Individual paper - Refereed
Practitioner Research SIG
Excavating the resources and realities of ICT Classrooms. Teachers in Training
Report.
Dr Rita Egan, Dr Pat Jefferies and Antony Stockford
University of Bedfordshire
Polhill Avenue
Bedford
MK41 9EA
Tel: (01234) 793178
Email: [email protected]
Paper presented at the British Educational Research Association Annual Conference,
Institute of Education, University of London, 5-8 September 2007
Abstract
Teaching ICT in schools presents challenges of a unique kind particularly as this subject has
now become a nationally reported component of the curriculum. The overall aim of the pilot
study (2006-7) to be reported in this paper was, therefore, to assess the way in which a
selected sample of Becta’s (2002a, b) guidelines regarding the setting up of ICT classrooms
were/were not being implemented in a targeted group of schools and whether the resulting
environment affected ICT results at KS4. A secondary aim was to identify the key
characteristics and indicators, related to the ICT classroom environment, that might impact
performance in KS4 ICT. The resulting data from this pilot study is then going to be used to
provide further guidance in relation to the design and equipping of ICT facilities as well as
aiding development of a framework for designing a self-assessment instrument of ICT
classrooms for teaching KS4 ICT. An additional goal of this pilot study was to engage trainee
teachers in the research process itself. It is intended that the outcomes from both the pilot
study and subsequent research will significantly benefit ICT teachers, leaders who have not
undertaken the Strategic Leadership of ICT programme or those who do not fully appreciate
the implications of the Building Schools for the Future strategy.
2
Introduction and rationale
Teaching ICT in schools presents challenges of a unique kind particularly as this subject has
now become a nationally reported component of the curriculum. However, access to
operational equipment in a classroom designed for optimal learning as well as class sizes that
are manageable remain, for many ICT teachers, a goal not a reality. For example, the authors
of Becta’s (2006a) review of ICT in education noted that although computer stocks in schools
had increased, “approximately half of primary and secondary schools do not have a policy in
place for replacement work stations, and of those that do, the rate of replacement is not at a
level to maintain the longer term currency of the technology.” (p.10) Becta’s (2006b) survey
of LAN infrastructure and ICT equipment in schools produced similar results. Further, reports
from the Office for Standards in Education (OFSTED), indicate that as many as 1 in 5 schools
in England has accommodation that is in such an unsatisfactory state that the delivery of the
curriculum is affected (DfES, 2001). Yet Becta (2002a) have noted, on their website, How to
design ICT suites and workstations, “Evidence shows that pupils who rate a physical
environment as good are more likely to be positive about aspects of teaching and learning
within that environment.”
There is considerable evidence to support Becta’s view that the immediate environment in
which students learn and teachers work can impact on both academic performance and
teacher satisfaction. Edwards (1991) and Cash (1993), for example, both found that the
physical condition of classrooms impacted on the morale of teachers and the achievement of
students. Corcoran et al (1988) also discovered that “where the problems with working
conditions are serious enough to impinge on the work of teachers, they result in higher
absenteeism, reduced levels of effort, lower effectiveness in the classroom, low morale and
reduced job satisfaction. In the main, it would appear that “extremes of environmental
elements (for example, poor ventilation or excessive noise) have negative effects on students
and teachers and that improving these elements has significant benefits. There also appears
to be a strong link between student behaviour and performance as well as staff morale, when
ownership of space is strongest. Lack of consultation and externally imposed solutions have
been found to have a negative impact.
3
Apart from the Becta studies cited above, there are, however, few research studies related
specifically to the design of computer classrooms within the UK. Dolan (2003) has discussed
the problem of finding suitable furniture for varying sizes of students, Meeks (2005) gives an
interesting analysis of the special requirements and funding issues in relation to ICT
provision. Currently the use of interactive whiteboards (IWB) is another active field of
research. Wall et al’s (2005) Becta funded study provides a strong overview of the current
literature in this particular field and raised issues as to the effectiveness of IWBs. For
example, Lee (2004) quoting OFSTED’s own report on the use of whiteboards notes, there
are “only a small proportion of schools where whiteboards are being used to full effect. In
many schools, too few staff have had sufficient training to gain confidence in their use or to
take any imaginative steps in using the new technology to meet the special needs of their
pupils." Adrian Mee, lecturer in education at the Institute of Education (IoE) is quoted in Lee’s
article as saying,
"The Government decided to put £25m of solution into schools, then looked
for a problem to fit it - I am not sure it should be that way round.” Thus
schools are quite often in a position where someone turns up with a cheque
and says, 'Buy interactive whiteboards' whereas laptops or tablet PCs and
projectors are among the technologies that may be cheaper and more
effective. Staff at the Institute of Education (IoE) admitted they have had
similar problems. Once, they installed two interactive whiteboards opposite
each other in one room, making it impossible to see both.”
However, apart from the current research into interactive whiteboards mentioned above,
Becta’s briefing paper, “Key Research Evidence about ICT and classroom organisation in
schools” cites no recent research on the impact of environmental factors in ICT suites on
learning outcomes. Becta (2002a; 2002b), as well as the Education Asia Project (2007)
