Challenges in the usage and teaching of ICT in schools

By Márta Kőrös Mikis

In retrospect

The first hint of Information and Communications Technology (ICT) in Hungarian education were the microcomputers provided to schools within the framework of a government program that took place in 1983. At the time, ICT did not exist as a separate subject; students learned how to handle computers either in special study groups or through facultative lessons in which the teacher often studied along with the rest of the class. Knowledge of information technology gradually began to appear in school curricula at the end of the 1980s, mainly in connection with the subject of engineering. University training for teachers of “informatics” was launched in 1985, after which the computer emerged as a teaching aid in other lessons as well.

The expanding use of PC-s gave rise to a growing demand for the teaching of information technology as a separate subject, which was officially approved in 1995 and subsequently introduced as part of the National Core Curriculum (NAT) in 1998. The so-called Sulinet Program, launched during the same year, aimed to provide all secondary schools, dormitory facilities and approximately 250 primary schools with a complete range of Internet access for a period of 5 years, free of charge. In addition, existing computer facilities were improved by the installation of multimedia computer labs and the necessary software, which contributed greatly to the establishment of information technology at educational institutions. Although the primary goal of the program was to help students obtain information by giving schools access to the World Wide Web, these computer labs played/continue to play a decisive role in giving pupils access to curricular requirements in connection with ICT.

ICT in school curricula

As a new, independent unit of study within the NAT framework, Information and Communications Technology also entailed knowledge of computer science and library usage. It is interesting to note that while ICT was being made a compulsory subject for all students in Hungary, other countries in Europe were in the process of re-integrating it (if they had introduced it as a separate unit at all) in an effort to encourage the practical application of computer skills in schools and in everyday life. Our own need to handle ICT as a clearly separated area of study is justified by the fact that only 25% of Hungarian families have computers at home, and only 10% have Internet access, which means that a significant number of students are exposed to information technology only in the school environment.

The NAT framework stipulates that the study of information technology must serve a dual purpose. On one hand, it plays an important role in cognitive development, but it also fosters practical application skills through the utilisation of knowledge and equipment. Students must master appropriate techniques for the acquisition, processing and transfer of information, and must also become acquainted with legal and ethical norms in connection with handling data. By including library skills as part of the subject, the NAT structure also constitutes a new approach in that it emphasises the practical use of library facilities to acquire knowledge of ICT as a problem-solving tool in everyday life.

ICT has only recently begun to occupy its place within the traditional hierarchy of subjects. The Framework Curriculum, established by the Ministry of Education for the beginning of the 2000/2001 school year, divides subject matter and related student activities according to specified levels and sub-topics, hence ICT appears in the 6^th grade as a study module and then as a separate subject in grades 7–9. It is recommended that the subject be taught at a minimum of one lesson per week, and individual schools have the opportunity to expand the number of lessons depending on the local opportunities available to them. Information technology is developing at an extremely fast pace. Therefore, due to this high degree of innovation taking place in the field of computer science (equipment, methods), it was necessary to renew the content and approach of the NAT structure when establishing the Framework Curriculum. Following the change of government in 2002, the Ministry of Education abolished the compulsory implementation of the Framework Curriculum in favour of a facultative approach. At the same time, efforts were initiated to develop a new and modified version of the NAT structure.

Observational research

In order to research the current situation of ICT in the school environment, the Centre for Program and Curricular Development at the National Institute for Public Education conducted a representative survey in 2002. Distributed to subject teachers working with pupils in the 10–15 age group, the questionnaire contained 18 questions that were identical with regards to all school subjects, but also included questions directed specifically at teachers of ICT. The aim was to find out more about the existing conditions for the teaching and application of the subject.

Content

What happens during an ICT lesson? What does the instructor teach? When the subject first appeared, teachers themselves determined lesson content. Moreover, their decision was strictly influenced by the availability of equipment (hardware and software) as well as their own professional knowledge. Whether the emphasis was placed on teaching user skills or on knowledge of computer science largely depended on the qualifications of the given instructor. In the beginning, there was a “childish” tendency to equate IT skills with training in computer programming, and this had a lasting effect. It was difficult to convince teachers devoted to the world of computers – and writing curricula or textbooks – that students‘ knowledge of information technology did not hinge on their familiarity with the language of BASIC and other computer programs.

