Glen Searle

Planning is arguably the foundation of effective teaching and learning. Much professional development for teachers in the use of technology seems to work on the premise of 'learn first and worry about everything else later'. Williams (1997) suggests that training still focuses heavily on menus and keystrokes. Carr (2001) reported that teachers that were successfully integrating ICTs saw themselves as learners with their students and scaffolded their students learning experiences/managers of their students' learning. As well as this, Herrington and Oliver (1997) found that primary teachers advocated that a more holistic approach was required for training in relation to the use of ICTs in the classroom. Armed with these notions, and knowledge of the 6Ps - prior planning and preparation prevent poor performance, a professional development model was developed for and used in this project. The model followed an action learning cycle (Fig 1) led by planning. The cycle also attempted to support the pedagogical, technical and emotional needs of teachers (McCrae, 2001).

Figure 1. Action learning cycle for teachers

The focus of this project from the outset was the curriculum. It was felt the focus on curriculum keeps teachers in their realm of knowledge and expertise. The attempt of the action learning cycle was to help move teachers in the project from the known, the curriculum and teaching, to the unkown, which in this case represented the technology. This notion was supported by a comment from a teacher involved in the Netdays project (Carr 2001):

Being clear about how the project fits within curriculum frameworks and how it will be embedded into everyday classroom practice is important Sue Lemmer, Surrey Downs Primary in South Australia

At the commencement of the project, the three teachers involved in the Gold Rush project reported limited computer knowledge and limited integration of ICTs into the classroom. One teacher reported that students were often sent to computers when their work had been completed. This supports Herrington and Oliver's (1997) finding that primary teachers report that ICTs provide them with suitable backup and extension material for pupils, indicating a strong perception that ICTs are a reward rather than integral to their core teaching. There is also a notion reported by Leander (2000) that chat was not considered directly educational and that it was a fun part of education to be used after the real learning had been accomplished.

Orientation Phase

Orientation in this instance was critical from two perspectives - one being the use of chat as a valid language communication tool and that chat, as an ICT, could be used to enhance learning about gold. The difficulty is determining where one perspective ends and the other begins is very blurred. Pellettieri (2000) confirmed that oral interaction is important for language development and indicated that chatting has a striking resemblance to oral interaction. From a language development point of view Warschauer (2000) indicates that when using networked communication tools, learning activities need to be authentic and tied to making some real difference because after initial enthusiasm students tire of tasks they perceive as meaningless, however, tasks perceived as important engendered high motivation and serious engagement. From an ICT point of view, McCrae (2001) suggests that content must be useful to teachers & students and the purpose of the activity must be readily apparent for effective learning. The tenets of successful use of chat seem to reflect and reinforce those running through effective integration of ICTs. Research into the use of chat and other text-based electronic communication media provided a scope for the project as well as better understanding for planning tasks in the classroom. Teachers and school administration linked up on a number of occasions in this phase to "play" with Comic Chat to familiarise themselves with the environment as none of the teachers had been involved with any chat software first hand.

An interesting feature of the Orientation for teachers and students was the involvement of Swamp artist Gary Clarke. Gary explored the genre of cartoons with teachers and some principles that he used to create cartoons. This respected insight provided an interesting angle for the teachers to consider in the planning of "online" cartoon strategies. Gary also and conducted a workshop with the students to explore the fun of cartoons and how to create them. This happened away from the computer and before the technology was introduced.

Planning

Effective use of the chat medium and a range of Gold Rush resources were used as primary sources of information to assist the planning process. There was a technical planning phase as well. At the suggestion of the school they brought their technology person into the loop so that there was knowledgeable and first-hand help for the teachers at the school. This enabled the teachers to focus on what they must provide to the project which Carr (2001) states is good preparation, effective pedagogy and committed participation. A general plan for the project was developed that followed a staged introduction to the comic chat software (Fig 2).

Figure 2. The chat "learning" phases.

Too many teachers tend to work backwards, that is they go to the computer and then develop a plan. Joseph Meale, Ogilvie High School, Tasmania

Planning away from the computer was important as it allows a smoother approach to using computers when students know where they are going. Joseph Meale, Ogilvie High School in Tasmania

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