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Technological Infrastructure and Implementation Environments: The Case of Laptops for New Zealand Teachers
Abstract
The integration of ICT is the apparent goal of range of educational initiatives worldwide. To date, however, the impact of ICTs has lagged behind the rhetoric. Rather than technology transforming teaching and learning it appears that teachers often assimilate it into existing practices. This chapter uses Douglas Engelbart’s (1992) notion of an improvement infrastructure to explore and explain the factors that have framed and shaped New Zealand teacher access to, adoption of, and resistance to the use of laptops. Engelbart posits that organizations should aspire to creating three levels of infrastructure for improvement: a core capability infrastructure, an infrastructure that enables the improvement of core work, and an infrastructure that enables the on-going improvement of the improvement processes. Improvement of improvement typically receives the least long-term strategic investment. For teachers with laptops improvement of improvement is what enables teachers to enhance their ability to use their laptop. In this chapter we show that this involves the system of teacher confidence and expertise, teacher professional development opportunities, teacher access to a reliable technological infrastructure, and the existence of a supportive school leadership and culture for ICT/laptop use.
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