After 1997, the increasingly wide range of available technology, and the requirements set by central curricula, precisely determined the content of ICT training, although the application of suitable methodologies remained an open issue. In fact, the nature of the subject matter itself varies from school to school since differences are strengthened by individual and local curricula based on the NAT system. Our survey indicates that schools hold an average of 1.5 ICT lessons a week for students in grades 5–8. Among the institutions surveyed, 65% also conduct some form of specialised computer science instruction outside of the classroom (clubs, special courses, preparation for ECDL, teacher-training etc.).

Views on teaching material

The survey also asked IT instructors to indicate which curricular themes they would expand, reduce or omit entirely. Their answers reflect everyday practice. Areas given priority by an overwhelming majority include those that serve to strengthen the use of IT in daily life and work (e.g. word-processing, Internet usage), while topics typical of computer science training in its “infancy” (e.g. programming) were placed in the background.

Challenges

The biggest challenge is the need for constant renewal in terms of content, which means expanding NAT-based curricular requirements to accommodate widespread applications that have emerged over the last 4-5 years (networking, e-mail, and multi-media). As technology develops and the environment becomes more user-friendly, there is less of a need for detailed knowledge of operational systems. In direct proportion, however, there is an even greater demand for practical experience in the use of software, the strengthening of network communication and skills in preparing documentation. The role of graphics software in the design of multimedia applications has increased along with the significance of handling audio, visual and music editing programs. Although the NAT structure is “durable” i.e. it does not suggest concrete tools and methodology, because of accelerated technical development local curricula must be modified on a continuous basis so that students can become familiar with the latest applications.

Numerous attempts have been made in recent years with the goal of developing ICT-content. Among the most spectacular changes is the new Sulinet interactive home page (http://www.sulinet.hu), which offers a wide range of services to both teachers and students. The site makes recommendations for post-graduate training, tenders and special events in addition to offering supplementary teaching materials and databases (e.g. collections of final exam tasks and university entrance exercises) – it also operates as an on-line pedagogical journal. An average of 40,000 visitors log-on to the homepage every day, and according to surveys, several terra-bytes of information are downloaded. (1)

Personal conditions

In an information society where students in possession of the appropriate resources have the ability to acquire knowledge on their own, the role of teachers is transformed. In this context, they act more as tutors and mentors, partners in the acquisition of information rather than being the sole providers of knowledge. The appearance of new equipment and software on a daily basis also stimulates educators to improve their own knowledge. In addition, they face a professional-methodological challenge in light of the fact that students in the ICT environment gain access to information faster than they do, by surfing the Internet, for example. The educator‘s task, therefore, is to teach students to select and evaluate information (in addition to taking part in constant post-graduate training), and it is primarily teachers of ICT who are most sensitive to the changing role of educators.

Who teaches “informatics”? On the upper levels of primary school, the subject is mainly taught by qualified professionals who hold college degrees in computer science, but there are not enough of them. The number of professional teachers specialising in ICT is still insufficient, and schools generally solve this problem by giving the task of teaching the new subject to other colleagues who “understand the subject matter”. (In spite of this, 61.5% of the institutions surveyed considered the level of professional knowledge to be satisfactory.) At present, the most serious problem is that many educators trained in IT tend to quit teaching in favour of more lucrative careers in the industrial-business sector, where their knowledge is rewarded with a much higher salary. As a compromise, educational authorities regularly suggest that schools should employ reliable “outside” instructors and pay them an hourly wage to teach informatics lessons. The number of teachers on a given faculty who are capable of using IT equipment for teaching purposes on at least a basic level (38.14%) can also be regarded as a positive ratio. This is largely due to intensive participation by teachers in post-graduate training. Over the last 6 years, various ICT courses organised by the Association of Informatics and Computer Science Instructors (ISZE) alone have been attended by more than 40,000 educators.

