Technology in Docklands education: using scenarios as guides for teaching and research

Abstract

Educators today are concerned with how to effectively implement whole school e‐learning strategies, encompassing technical support, digital resources and professional development. This paper reports the findings of a project, Technologies in Docklands Education (TIDE), in which we investigated the use of technology to support learning in 24 disadvantaged, primary and post‐primary schools in the Dublin Docklands area schools. Using a mixed methodology of face‐to‐face interviews with principals and teachers, classroom observations and an online questionnaire, we analysed the current situation in these schools, focusing on the key needs identified by principals. We used scenario‐based analysis initially as a method to further discussions with schools, and later as a way to organise our findings and recommendations. Scenarios also became a way to share good practice and to make practical recommendations to schools. The study confirmed previous research regarding the major factors contributing to the successful integration of technology in schools, such as the need for technical support and professional development. However, there were unexpected findings regarding the range of digital technologies in use and what leads to effective teaching with technology.

Keywords:

• cooperative/collaborative learning
• improving classroom teaching
• interdisciplinary projects
• media in education
• pedagogical issues
• teaching/learning strategies

Acknowledgements

Our special thanks go to the principals and the teachers who participated so freely and helpfully in the study. We would also like to thank Leo Casey, Paul Mooney, Kate Lacey, Keith Maycock, Lisa Kilmartin and others at the National College of Ireland for their help with the project. We are grateful for support from the Dublin Docklands Development Authority and the Fulbright Scholar Program through the National College of Ireland. Any opinions, findings and conclusions or recommendations expressed in this article are those of the author(s) and do not necessarily reflect the views of these agencies.