Introducing open learning technologies into the rural school

This paper discusses the outcome of an investigation into how access to information and computer based communications technology (open learning technology), by teachers in three rural Queensland schools, influenced the teachers' approach to planning and carrying out instruction and classroom organisation.

In Australia distance education providers have relied on non face to face teaching strategies to provide quality learning experiences for those unable or unwilling to take part in traditional school or institution based education and training. Strategies employing telecommunications or satellite distribution have been used by major distance education providers to deliver education and training to a widely dispersed clientele.

Equity issues for rural and remote schools have been acknowledged by the application of communications technologies in the traditional school setting with activities based on system wide curriculum programs and course delivery controlled from a major centre and distributed simultaneously to a number of sites. It has also been advocated that information and communications technologies not only provide for equity in educational provision but may also encourage more innovative teaching strategies in mainstream schooling.

As with any innovation or new development in school practice, economic and financial restrictions lead to concerns over the sources and control of funds. The adoption of new technologies and the ongoing advances in technological development require the planning and implementation of strategies for keeping up with change.

As a result of the review of literature into models of teaching and learning, it was considered that the introduction of open learning technologies into schools had the capacity to influence current teaching practices. The technologies, at least outwardly, would seem to provide the opportunity for a new partnership between students, teachers and other educational participants. They would also seem to allow the possibility for a more student focused approach to learning through the potential to individualise teaching and learning to meet the varied needs of individuals and groups. Despite this general belief, the review of literature also indicated that educational change is an inherently complex process where expectations may not always emerge as predicted.

The project on which this study was based placed information and communications technologies into three rural schools where the teachers had control over its use. Using multi-site case study methodology the author investigated the effects of access to the technology on the planning and teaching techniques of the teachers and classroom organisational issues that arose. Problems encountered, and solutions found, were identified along with observations of the extent of integration and acceptance by the teacher of the technology as another teaching tool.