Shambles website, provide examples and guidelines regarding the design of ICT suites but
again, there appears to be no research undertaken regarding either compliance and efficacy
of these in terms of learning outcomes. Becta has also conducted extensive surveys of
technology provision in schools (2006a; 2006b), but neither of these reports focus
4
specifically on the provision in classrooms used by ICT teachers in secondary schools.
There have, for example, been no specific studies undertaken to assess the link between
resources, class design and class size in ICT classrooms and student performance in ICT.
Finally, there have been no studies in the UK which have specifically utilized data on ICT
provision collected by trainee teachers during their placement in schools.
It is also worth noting, as Toby Greany (leader of the Design Council’s Learning Environments
Campaign) states in his forward to the Design Council’s 2005 review of literature on the
Impact of School Environments, that not only is there a paucity of studies in the field but that
any research that has been done is predicated on a traditional view of same place, same time
learning. “The danger with this as we set out on the government’s massive and exciting
school building programme is that we will use evidence from the past to inform a very similar
future, when what is needed is a new approach and new solutions for school design to reflect
the changing needs of learning in the 21st century.” (p.3).
The overall aim of this pilot study was, therefore, to assess the way in which a selected
sample of Becta’s (2002a, b) guidelines, regarding the setting up of ICT classrooms,
were/were not being implemented in a targeted group of schools and whether the resulting
environment affected ICT results at KS4. A secondary aim was to identify the key
characteristics and indicators impacting performance in KS4 ICT which might be related to the
environment in which teachers and students work. The intention here was that the resulting
data would be used to provide further guidance in relation to the design and equipping of ICT
facilities as well as aiding development of a framework for designing a self-assessment
instrument of ICT classrooms for teaching KS4 ICT. An additional goal of this pilot study was
to engage trainee teachers in the research process itself. It is intended that the outcomes
from both the pilot study and subsequent research will significantly benefit ICT teachers,
leaders who have not undertaken the Strategic Leadership of ICT programme or those who
do not fully appreciate the implications of the Building Schools for the Future strategy.
Methodology
The methodological approach adopted was that of a Case Study utilising both quantitative
and qualitative techniques to enhance the accuracy and validity of the findings. This
methodological approach is particularly suitable for analysing a situation in depth and
5
capturing individual differences or unique variations from one site to another - “Case studies
can seek to describe that unit in depth, in detail, in context and holistically”. Whilst there is, of
course, no attempt to generalize beyond the context under analysis, there is a great deal that
can be harnessed by “examining a few exemplars of the phenomenon in question.” (Patton,
1989. p. 19). A further strand to this research is informed by the work of writers who address
the issue of power relations. (Apple, M. (1995); Foucault (1980). To believe that classrooms
are constructed outside a discourse of power denies the obvious - a human hand crafted the
design. The qualitative aspects of this research are, therefore, designed to determine who
wields the power to transform the learning environment and whether it is in the best hands.
Finally, the case study is framed by grounded theory (Glaser & Strauss, 1967; Glaser, 1995;
Glaser, 1998; Glaser, 1995). The approach adopted in this study involves a critical analysis
of data through the determination of themes and further questions for exploration. It is a
dynamic approach especially suited for the ever-changing environment of technology in
education.
The involvement of trainee teachers was a critical part of this study as the authors were
aiming to improve the critically reflective practice of the cohort as well as develop strong
research skills. Egan (2000a;2000b) has shown how engaging students in targeted
observations improves their understanding of how classrooms are organized and how
teacher’s philosophies of instruction are reflected in these designs. 40 PGCE trainee
teachers were asked to collect data for the pilot study (October 2006-April 2007). By using
trainee teachers as co-researchers the data gathered is then necessarily grounded in the
realities of ICT teachers’ lives in schools (see Cuban, L, 2003; Pflaum, W. 2004). However,
whilst the trainee teachers involved in data gathering were all graduates, it was felt that their
understanding of research methodology and the importance of accuracy in data collection
may not be as highly developed as experienced researchers. Therefore, at the start of the
pilot study it was decided to limit the trainee’s involvement to collecting specific quantitative
data related to classroom design and equipment.
Initially there were four elements to classroom provision that were to be studied: hardware,
software, operating systems and classroom layout. These are what might be termed
Herzberg Hygiene factors (Herzberg, 1959;1968). On their own they will not motivate the
6
teaching and learning environment, but their absence or poor design may cause demotivation within the teaching and learning environment and, in fact, render the job of
teaching and learning ICT undoable. The ancillary resources such as digital cameras,
graphics tablets and video cameras are not necessary to enable sustainable teaching and
learning to take place, but their availability may enhance the teaching and learning outcomes.
They might also provide a ‘perceived value’ to both the micro and macro environment.
The data collection was structured for the trainees through providing them with a data capture
sheet, which required the input of quantitative responses such as hardware identifiers;
