Case Study of Internet in the Queensland State School classroom - by Terry Janz

Aims and Background of Program:
Nambour State High School is one of 1310 State schools run by Education Queensland. This year Education Queensland introduced the Schooling 2001 Project whose aim is: "to improve student learning outcomes through integrating computers in the curriculum and bringing world-wide information resources to Queensland state school classrooms." (www.qed.qld.gov.au/tal/2001/aims.htm)
At Nambour I have set up the infrastructure to achieve this aim. At the heart of the project at Nambour is a student-centred resource that I have designed to integrate learning area goals with generic skill development such as computer & information processing skills, research skills and communication skills. This resource provides the fabric that unifies WWW resources with school resources resulting in a unit of work where continuous student-learning progress is possible.
At Nambour we recognise that "Magnificent technological infrastructure and superb educational software will not be enough to move to the new educational paradigm for our students in the next century." The resource that I demonstrate in my Case Study shows how to functionalise that hardware and software infrastructure. One part of the Schooling 2001 project is the Telelearning project whereby our language students utilise the Internet to access their teacher at a distance. French is being taught this way and Japanese is being trialed.

Topic Selection:
Teachers work cooperatively with me to select a subject unit (in all subjects across the curriculum) that may be enhanced by the use of the Internet and Information Technology. Once this is established, the subject aims of the unit are identified as too are the Computer and Information Technology skills to be developed. The Internet is embedded as appropriate. Each unit is reviewed upon completion for improvement. At the end of a unit students have developed computer and Information Technology skills that can be utilised in all other curriculum areas. I coordinate the entire project to ensure that a balanced coverage of skills is maintained. To ensure every student develops skills, every subject is involved, which provides the opportunity to showcase each subject's distinct qualities. The Internet is available 24 hours a day on every computer on our network. The student-centred resource provides a means of regulating and managing Internet use to best improve learning outcomes for the expended dollars. Our Internet connection through Education Queensland costs A$50 per month plus A20c per Megabyte downloaded or about A$300 per month in total.

Student Reactions:
the great number of students now working through their lunchtimes and after school is evidence of the fact that the resource is effective and motivational. The feeling is positive and one great advantage is that teacher and students become partners in learning.

Results:
Whilst results are largely anecdotal to this point, the level of participation indicates that positive results will flow.

Difficulties:
Teacher learning technology competencies are of concern. Many students interact effortlessly with new information and communication media whereas the teacher may not. Schooling 2001 has a Staff Development program to improve these. I have recognised that teacher technology skills may well be a limiting factor and have developed a package to improve skills as they learn how to develop the student-centred resource described above.

My Advice:
To improve student learning outcomes through integrating world-wide information resources across the curriculum, the hardware infrastructure must be in place. Establishing strong links with a quality computer company that has the expertise to set up all aspects of the network is critical here. A medium that functionalises this infrastructure must be overlaid - at Nambour I have developed a school Intranet as such a medium. A student-centred resource must be carried by that medium to be available across the network. That resource must develop Computer and Information Technology skill in the context of the subject area. It must be designed and implemented to promote a student-centred ethos. The teacher must shift from Teacher-as-Dispenser of knowledge to Teacher-as-Colearner and facilitator. I have designed a training package to achieve these aims.

Profile:
Nambour State High School is situated in the South-East corner of Queensland on the beautiful and world-renowned Sunshine Coast. The school has 1300 students and 90 teachers - it is considered to be a Traditional school having been established in 1936. Currently we have 170 computers on the school network with an aim to have 250 by the year 2000. The computers are distributed across the school in computer rooms and in classrooms. The real hub of cross-curricular learning is the Library, better termed the Information Centre, where the dynamic teacher-librarian, supported by 40 computers, works with students across the curriculum to improve learning outcomes. Specialist facilities are set up for ART, Music and Film Studies. Information technology is firmly embedded in all school programs and assessment. Education Queensland is the state education authority with 1310 schools, 440000 students, 30000 teachers and a current student to computer ratio of 1:9 (target is 1:7.5 by the year 2001). The annual education budget is $A4.3 billion with about $A160 million - $A200million (approx) being spent on Learning technology over the next three years.