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Transcript of ICT4E Challenges and issues Astrid Dufborg (based on work by Mary Hooker -...
ICT4EICT4EChallenges and issuesChallenges and issues
Astrid Dufborg
(based on work by Mary Hooker - [email protected],Education Specialist, Dublin
and Patti Swarts – [email protected], Education Specialist, Nairobi)
Global e-School s and Communities Initiativehttp://www.gesci.org
July 2008
MoE – an Ecological approach MoE – an Ecological approach
Ecological Systems TheoryEcological Systems Theory, also called "Development in Context” , also called "Development in Context”
Microsystem ICT4E unit
Other units in MoE
Mesosystem
Other Ministries
Exosystem
Natio
nal p
olicie
s
telecoms
Min o
f energ
y
Macrosystem
GeSCI , 2008Model developed from Ecological System’s Theory, Bronfenner, 1979
Paper Based MediaPaper Based Media
Assumptions about LearningAssumptions about Learning
Based on information processing and Based on information processing and behaviourist learning theoriesbehaviourist learning theories
Learning is a transmission of knowledgeLearning is a transmission of knowledge Learning is most effective when planned in a Learning is most effective when planned in a
tight programme for the placement of tight programme for the placement of “knowledge bricks” in learners’ minds“knowledge bricks” in learners’ minds
Linear thinkingLinear thinking
Electronic Digital MediaElectronic Digital Media
Assumptions about LearningAssumptions about Learning
Based on constructivist learning theoryBased on constructivist learning theory Learning is a reconstruction of knowledgeLearning is a reconstruction of knowledge Learning is most effective when part of an Learning is most effective when part of an
activity the learner experiences individually activity the learner experiences individually and/or in groups as constructing a meaningful and/or in groups as constructing a meaningful productproduct
Systems thinkingSystems thinking incorporating incorporating feedbackfeedback and and adaptationadaptation
One-to-oneOne-to-one
Many innovations based on Many innovations based on ‘open’‘open’ or or ‘child-‘child-centred’centred’ or or ‘constructivist’‘constructivist’ or or ‘radical’‘radical’
education forms have been disappointing education forms have been disappointing because they simply did not go far enough because they simply did not go far enough
in making the student the in making the student the subjectsubject of the of the process rather than the process rather than the objectobject..
Papert, 2004Papert, 2004
Instructionism Instructionism Paper based – Paper based – Drill and KillDrill and Kill - Static - Static
LearnerLearner is passive is passive objectobject receiving receiving knowledge at the end of a knowledge at the end of a
transmission linetransmission line
InstructionismInstructionismPaper Based MediaPaper Based Media
Electronic FlashcardsElectronic Flashcards
ConstructionismConstructionismElectronic Electronic - Microworlds - - Microworlds - DynamicDynamic
LearnerLearner is active is active subjectsubject constructing knowledge ‘in the constructing knowledge ‘in the
head’ which is supported by head’ which is supported by ‘construction in the world’‘construction in the world’
ConstructionismConstructionismElectronic Digital MediaElectronic Digital Media
Interactive MicroworldsInteractive Microworlds
Computer technology can provide interactive Computer technology can provide interactive toolstools adequate to the task for enabling new adequate to the task for enabling new dynamic ways of learningdynamic ways of learning
Tools such as Tools such as LogoLogo, a programming language for , a programming language for Mathematics to “really get kids Mathematics to “really get kids to thinkto think in a more in a more fundamental way about thinking in all kinds of fundamental way about thinking in all kinds of contexts, to become contexts, to become strategic thinkersstrategic thinkers, to become , to become more involved in more involved in designingdesigning and and building building knowledgeknowledge” ”
Feurzeig cited in Agalianos et al. 2001:480Feurzeig cited in Agalianos et al. 2001:480
Reconceptualizing Activity TheoryReconceptualizing Activity Theory
InstructionismInstructionismPaper Based MediaPaper Based Media
ConstructionismConstructionismElectronic Digital MediaElectronic Digital Media
InstructionismInstructionism
TechnicalizingTechnicalizing
VV ConstructionismConstructionism
Not technicalizingNot technicalizing
The route to better The route to better learning is to focus learning is to focus on on improvement of improvement of
instructioninstruction
The route to better The route to better learning is to focus learning is to focus on how to produce on how to produce
the the most learningmost learning for for the the least teachingleast teaching
Boundary Objects MeetTensions and Contradictions
Expanded Learning?