responses to a series of closed questions; a screen shot of the operating systems and
available software programs. Trainees were also asked to identify not just the hardware and
software available, but whether it was actually working on the day they collected the data.
Finally, because the design of ICT classrooms has been identified as an important factor in
the successful delivery of ICT lessons (Becta, 2006c; Logan, Crump and Rennie, 2006;
Eadie, 2001), the trainees were required to produce a simple plan of the room layout
identifying the location and number of computers, position and location of support peripherals
such as interactive whiteboards, projectors, printers, scanners and digital cameras. Care was
taken to ensure that duplicate data was eliminated from the study.
It should be noted, however, that as the focus of this pilot study was Key Stage 4 the trainees
only gathered data on classrooms where years 10 and 11 were taught. Sampling for the data
collection by trainee teachers was also opportunistic, and to some extent, biased, in that we
were only able to collect data from schools where the trainee teachers were placed. These
tended to be in the schools which were reasonably successful. Because of this, the authors
liaised with the ICT consultant from one of the counties in the catchment area to determine a
more strategic sample for interview. The consultant provided a list of schools using the
“traffic lights” system and this was accompanied by her assessment of their effectiveness in
delivering the curriculum - 2 were considered to be high performing schools (Green), 2 were
in the average range (Amber) and 4 were low performing or schools in special measures
(Red). As the university tended not to place trainee teachers in failing schools two of the
7
authors visited 8 schools in each of the 3 categories and one of these schools was in special
measures. It should be pointed out that both of these authors are also involved in visiting
schools throughout the year to observe trainee teachers. During the course of these visits the
authors had the opportunity to talk with teachers and other heads of ICT about issues
affecting their school’s performance in KS4 ICT. Some of this informal data was used to
supplement or verify the results that were found from the trainee teachers’ data collection.
Findings
Computer Provision and Class Size
In the ICT rooms covered by this study there was a maximum of 32, and a minimum of 10
computers in any one ICT suite. 20% of the ICT suites contained 30 computers, 16%
contained 31 computers and 8% each (making 24% of the population in total) contained 24,
25 and 26 computers. 66% of all computer rooms had 25 computers or more in them. The
average student class size in the ICT suites was 20 students, which meant that 90% of ICT
rooms had the potential to provide one computer per student. However, class size varied
considerably. Some teachers were working with 30 students in a classroom, others had only
15. Clearly, some schools were able to reduce their KS4 class size through strategic use of
staff and others could/did not. (The authors are still collecting data on class size as well as
size of rooms. This data will be analysed against 2007 KS4 ICT results).
On average, 4% of computers were non-operational during lesson times there being 1274
computers available and 1223 operational during the period of this study. This had a negative
impact in 12% of ICT Suites. In all suites there was more seating available than either
computers or students. The seating surplus was not sufficient to allow seating for teacher led
‘whole group’ input and student led ‘individual’ input, there being on average an additional
seating surplus of 25%. Few classrooms were designed with tables and chairs away from
computers where students could write or read alone or be taught in small groups.
Interactive Whiteboards
62% of ICT rooms in this study had an Interactive Whiteboard installed. There was no
indication that any of the whiteboards were non-operational. For those rooms that had the
Interactive Whiteboard 68% were in use during data capture. Trainee teachers used the
Interactive whiteboard in 58% of the lessons that they taught. However, the whiteboards
8
were not used to their full potential. More often than not, they were used as projector screens
and very little interactivity was witnessed by either trainees or trainee observers. These
findings are supported by Moss et al (2007) who found that “the value of IWBs for teaching
and learning in different subject areas of the secondary curriculum is not yet fully understood”
(p. 11).
Computer-Linked Projectors
80% of all ICT rooms had a computer-linked projector installed which were, in the main, fitted
and static as were the screens for projection. This is an important feature to note as the line
of vision for many students was extremely poor. A number of the classrooms observed were
long and narrow which meant that students either had to move from the back to the front of
the room to see the screen or not see the text at all. Equally, students sitting at the sides of
the room had poor lines of sight. One somewhat visionary school had decided to place the
projector in the centre of the longest wall rather than on the short side thereby improving the
sight line for students, but such adaptations to room shape were rare. For those rooms that
had the computer-linked projector fitted, during the period of the study, the usage was 60%.
The trainee teachers used the computer-linked projector in 65% of the lessons that they
taught. There was no indication that any of the Projectors were non-operational.
Overhead (O/H) Projectors
18% of all ICT rooms had an O/H Projector available in the room. In some cases a projector
hooked up to a computer was also available. There was no indication that any of the
projectors were non-operational. For those rooms where an overhead projector was available
66% were in use during the lessons observed. The trainee teachers used overhead
projectors in 66% of lessons where one was available. This was a surprisingly high number
and shows either a lack of confidence in using projectors or an adherence to old technology