The problem of systems managers in schools

There is also a strong need for qualified professionals to operate and maintain existing IT infrastructures in schools (hopefully on a full-time basis). It is a sad fact that 46% of primary schools have no systems manager at all, and only 4% employ one full-time! Outside specialists are hired to manage the IT systems in 13% of the schools surveyed. Normally, it is ICT instructors who take responsibility for this task in addition to their teaching duties (26%). In some cases, they are paid a small extra wage, but for the most part, operation and maintenance of the IT system is regarded as part of their normal obligations. Furthermore, teachers are forced to comply because without a properly functioning system they would not be able to conduct their own teaching activities! A solution to this problem is extremely urgent!

The situation for students in the 14–18 age group is considerably better; computer technicians are employed in 29% of secondary schools to operate their IT systems, but in many cases these individuals are also responsible for teaching ICT in the classroom. More precise data will be available to us in 2004.

Teaching aids

Teaching ICT is impossible without up-to-date equipment and supplementary materials. Vital elements include computers and accessories, appropriate software to assist in their use and application, educational databases, a well-equipped school library and Internet connections. All of these should be available in quantities that allow every student to take full advantage of the opportunities IT provides. While certain teaching aids for “traditional” subjects may be used for several decades, rapid development dictates that IT equipment becomes obsolete within 2-3 years – and this rate of amortisation is also significant in ethical-intellectual terms.

The ratio of computers/student is regarded as a quality indicator in accordance with EU requirements. Our survey showed a ratio of 21.7 students to every one computer. Although this indicator has improved in recent years, the existing range of computer tools is unable to provide equal opportunity in large classes to students who have no access to computer facilities in their homes. Computer use outside of the classroom under the supervision of instructors takes place in only 48% of primary schools. Providing instruction to minority students is also an especially difficult challenge since disadvantaged Roma families, for example, have no computers in their homes at all. The ratio of computer equipment in secondary schools is considerably higher.

An additional problem is the fact that computer equipment has an average life span of 5 years. Defects are common, creating lots of downtime, repairs are complicated and expensive, and the lack of local professionals or systems managers able to deal with hardware problems simply compounds technical difficulties. Among the institutions surveyed, 70% have high-quality printers, 53% have scanners, 27% have CD-writing equipment, and 10% have digital projectors. New technologies appear continuously on the commercial market (digital cameras, DVDs, palm-tops, web-cameras etc.), but schools are unable to acquire these tools on a regular basis. The most important reason for this is a lack of finances, but another is that curricular requirements – quite wisely – do not designate specific applications, parameters, tools or methodologies. The idea that “the curriculum doesn‘t require it” or that “we can make do with a different tool” has got in the way of many an acquisition.

Only 22% of schools have their own homepage, which is a very low figure considering that web pages are “windows to the world” and provide exceptional opportunities to establish contacts and integrate school life with that of society. Updating and maintaining web-sites is also a regualr task that students can actively participate in (There are many good examples of this!), but teachers should also be expected to achieve the minimum level of user knowledge required in this area. The fact that 40% of educators teaching in grades 5–8 have their own e-mail address is praiseworthy, but frequency of use and pedagogical content are an altogether different issue. A 24% rate of e-mail usage among students is low considering that electronic communication is a curricular requirement.

Suitable virus protection for computer equipment exists in only 35% of educational institutions, and if the rate of Internet connection is 57%, then this is a problem that could and should be dealt with (for example with free virus protection services). Basic teaching aids should also include legal operating systems and computer programs that assist students in learning the material required by curricula. Answers to the survey indicate that 87% (!) of the educators questioned expressed a need for this, which means that the majority of schools do not have up-to-date and legal versions of software. From time to time, we here that “there is no money left” to buy software after the necessary hardware has been purchased at great expense; this despite the fact that schools aim to meet legal obligations because setting an ethical example demands it!

The textbook market has undergone significant changes during the last decade. Here again, the first textbooks and workbooks primarily connected IT skills with knowledge of computer programming and taught students about computer technology itself rather than its practical use. Study materials began to develop further after the introduction of the NAT system, and the selection has continuously expanded to include complete new series of textbooks as well as improvements made to existing ICT materials (textbooks and exercise books). With regards to their choice of teaching materials, educators expressed a strong need for interesting textbooks with modern content. These are expected to be “learnable”, reflecting a good balance in the ratio of time to the quantity of subject matter, and must also match the current requirements. In the opinion of teachers, ICT textbooks currently on the market do not exhibit a satisfactory degree of didactic thoroughness; they are characterised more by a descriptive approach and lack the power to motivate students.

