Galileo Educational Network Association

and the Chinook’s Edge School Division

July 2002 by Jennifer V. Lock

Overall Research Findings:

Results from this study suggest a clear
direction for educators to pursue for the successful
integration of information and communication
technology in schools. This direction calls for a
systematic and sustained commitment to high-quality
professional development that is embedded in the
content and context of learning. A constructivist
philosophy fostering project-based inquiry learning with
technology is a shift in pedagogy and traditional practice
in how teachers have used technology with students. For
this type of innovative work to occur and to be sustained
within schools requires educators to design and nurture
engaged learning environments that foster technological
fluency, rather than mastery of computer applications.
For educators to be prepared to adopt this way of
facilitating learning requires a commitment by
educational stakeholders at all levels (school,
jurisdictional, ministerial) to provide adequate
funding,dedicated time for collaborative teacher
planning, and long-term strategic planning that provides
teachers with intensive professional development
focused on pedagogy and technology with the purpose of
designing innovative student learning. This type of
professional development
program, which is strongly supported by teachers, has to
be comprehensive and sustained, if it is to make a
difference to teaching and learning in this revolutionary
age of information, communication and technology.