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Case Study: Technology and TeacherEducation ‐A Study of the Remote AreaTeacher Education ProgrammeJudyth Sachs a & Lloyd Logan aa Griffith University , Queenslandb The University of Queensland , AustraliaPublished online: 09 Jul 2006.

To cite this article: Judyth Sachs & Lloyd Logan (1993) Case Study: Technology and Teacher Education‐A Study of the Remote Area Teacher Education Programme, Innovations in Education & TrainingInternational, 30:4, 327-333, DOI: 10.1080/0954730930300403

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Case Study: Technology and Teacher Education -A Study of the Remote Area Teacher EducationProgrammeJudyth Sachs, Griffith University, Queensland and Lloyd Logan, The University of Queensland,Australia

SUMMARY

In this paper we present information on the Remote Area Teacher Education Programme(RATEP) project undertaken in Aboriginal and Torres Strait Islander Communities in FarNorth Queensland, Australia.

The possibilities for information technology in the delivery of an on-site teacher-educationprogramme in remote communities are described. We argue that the RATEP projectdemonstrates the potential of IT as an instrument for teaching and learning. To develop ourargument we focus on three issues: interactive learning systems, pedagogy and the features ofIT and RATEP pedagogy. We conclude that students have quickly become 'technologicallyliterate' and have appeared to benefit from the opportunities to exercise some autonomy oversequence, rate and mode of access to information.

INTRODUCTION

There has been a proliferation in the use oftechnology in people's lives, for both professionaland leisure purposes. Educational institutions,however, have made limited use of technology inthe design and delivery of courses and the use ofprint material and face-to-face modes stilldominates their conduct. Where technology isused in classrooms it is mainly in non-interactiveforms such as in the use of overhead projections,audio and video tapes and computer projections.In distance education contexts in remote regionsof Australia, teleconferencing and to a limitedextent computer software are used, althoughinformation in the form of a productive resource isas yet rarely exploited in mainstream tertiaryeducation (Sachs, Smith and Chant, 1990, p. 6). Inmost cases video disc, texts on diskettes, authoringlanguages and interactive computer-basedprograms remain things of life beyond the schools

and higher education institutions. Teacher-education programmes in particular have beenslow to take up the possibilities for alternativemodes of programme delivery that informationtechnology (IT) now provides.

In this paper we present information about the useof IT in tertiary education derived from a study ofthe first phase of the Remote Area TeacherEducation Programme (RATEP) project. Theprogramme was implemented in four Aboriginaland Torres Strait communities on Cape YorkPeninsula and Torres Strait in Queensland,Australia, during 1990 and 1991. The method ofdata collection can best be described as responsiveevaluation; that is, non-judgementalobservations, impressions and information werefed back to the providers and coursewriters, andothers involved in the project. This was an integralaspect of the iterative and developmental natureof the project itself. The authors spent several days

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at each site interviewing and observing students,community members and others involved in theproject (Logan and Sachs, 1991).

We argue that the RATEP initiative demonstratesthe potential of interactive multimedia in thedelivery of on-site teacher-education programmesin remote areas. In its early stages the success of ITsurpassed the expectations of those involved in theproject for the delivery of course materials in whatcan only be described as very remote and difficultconditions with inexperienced tertiary students. Indeveloping our argument we will focus on threeissues as they emerged during the first year of theproject relating to the conceptualization anddesign of technology based courses. These are:interactive learning systems; pedagogy and thefeatures of IT; and RATEP pedagogy. Beforedeveloping these issues we describe the aims andprogramme characteristics of RATEP.

THE REMOTE AREA TEACHEREDUCATION PROGRAMME

In 1991 RATEP was implemented as a pilotprogramme catering for 30 students on four sites(Aurukun, Hopevale, Badu Island and YorkeIsland) in Far North Queensland, Australia. In1992 this was expanded to seven sites with 50students.

RATEP provides an alternative pathway toteacher certification and registration forgeographically isolated Aboriginal and Islanderpeople. Mounting the programme required thecollaboration of three different educationalproviders and stakeholders: The Cairns Technicaland Further Education College (CTAFE), TheJames Cook University of North Queensland(JCUNQ) and the Queensland Department ofEducation (QDE) as the major teacher-employingauthority. The total course is in three stages andstudies at CTAFE lead to two restrictedcredentials: the Certificate of Community Teacher(1 year) and the Associate Diploma of CommunityTeacher (2 years). The second qualification isaccredited as the first year of the three-yearDiploma of Teaching at JCUNQ. The QDEsupports some students financially and assists withthe provision of locations, tutors and in-schoolpracticums.