There is also a strong demand for the use of digital teaching materials, which have recently become available in large numbers on the market. Programs and web-sites available on the Internet are also of great assistance. The first significant advance in this area was the basic multimedia package provided to schools by the Sulinet Program along with computer equipment. Individual schools have since then expanded these with other acquisitions of their own. Our surveys show that these materials do not adequately cover the existing network of school subjects either in terms of content or with regards to age-specific requirements i.e. they do not conform to curricula. Taking this into account, it seems there is an overabundance of programs designed to assist in the editing of publications and independent study as well as a large number for the development of audio-visual materials, and many databases of a lexical nature. (2)

High costs are the primary reason why the use of multimedia educational materials is not more widespread (the price of a normal CD-ROM is approximately 8-10% of a Hungarian teacher‘s average net income). Another disadvantage is the lack of classrooms equipped with projectors that would allow teachers to present the material using a frontal approach. In addition, many teachers have no computers at home with which to look through the CD-ROM or related Internet materials in preparation for their lessons. In all likelihood, the most common pedagogical practice in the coming years will continue to be one that limits the use of ICT to the study of subject itself. Activities outside of the classroom will focus mainly on the creation of school-oriented publications (e.g. school newspapers, tender applications) and the independent use of school library facilities (e.g. writing homework compositions).

Didactics and methodology

Although ICT provides numerous opportunities for individual study, pair-work and project-based learning, the educators we asked favour a teacher-centred, frontal approach in the classroom (and not just in ICT, but in all other subjects as well!). The role of teachers as the principal transmitters of knowledge continues to take precedence over the tutorial approach mentioned so often in connection with the information society, even though changes in this role are more prevalent in the field of informatics than in lessons dealing with other subjects.

Teachers would like to improve their knowledge of the following areas: teaching methodology, innovation, networks, and familiarity with hardware as well as Internet, LINUX, and software applications. Demonstration lessons were listed as the primary choice of training. It is unfortunate that schools do not organise more of these, because there is a great need for presentations in a “live” setting, where educators can watch their colleagues put new ideas, innovative methods and the results into practice. Lecture series concentrating on the latest developments are listed second, followed by accredited post-graduate courses – in correlation with the present support system for teacher training.

Integration between subjects

How open school subjects are to the innovative use of the technical environment is another important issue. Cross-curricular application of ICT would be an excellent way to compensate for the low number of computer science lessons by making use of computer tools and new methods in other subjects of study. For the most part, such forms of application can be found in mathematics and natural science subjects, mainly in the area of chemistry and physics, but there are instances where the use of ICT is also recommended in biology and environmental science curricula. The concept of informatics hardly appears at all in curricula dealing with humanities, not even in terms of mentioning new tools of information. Strangely enough, the same is true of foreign languages, an area of study that has seen the appearance of many new CD-ROMs in recent years, and where the role of the Internet cannot be ignored either. (3)

Perhaps development financed by the Ministry of Education in 2002 will help to alleviate this problem. Depending on various stages in life (6–10 years, 10–14 years and 14–18 years), the publication entitled “Professional recommendations for the cross-curricular implementation of informatics” divides criteria in accordance with each school year, subject and related sub-topic, and indicates points of connection for the application of ICT at all levels. It also denotes the necessary hardware and software (CD-ROMs available on the market, recommended teaching materials on the Internet and a listing of several thousand links and web-sites), in addition to suggesting pedagogical methods and student activities in light of the knowledge and skills to be developed. This new material, unique even by international comparison, is the result of a team effort by 60 educators committed not only to continuous development in the field of ICT, but also to improvement in their own subject of specialisation and their teaching methodology. (The material is available on the Internet, and educators who are interested can download it from the ISZE home page: http://www.isze.hu).

Conclusions regarding library usage

The section of the ICT curriculum concerned with library use offers possibilities to utilise information technology in practically all areas of study; selecting documentation and applying up-to-date knowledge of source material. The information society places a higher value on the role of school libraries. Our survey shows that in some instances library usage has been separated from IT and is taught in a different module. In other cases, it is included as part of ICT lessons, but it remains unclear who should be responsible for teaching it: the IT instructor or the librarian (if there is one)? In many schools, the task is given to form masters.