Engestrom, 2001
The central issue of change in The central issue of change in education is the education is the tensiontension
between between technicalizingtechnicalizing and and not technicalizingnot technicalizing, and here , and here
the teacher occupies the the teacher occupies the fulcrum positionfulcrum position
Papert, 1993Papert, 1993
Ethiopian One-to-one Pilot 2007 Ethiopian One-to-one Pilot 2007
Introduction of the OLPC XO Sugar applications with Eduvision Melepo software digitizing Amarhaic textbooks into Ethiopian Education System
two schools with two 2nd grade classes twelve teachers three workshops of training in class and after class support for a total of
fourteen lessons
Ethiopian Pilot Ethiopian Pilot
Hierarchial instructionist model - educational system “rooted in rote learning”
V V Heterarchial constructionist model -
constructionist pedagogical stance embedded in OLPC applications
Tensions and ContradictionsFace-to-face One-to-one
Self-controlled learning, group work, dialogue
”Rules” set by outsiders
Can undermine teacher’s authority Classroom setting different;
flexible, group, pair and/or individual work
”Expanded Community” – educational designers, content developers etc
Teacher’s control over classroom ”deprivatized” – division of labour shared
Instil politeness and obedience Traditional; replicating and
perpetuating a rote-based approach
Pupils ”discovering information” indicates teachers ”failing”
Physical setting: facing front, textbooks, blackboard, paper pencil
Community action: Attendance, discipline and testing
Teacher in ”authority” presenting information for transmission to pupils
Pupils passive receipients
SolutionSolution
“Interactive books first, computer literacy and advanced learning methods later”
“Digitalized interactive local language content familiar to students and teachers can
circumvent much of the resistance that OLPC’s methodologies have received from local stakeholders”.
Hartel, 2008
SolutionSolution
Technicalizing Assimilation of the computer technology to fit
into the school way Protect the culture of the local hierarchical
teacher-centric practices and curricular organization
Improve teaching
SolutionSolution
Not Technicalizing
Accommodation of the school way to fit into
the new dynamics of learning embedded in
the computer technology ‘Address’ rather than ‘circumvent’ the deep-
rooted teacher-centric culture Improve learning
SolutionSolution‘‘Short Term Solution’Short Term Solution’
TechnicalizingTechnicalizing
Improve teachingImprove teaching
Hierarchical teacher-centric culture Hierarchical teacher-centric culture
‘‘Fundamental Solution’Fundamental Solution’
Not technicalizingNot technicalizing
Improve learningImprove learning
GeSCI , 2008Model developed from “Shifting the Burden” archetype, Senge, 2006
Logo Computer LanguageExperiment for dynamic change in mainstream education in the US and
UK in the 80s
“Quick and shallow” mass introduction in the US mainstream
“Not enough preparation of the teachers who were going to use it or an
adequate infrastructure to sustain it as an innovation”
“Effectively brought back into line with school’s ways” in the UK
classroom
“Became a reinforcing agent of the traditional rather than a vehicle of
the new”
Agalianos, 2001
Issue Issue
“Create shared understanding among stakeholders on e-Learning”
What What short term solutionsshort term solutions can address the issue? can address the issue?
HowHow can the issue be addressed with can the issue be addressed with more fundamental more fundamental long termlong term measures measures? ?
‘‘Short Term Solution’Short Term Solution’
ChallengeChallenge
‘‘Shared Understanding on e-Learning’Shared Understanding on e-Learning’
‘‘Fundamental Solution’Fundamental Solution’
Lessons Learned from 1:1 Initiatives
Policy issues which 1:1 computing raises and which require a
broad fundamental response framework for:
defining objectives,
outlining teacher preparation,
identifying supportive educational structures and curriculum
frameworks,
clarifying infrastructure and maintenance
pre-empting financial considerations for system wide roll-out.