Structurally, the model offers credit transfer,

interim awards linked to in-school positions and,on completion of the Diploma, open teacherregistration. Pedagogically, it requires theconstruction of multi-sensory learning experiencesand learner control over pacing and sequencingbut not over assessment. Organizationally, thedistance mode allows access to higher education inthe students' home communities. These featuresare in accord both with the affirmative actionmission of the project and the potential forpersonalization inherent in technology-basedinteractive learning (TBIL).

The platform of RATEP

Three concepts form the platform of theprogramme: social justice, education andtechnology. The social justice imperative isconcerned with achieving a 'fair deal' for all,judged in terms of the extent to which personalfreedom and integrity are protected by basic socialinstitutions. It provides the basis for activitiesdesigned to lead to equality of outcomes andopportunity. Education is seen as one socialinstitution having the potential to further socialjustice in these communities by providingindigenous teachers and by enabling eachcommunity to build an infrastructure of qualifiedpeople necessary for its self-management anddevelopment. However, education, it is held, canencourage socially just development only if thesystem itself enacts tenets of equal opportunity,particularly in respect to the credentialling system.Technology furnishes an appropriate medium forproviding education. Two principles guide theenactment of these concepts in RATEP:technology provides the means for learners to beactive in their own learning; and the developmentof culturally reflexive teachers provides thelinkage between social justice and schooling.

At the most general level the RATEP initiativewas designed to establish decentralized on-sitedelivery of teacher education in remoteAboriginal Islander Communities in northernAustralia by using multimedia interactivetechnology. The purpose was to train Aboriginaland Islander teachers to teach Aboriginal/Islanderstudents in both remote and non-remotecommunities. The use of IT as a mode of deliveryfor an on-site teacher-education programme inremote locations provided the possibility for

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developing high levels of creative/lateral thinkingin course writers, lecturers and tutors. The coursematerials were designed to develop bi-culturalcurriculum content with the expressed aim ofstrengthening student self-concept and self-esteem. Finally, the programme aimed atintroducing a variety of modes for coursewaredelivery that have individual application.

Programme characteristics

The following features characterize the mode of ITdelivery in RATEP:

- the use of interactive information technology(telephone, fax, micro-computer, VCR, audiorecorder and photocopier);

- the delivery of teacher-education materials in apackaged form of multimedia resources;

- on-site instruction in the communities;- establishment of an information technology-

based communications network consisting ofconference;

- use of a modular type of design;- culturally sensitive and reflexive programmes,

and- provision of the means to personalize higher

education through the use of IT.

An essential assumption underpinning thecourseware design was the need for multi-sensorylearning materials which allow people to learn indifferent ways. As Smith and Brady (1990, p. 5)argue:

Reading abstract material and havingconversations with oneself is one way of learningbut is not universal. As well, there is an increasingawareness and interest in the probability thatcontemporary information technologypredisposes people, especially the young, toresonate with colour and movement, sound andgraphics as well as text.

The use of multimedia, interactive technologies toenable students to match learning tasks with theirpreferred learning mode is a major experimentalfeature of RATEP.

The technology used in the development ofRATEP materials

Authorware Professional, a multimedia softwarepackage using Macintosh based hardware, wasselected as the basis for the development of

RATEP courseware materials. This was selectedbecause 'The appeal of this type of informationtechnology was the combination of colour, sound,graphics, video, text, interactivity and animationthat were possible with massive memorycapabilities' (Smith and Brady, 1990, p. 4).

Apple Macintosh 11X computers with 8megabytes of RAM and 80 megabyte storagecapacity were used as the basis for coursewaredevelopment. Apple Macintosh Ilex's with 8megabytes of RAM and a 40 megabyte internalhard disc and 80 megabyte of external hard discwere used by students in the open learning centresestablished at the four sites. Thirteen-inchmonitors were used rather than the standard 12inch model to maximize the amount of screenspace. In order to facilitate maximum studentaccess to computer-assisted learning packages,each centre was equipped on the basis of onecomputer to every five students, with at least onecomputer for each year level being taught. Aseparate computer, an Apple Macintosh Plus, wasprovided to meet the word-processing needs ofstudents.