Along with our general survey, we also conducted research under the heading “The school library as an information resource centre”, based on representative sampling of 1200 primary and secondary schools. It is encouraging to know that some school libraries in Hungary today operate according to a European standard. A large majority of them (65%), however, are unable to provide even the most basic services, meaning they are unsuited to fulfil their function in a legal and professional sense (no full-time librarian on duty, minimal opening hours, obsolete catalogues, no computers etc.). Consequently, “on the doorstep” of the information society, it is imperative that school library facilities be computerised along with increased support for appropriate training in order to improve their operating conditions. A strategic proposal to achieve this aim was also drafted in the course of the survey. (4)

Based on a comparison study, we also examined the frequency of library use in other school subjects. Teachers rated the integration of ICT applications in other subjects at an average of 2.5 – a weak figure that reflects the lack of appropriate personal and material conditions in school libraries as much as it does an outdated methodological approach in the classroom. In light of this situation – and based on the strategic proposal – development in this area must begin as soon as possible.

Demands and evaluation

As a school subject, ICT is popular not only among those deeply interested in computers, but also among all students, and research by local and regional pedagogical institutions as well as empirical studies justify this claim. An attitude survey conducted in November 2000 in the 13^th district of Budapest, for example, compares students‘ views on informatics with their attitude towards foreign languages. The survey revealed that both subjects were rated on almost an identical level: students completely agreed that both areas of study would be useful to them in their lives. This also correlates with the opinion that neither subject is considered by students to be boring, complicated or uninteresting, hence the high degree of popularity.

Our own questionnaire also aimed to investigate prevalent attitudes concerning the subject, and based on the resulting figures, it can once again be said that ICT is a popular subject. Its lively significance is demonstrated by the high ratings given by parents, students and teachers: 4.27, 4.36, and 4.00 respectively.

Developmental requirements and tasks

Teachers participating in the survey were free to provide their own comments and suggestions in connection with how to improve the situation of informatics and ICT applications in the school environment. These include the following:

• More up-to-date equipment
• More reliable Internet connections
• Additional funding, perhaps in the form of tenders
• Network development
• Professional training
• Instructional courses
• An increased number of ICT lessons
• Systems managers for networks
• Legal software

Effective training can only be achieved in conjunction with the improvement of material and personal conditions; development is a strategic issue. Plans must be made for the long-term, keeping in mind the radically diverse circumstances typical of schools at present. In terms of resources (hardware, software, Internet, methodology), schools currently belong to at least three categories. The first group includes schools where ICT was already being taught prior to the introduction of the NAT system, and which have continued to develop training in this area; these are advanced level educational institutions (about 5% of all schools). The majority of schools in the “intermediate” category are those that gained new opportunities through the Sulinet Program. Such institutions have taken advantage of the innovation provided to them, but in many cases the “computer labs” installed by Sulinet were immediately placed in the service of formal ICT training, which means they were not used for their originally intended purpose: allowing students to freely explore the Internet, corresponding by e-mail, and collecting materials.

Schools facing the strongest disadvantage are those with no Internet access, mainly located in small communities – and their numbers are by no means negligible. Local municipalities are only able to support their operation with tremendous effort and at great cost, which is not enough to cover the installation and maintenance of modern computer labs, software, projectors etc. According to the latest educational policy initiatives, by 2005 every school will receive an Internet lab funded by government resources. Along with equipment, attention must also be given to the development of digital study materials; educational authorities have recently announced a tender, the products of which are expected to be put in the service of ICT applications in schools as soon as possible. In addition, a high priority should also be given to basic as well as post-graduate training for teachers of informatics.

Summary

Through pedagogical research and empirical observation, the National Institute for Public Education is making every effort to track the current situation of computer science training and strongly supports the application of ICT in school environments. Its research and development activities will be harmonised with both the educational strategy of the European Union in the field of ICT and the Hungarian information-society-training program. Important tasks are to identify and popularise positive results along with the most adaptable pedagogical practices, to research the criteria and effects of the ICT learning process, and to improve professional-methodological materials. An IT development strategy has been developed to achieve these goals. (6)

Bibliography