which has proved reliable in the past. In some cases, however, there was no computer linked
projector available and the overhead projector was the only projection technology available.
It does beg the question, however, as to the style of teaching observed. Overhead projectors
are only one step removed from chalkboards – and used badly can demotivate students.
Sightlines are also an issue as most screens in classrooms are static.
9
Printers
94% of ICT rooms had at least one printer available. 26% had 2 printers available and 42% of
these were colour printers. Overall 38% of all ICT rooms offered colour-printing facilities. In
terms of availability 4% of colour printers and 16% of Black and White printers were nonoperational. 88% of printers were laser printers but only 18% were colour. Around of quarter
of the colour printers available were DeskJet printers. Clearly, the cost of operating colour
printers is an issue for schools and in the main, the use of colour printers appeared to be
strictly controlled. In the next round of data collection the authors are exploring availability of
printers and peripherals outside the classrooms.
Peripherals
Overall 40% of ICT rooms offered peripheral facilities to enhance or extend their IT provision.
The most common additional resource was a scanner which was available in 60% of ICT
rooms. Although not as numerous in terms of room availability, 20 digital cameras were
offered in 4 rooms, 2 rooms had 9 cameras and one had just one. 2 ICT rooms had a digital
video camera, and one a graphics tablet. This was the only graphics tablet the authors saw
during their observations and visits. However, equipment was sometimes available
elsewhere in the school and further information on availability will be collected in the next
round of data collection.
ICT Room Layout
None of the ICT rooms from which data was gathered during the study were bespoke in terms
of design. They were rooms which had been used for other subjects prior to being converted
for ICT. The prior purpose imposed significant constraints on the layout. Rooms tended to be
square and in most cases contained a wall of windows. This is significant, as few rooms
seemed to offer an operational method for cutting down on glare. There were relatively few
significant variations in terms of design layout. Generally computers were located around the
edge of the room on either 2 or 3 walls, forming a corridor or ‘U’ shape. The teacher’s delivery
tended to be from one side of the room looking out and facing the students. Based upon this
core design, the Interactive Whiteboard and Computer-linked Projector were located and
fixed. It appears that the computers are laid out purely for ‘working at’ and there was little
provision for students to work away from their computers. It was almost impossible for 30%
10
of a group to synchronize their activity with that of the teacher on a task. For example, they
were unable to see the instructions or demonstration on the board whilst, at the same time,
attempting to carry out the task from their computer position. Only 2 ICT rooms offered ‘work
stations’ where it was possible to see the demonstration/instructions, attempt the tasks and
write up notes without moving position.
Results of Interviews with Heads of Department and Observations of Classrooms
The data analysed above was, in the main, provided by trainee teachers. Supplementary data
was collected through interviews with heads of ICT departments and observations of
classrooms. Such work was undertaken by the authors themselves.
Decision Making
One of the themes that emerged from interviews with Heads of Departments and discussions
with ICT teachers was the quality and quantity of consultation between technical support staff
and network managers and the ICT departments. A number of Heads of Department
reported that they were never consulted about ICT equipment or software purchases and
none reported being consulted about the design of their classrooms. Higgins (2005) study
notes the importance of consultation and a sense of ownership in contributing to morale:
There appears to be a strong link between effective engagement with
staff, students and other users of school buildings and the success of
environmental change in having an impact on behaviour, well-being and
attainment. The ownership of innovations, in contrast to the externally
imposed solution, appears to tap directly into motivational aspects which
are key factors in maximising the impact of change: (p.6)
Higgins further notes that “good communication within schools seems to be part of creating
an environment that is conducive to success.” (p.7). Evidence to support this view was
provided by the highest achieving school visited in this study. 98% of the Year 11 cohort had
achieved an ICT qualification, either single or double award, IIDA or intermediate GNVQ in
2006. Decisions were made through weekly team meetings. The team consisted of the Head
of Department, Network Manager, Assistant Head responsible for ICT and members of the
technical support staff. This team administered a budget of £130,000 for the year in question.
11
The authors believed this was, in fact, the best managed department that was visited. In
contrast, the lowest performing school at KS4 ICT was in special measures. The Head of ICT
was given a budget of £500. There were no meetings to determine how ICT funds should be
distributed and he was not consulted about decisions related to hardware, software, network
management or layout of classrooms. The classroom he worked in had a pervasive stench
from broken sewer lines and this problem had continued for months. There was no ventilation
and to add to the bleakness of this environment, the walls of the classroom were devoid of
any examples of student work, assessment strategies, curriculum materials or colour. It is
worth noting that Earthman (2004), who conducted a study and literature review in the United
States on school environments, rated temperature, heating and air quality as the most
important individual elements for student achievement. (p.26)
The relationship between network managers, technical support and teaching staff also
appeared to be a significant concern. There are a number of configurations related to this
issue:

Network manager and technical support teams are on site, but not in close proximity
to the ICT teaching staff or classrooms

Network manager and technical support teams are on site and work side by side with
the ICT teachers.

Network Managers are offsite – and are contracted out to deliver services to the
school. Technical support is present in the school, but management of the system is
deposited with the network manager.
The data collected in this pilot study suggests that there are ongoing conflicts between the
technical side of ICT support and the delivery of the curriculum. The general perception is
that the technical support team have little understanding of the needs of teachers or the
urgency and pressure under which they operate. The teaching staff appear to have little
control over the setting of priorities and, in the main, technical staff march to their own tune.
Where the network manager is off-site access to information appears to be problematic.
Teachers often have no means of contacting the network manager directly, even if the issue
is critical (an example would be user names and passwords or software flaws). Requests for
support are normally filtered through the Head of Department, technical support and
12
sometimes even the line manager such as an assistant or deputy head. In the worst case
scenarios, it would appear that network managers do not even believe they have to have a
relationship with teaching staff as they see their role as being a purely technical one. A
further consideration is the role of technical support. In the main, network managers and
technical support teams service the whole school. There is no indication in our research that
ICT departments are singled out for any special consideration. This is extremely frustrating
for teachers who clearly have to deliver a curriculum through the use of ICT. Computers are,
of course, their main resource. Our recommendation would be that further research should
be undertaken in this field as the author’s informal discussions with ICT teachers would
suggest that this is a global concern and needs further investigation.
Student Control Software
Some schools in this study had adopted student control software such as AB Tutor Control.
Where this software was installed, where teachers had been trained in its use and where it
was used effectively, student behaviour and time on task seemed to improve, This, in turn,
resulted in improved outcomes. The authors believe that this is an under-reported area of
research especially as unwanted access to the internet seems to be one of the issues of
concern for ICT teachers,
Shared Facilities
An unexpected theme that emerged from this pilot study was the problem of shared facilities.
No ICT departments reported that they had exclusive use of ICT facilities. Almost all
respondents believed that deterioration in equipment, breakages and theft were as a result of
sharing facilities with departments other than ICT. Higgins (2005) comments that “ownership”
of space and equipment by teachers and students is important. (p.7) Perhaps schools should
consider developing a tighter model of ownership or supervision of ICT suites to ensure
teachers feel supported in their attempts to keep equipment functioning and in place as well
as in keeping environments clean and attractive.
Conclusions
It is clear from this pilot study that the basic provision of hardware and software in the
classrooms study was adequate. However, in those classrooms where computers, printers or
the network were inoperable, considerable challenges confronted ICT teachers. We did not
13
ask the trainee teachers to measure the distance between computers in the classrooms but
this data will be collected in the next stage of the project. However, observationally it would
seem that many computers are clustered close together in rooms and this leads to a number
of problems:

Students find it easy to look at each other’s work.

Running exams in a room where students have no privacy causes problems and
frankly, schools are often not in compliance with examination board requirements.

Teachers have difficulty finding room to sit with students to give assistance at eye
level.

There is little provision for disabled students in most of the rooms observed as desks
are generally not adjustable and there is often insufficient room for a wheelchair.

Ventilation was frequently referred to as problematic. Few rooms had air conditioning
and in the summer teachers reported excessive heat resulting in lack of student
concentration and computer breakdown. Many windows did not have shading or the
ability to reduce glare. Some could not be opened to increase air flow.
Detailed information regarding heating, lighting, ventilation and space will be collected in the
next stage of the project. Classroom design was also perceived to be a problem. Sightlines
were often inadequate and there were few facilities provided for students to work at a desk
away from computers. Lack of consultation with teachers and Head of ICT Departments has
lead to disillusionment with facilities and the feeling that there was not much teachers could
do to improve their working environment. Internet provision is normally delivered through the
County’s education department but all teachers reported breakdowns on a fairly regular basis.
Recommendations from the Pilot Study
As a consequence of conducting the pilot study a number of lessons have been learned. This
has now led to a number of decisions being taken with regard to the next stage of the project.
Specifically these are that:

We need to measure the size of classrooms more accurately so that the impact of
environmental concerns can be more accurately assessed

We need to look at sightlines in classroom designs and make recommendations for
reconfiguration of seating.
14

There are stakeholders who were not interviewed during the study who could assist in
the verification of data. It would be useful to interview a sample of mentors, ICT
consultants, network managers, business managers, technicians, teachers, deputy
heads and head teachers. Trainee teachers could be trained to undertake some of
these interviews as part of their Masters program.

We need to gather data to assess compliance with Becta’s health and safety
guidelines.

We need to work more closely with our trainee teachers during the data gathering
exercise to ensure data accuracy. Checkpoints should be established to ensure that
surveys are being completely correctly

Data needs to be analysed against 2007 KS4 results.
All of these issues are now being addressed as part of our ongoing research so that further
guidance can be given to schools in relation to the design and equipping of ICT facilities. A
self-assessment instrument will also be developed that will help teachers assess the
suitability of classrooms for teaching KS4 ICT.
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