Two types of applications of educationaltechnology can be identified in RATEP. The firstis a product approach which focuses on all sorts ofmaterials, machines and hardware (includingaudio-visual products like TV, projectors,recorders, language laboratories) as technical aidsin teaching. They can also aid presentation,assessment and demonstrations or providesolutions to logistic problems. The second, theprocess, comprises the techniques for designingsoftware or instructional materials orprogrammes. These include the development oflearning programmes, especially programmedinstruction, which are instrumented witheducational technology products. Both of theseorientations have limitations as both refer only toparts of the teaching/learning process. Byintegrating both of these approaches thelimitations inherent in both are minimalized. Onthe one hand, the product approach is limited in itsconcern with only new teaching aids and,accordingly, there is the risk of not considering theteaching/learning process as a whole. The processapproach on the other hand, is limited toinstructional design with the possibility thatsystematic, designed instruction is too easilychosen as the solution without considering other

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alternatives (Plomp and Van de Wolde, 1986, p.245).

INTERACTIVE LEARNING SYSTEMS

Tucker (1989) argues that in technical terms, theterm 'interactivity' normally refers tocombinations of the micro-computer with someform of picture and text carrying media: videodisk, videotape, compact discs of one or othertypes, and access via telephone lines to remotesources of information. Courseware and materialsusing interactive technology are varied. Some ofthe learning packages make creative use ofinstructional text integrated with other electronicmedia, print and fieldwork. Other modules remainakin to 'electronic books'. Differences in the usageof the technology were influenced by the coursecontent, the pedagogy of the lecturer, theexpertise of the programmer and the workingrelationship between the course lecturer, thecourse writing team and the programmer.

At all four sites students were observed workingon the interactive computer-assisted learningcomponents and making use of informationtechnology-based sources and print materials. Thepattern of resource use varied between students(computer text, print, tutor assistance, peerdiscussion etc) which might reflect learning stylepreferences, confidence in and comfort withparticular instructional media, and degree of self-direction. The purpose was to develop learningsystems in which Tucker (1989) argues, the learnerwas to a greater or lesser degree the author of thesequences of information. By extension, the ideaof interactivity covered teaching/learningsituations in which the actions of the learner notonly evoked a response from the teacher (humanor electronic) but also genuinely influenced thecourse of the lesson (p. 6).

Students quickly developed competence andconfidence to use the equipment (computers,videos, fax, teletutorials). They developed skillsboth in accessing information from the CALpackages and in word processing, for thepresentation of their assignment work. The use ofthe technology became an integral part of theirlearning and they moved freely between onemedium and another. Teleconferencing and theuse of faxes in particular became taken for granted

as a method of communicating with lecturers atboth CTAFE and JCUNQ. Several students atBadu Island and Yorke Island commented that theteleconferencing provided them with a sense of alarger learning group. This developed into friendlycompetition between the two groups. In the wordsof one Badu Island student: 'the teleconferencingwas good... it helps us to come up with new ideas...it's also good to talk to the lecturers and get theirpoint of view...'

As a mode of courseware delivery students saw thecomputer as a neutral, non-threatening learningmedium. As one student put it: 'the computerdidn't know I was black'. Another strength of theCAL materials was that they provided studentswith control over their learning in respect to rate,sequence and cycling (the number of repetitionson a task), immediate feedback and the means toreinforce their learning in a non-judgementalcontext. The following student's commentreinforces this point: 'The computer was a greathelp to me because whenever I gave an answerwhich I thought was right, the computer would letme know if I was wrong'.

INFORMATION TECHNOLOGY-BASEDLEARNING

In distance education programmes, studentjurisdiction over their learning is limited bytechnological, content, human, institutional andcultural influences. Technological factors includethe delivery media, (eg correspondence orcomputer based). The nature of the contentinfluences the structure, sequence andpresentation. The expertise of the writing team toutilize the potential of the technology to createlearning tasks, and the ability of the learner toengage in such tasks are further limitations.Institutional rules and procedures setrequirements for course accreditation, studentsentry, staffing levels, timetables and finances.Finally, the cultural setting of the learner is aprimary influence on the content and processes ofstudent learning. Of the course design anddelivery possibilities available to ameliorate someof these limitations - combining a variety of mediain an instructional program - transmittedinteractive technology holds considerablepromise.

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Technologically based interactive learning refersto programmes that use technology to providemultiple pathways or linkages for students forways of knowing (O'Neil, 1987). It has threedistinctive features: the possibility for learners toexercise control over the pacing and sequencing oftheir learning; the range of media used; and theuse of computer-based or managed instruction.

Multiple delivery modes are provided throughcombining telecommunications, computertechnology, audio, video, graphics, written text,fieldwork and face-to-face contact. The possibilityof the learner exercising control over the pathwaysthrough the material distinguishes interactivetechnology-based learning from traditionalcomputer-based and computer-assistedinstruction. The purpose of coupling themultipathway linkages and the opportunity forstudents to exercise control is to personalize ratherthan individualize learning. The purpose andpractice of the two differ distinctly.