Across the world children Across the world children have entered a passionate have entered a passionate
and enduring love affair with and enduring love affair with the computer. Can it be the computer. Can it be
guided by the older guided by the older generation into forms generation into forms
constructive or destructive?constructive or destructive?
Or is its evolution already out Or is its evolution already out of our hands?of our hands?
Seymour PapertSeymour PapertThe Children's Machine: The Children's Machine:
Rethinking School in the Age of the ComputerRethinking School in the Age of the Computer
But the Big Question remains:
Who and when will the issues left for ”later” be addressed?
Thank you!
ReferencesReferences Agalianos, A., Noss, R. and Whitty, G. 2001. Logo in Mainstream Schools: the struggle over the soul of an educational innovation British
Journal of Sociology of Education, 22 (4), 479 – 500
Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
Engestrom, Y. 2001. Expansive Learning at Work: toward and activity theoretical reconceptualization.Engestrom, Y. 2001. Expansive Learning at Work: toward and activity theoretical reconceptualization. Journal of Education and Work. Journal of Education and Work. [Online].14 (1), pp 133-156. Available from: Academic Search Premier [Online].14 (1), pp 133-156. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htmhttp://www.library.dcu.ie/Eresources/databases-az.htm [Accessed [Accessed 01 April 2008]01 April 2008]
Everts, B., Harren, M. and Hollow, D. 2008. Everts, B., Harren, M. and Hollow, D. 2008. Etiopia Implementation Report, September – December 2007 Etiopia Implementation Report, September – December 2007 [Online][Online]. . Available from: Available from: EduvisionEduvision http://www.gg.rhul.ac.uk/ict4d/eduvisionethiopia.pdfhttp://www.gg.rhul.ac.uk/ict4d/eduvisionethiopia.pdf [Accessed 14 April 2008] [Accessed 14 April 2008]
Fullan, M. 2007. Fullan, M. 2007. The New Meaning of Educational Change. The New Meaning of Educational Change. Fourth Edition. New York: Teachers College PressFourth Edition. New York: Teachers College Press
Hartel, H. 2008. Hartel, H. 2008. Low-cost devices in educational systems: The use of the “XO-Laptop” in the Ethiopian Educational System Low-cost devices in educational systems: The use of the “XO-Laptop” in the Ethiopian Educational System [Online]. [Online]. Available from: GTZAvailable from: GTZ http://66.102.9.104/search?q=cache:c3S44gPGv8J:www.gtz.de/de/dokumente/gtz2008-en-laptophttp://66.102.9.104/search?q=cache:c3S44gPGv8J:www.gtz.de/de/dokumente/gtz2008-en-laptop. [Accessed 5 April . [Accessed 5 April 2008]2008]
Papert, S. 1980. Papert, S. 1980. Mindstorms: Children, Computers and Powerful Ideas. Mindstorms: Children, Computers and Powerful Ideas. New York. Basic BooksNew York. Basic Books
Papert, S. 1993. Papert, S. 1993. The Children’s Machine: Rethinking School in the Age of the Computer. The Children’s Machine: Rethinking School in the Age of the Computer. New York: Basic BooksNew York: Basic Books
Robertson, I. 2007 E-Learning Practice and Activity Theory. Robertson, I. 2007 E-Learning Practice and Activity Theory. You Tube You Tube [Online] Available from: [Online] Available from: http://ie.youtube.com/watch?v=2gbKIYwbhig http://ie.youtube.com/watch?v=2gbKIYwbhig [Accessed 5 April 2008][Accessed 5 April 2008]
Senge, P.M. 1990, 2006. Senge, P.M. 1990, 2006. The Fifth Discipline. The Fifth Discipline. London: Random HouseLondon: Random House
Vygotsky, L.S. 1978. Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Mind in Society: The Development of Higher Psychological Processes. Cambridgw: Harvard University PressCambridgw: Harvard University Press