioned by the Curriculum Support Directorate of the NSW Department of Education and Training (DET). The research was undertaken during 2000 by the Change and Education Research Group (CERG) at the University of Technology, Sydney. It had a number of purposes related to the integration of