Personalized approaches take account of bothqualitative (eg preferred learning style, homebackground, mood, motivations) and quantitative(eg learning rate, competency and attainmentlevels) learner characteristics. Scope, sequenceand pacing are governed by professionaljudgements which take into account the students'ability to interpret and to operate within a learningenvironment that takes into account a changingculture. The experiences are designed to foster acompelling, motivating and realistic future-focused professional image in which the studentsenses options and develops mastery over ways toachieve them (Shane, 1973).

Programmes designed to achieve personalizationprovide students with the means to control,matching both the learning tasks and the learningprocedures with their own peculiar characteristics.Two features are fundamental to studentsexercising such control over their learning throughinteractive technology-based programmes:random access and branching. Random accessrefers to the student's ability to access differentresources (eg computer, print, audio, video,human, contextual). Branching refers to theability of the student to choose alternativepathways, sequences, sources, presentationmodes and assessments. In a 'pure' interactivetechnology delivered course the computer-based

instructional programme determines both theaccess and the branching exercisable by thestudent. In a modified form, complementarytutorial or other assistance is accessible ondemand. RATEP used this modified form.

The degree of control learners can exercise overtheir own rate and sequence of learning in suchprogrammes is determined by: the nature of theinstructional programme itself; the student tasks;and the role enacted by the tutor. Whatever thatcontrol is initially, it could be expected: to increaseas students proceed; to vary between students; andto differ by subject and task. Indicators on theways that students exercise such control includetheir record tracked by the instructionalprogramme, tutors' reports, work completed forassessment and the students' comments. Thisaspect of the courseware and programme structurereceived frequent positive comment fromstudents. The following comments from studentsare illustrative: 'I like the way things are presentedfirst on the computer and then we can go to thework book and the course readings'; 'I like bestworking on the computer first and then on otherparts. It's good to be able to go back over the samething again and again if I have to. I don't feelstupid if I don't get it the first time' and finally,'.. .itwas good to be able to go back and revise yourwork when it suited you'.

PEDAGOGY

Pedagogically, IT has to be conceived as morethan just a collection of modern technologicalproducts which have to be used in education whiletheir usefulness is taken for granted. It is not justthe developing competencies in the use oftechnology that are important but also thedevelopment of teachers who understand, and canoperate in and through, processes of educationalchange (Gwyn, 1986). The RATEP project aimedat arming student teachers with such knowledge toenable them to have a broader view of thetechnological enterprise and its application toeducational settings. The intention is not to leaveunchallenged instrumental views of technologicaland educational change but rather to view the useof technology across a variety of contexts asproblematic both as an instrument for teachingand as a subject for learning.

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Reconceptualizing the pedagogy both of distanceeducation and Aboriginal and Islander educationwas fundamental to the success of RATEP. Thetechnology in RATEP is being used to provide a'different' way of structuring learner/contentinteraction. The course writers claim that by usingtechnology, students are more motivated to learn,and that content is enhanced on the computer byproviding a variety of ways of organizingknowledge and information. There is also a belief,albeit unsubstantiated, that the use of technologyrelates to learning style. That is, students used thetechnology in different ways according to theirown particular learning styles and needs.

As noted earlier, the computer is seen by theRATEP students as a neutral, non-threateningand non-judgemental medium for learning. It canprovide immediate feedback, can be used toreinforce learning and offers the students controlover their learning pattern and rate. We observedstudents engaging with the technology and using itas an integral part of their individual learningstrategies.

On the basis of the current design of the coursematerials and the articulation between computer-and text-based material there is some evidence tosuggest that where the computer is just an'electronic book' students found this boring andunchallenging. Their potential was not fullyrealised nor was the potential of the software. Oneof the tutors put the issue of the computer well bymaintaining: 'we don't want to use the computer asan alternative to a book'. Accordingly, theintention was to use the computer as the means toguide students' learning but with variable degreesof sophistication. Observing some students,however, it became unclear as to whether theywere learning as a result of the medium by justengaging in trial and error to achieve 'rightanswers' or over-learning through multiplerepetitions. As the course writers and users havebecome more sophisticated and able to exploit thepossibilities that the software provides, weanticipate that the nature and the quality of theinteractions will change.

RATEP demonstrated that the distinctivecharacteristics of IT in general and the computer inparticular can be exploited to deliver tertiaryprogrammes to learners who previously had littleor no experience of higher education. The ability

of computers to store, retrieve and processinformation proved to be central. Similarly, thecapacity of the computer to enable students tolearn at their own pace in an environment that isseen by them as non-threatening was a positivefeature. While we acknowledge that technologycan be used as a motivator for student learning, itslimitations must be recognized. It is important, aswe have already stressed, that there is a provisionfor human mediation between the learner and thesoftware. Such mediation was achieved throughteleconferencing which, as we have previouslysuggested, was seen as a positive feature bystudents and lecturers alike.

FEATURES OF IT IN RATEP PEDAGOGY

The distinctive characteristics of interactiveinformation technology are being exploited toenable students to learn in an environment whichis perceived by them to be non-threatening andnon-judgemental. The potential of the technologyis recognized by all parties concerned and theboundaries of possible use continue to beexplored. To date, the interactive nature of theprogramme delivery has achieved the followingoutcomes:

- enhanced student self-confidence to engage inlearning tasks;

- students exercising control over andresponsibility for parts of their studyprogramme;

- high student motivation both to maintainengagement on the task at hand and to promoteengagement with related tasks;

- presentation of concepts in ways not possible inother media, eg, animation, the use of voicecoupled with text;

- immediate, non-judgemental, instructivefeedback to students; and

- cooperation amongst study group members ontechnological and content matters.

CONCLUSION

The RATEP project is characterized by anexperimental approach to the development ofinteractive, technologically based learningmaterials. A combination of technologiescharacterize the programme's distinctive delivery.

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Students have quickly become 'technologicallyliterate' and developed competencies in the use ofa variety of IT hardware and software.Importantly, they appear to benefit from theopportunities to exercise some autonomy oversequence, rate and mode of access to information.Also the multisensory presentation appeared toenhance student engagement with tasks.

The generalizability of the RATEP model hingeson the expertise of the course-writing teams.Other limitations include: content; access tohardware; the sophistication of the instructionalprogramme required; and the role, expertise andavailability of tutors. Nevertheless, its successcannot be underrated. All students from JCUNQhave graduated with a Diploma of Teaching. Theextension to other communities in 1992 and 1993by the allocation of funds from the state andCommonwealth Governments also attest to thesuccess of the model as a means for deliveringhigher education to people in remote areas ofAustralia. Finally, the model and the materials areon trial in remote areas in other parts of Australia.

We end with the following caveat, however. Whilethe RATEP model is robust and potentially highlytransferable, decisions about its portability willneed to be course specific. The programme'sportability lies in its capacity to be particularizedto a wide range of purposes, tasks, populationsand contexts.

REFERENCES

Gwyn, R. (1986) Towards a Pedagogy ofInformation, in Ennals, R., Gwyn, R. andZdravchev, L. (eds) Information Technology andEducation: the changing school. Ellis Horwood,Chichester.

Logan, L. and Sachs, J. (1991) It Opened MyHead: An Evaluation of the first Phase of theRemote Area Teacher Education Program. StLucia, The University Of Queensland.

O'Neil, G. (1987) Interactive Video in Training.Parthenon Press, Carnforth.

Plomp, T. and Van de Wolde, J. (1985) NewInformation Technologies in Education: lessonslearned and trends observed. European Journal ofEducation, 20, 2-3, 243-56.

Sachs, J., Smith, R. and Chant, D. (1990)Bombarding the Senses: Adolescents' Use ofInformation Technology. Metro, 82, 2-6.

Shane, H.G. (1973) Prospects and prerequisitesfor the improvement of elementary education:1973-1985. In H.G. Richey (ed.) The ElementarySchool in the United States: NSSE Year Book, Part2. The University of Chicago Press, Chicago.

Smith, R. and Brady, P. (1990) RATEP, Equityand Rural Education: a Model for Remote AreaLearning, paper presented at Think Tank onResearch into Rural Education Conference.Townsville.

Tucker, R. (1989) Interactive Technology: TheHuman Issues. Kogan Page, London.

BIOGRAPHICAL NOTE

Dr Judyth Sachs is an Associate Professor in theFaculty of Education and the Arts at GriffithUniversity, Gold Coast Campus. Her researchinterests are in the areas of technology andeducation and education policy.

Lloyd Logan is a Senior Lecturer in theDepartment of Education at the University ofQueensland. His research interests are in the areaof INSET, staff development and primaryeducation.

Address for correspondence: Associate ProfessorJ. Sachs, Faculty of Education and the Arts,Griffith University (Gold Coast Campus), PMB50, Gold Coast Mail Centre, Queensland 4217,Australia.

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