OPEN MINDS for OPEN CLASSROOMS - ICT and Equity: a Global Challenge -

Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technology

karpatian@axelero.hu

Traditional culture /Traditional culture / CybercultureCyberculture

Traditional media 1. Broadcast2. Dominant role: viewer

(consumer)3. Democratic pattern of

diffusion 4. Works produced by large

teams, expensive infrastructure needed

5. Value-laden, ambiguous

6. Linear stream of information, easy to manipulate

7. Limited number of similar, targeted options

CybermediaCybermedia1. Constructed2. Dominant role: creator,

investigator3. Immersion depends on financial

means and infrastructure4. When basic techniques are

learnt, individual work can be produced professionally

5. Transparent, allows a multiplicity of value systems

6. Multinode structure of information sources

7. Users find suitable information from an endless variety of loosely structured sources

Jean-Michel Basquiat, 1980

Basquiat and Andy Warhol in 1984 in New York

Keith Harring: Untitled, 1984

Roy Lichtenstein: Keds, 1961

„Hole in the Wall”, India

Unrecognised intelligences revealed

PC related attitudes and usePC related attitudes and use(G. Hanczár, G. Blénessy, 2002-2004)

2983 use and attitude tests of 204 items, factor analysis

Antagonists (4%)general hatred for technology

physical symptoms when using PC

below average learning results and school behaviour

Logical thinkers (14 %)neutral towards technology, moderately like games

good at applying knowledge to new ICT tasks

good in mathematics, average behaviour

Snobbish protagonists (16 %)enthusiastic about ICT with little knowledge

claim to know all programming languages - even fakes

PC related attitudes and use PC related attitudes and use 22..

Challenge seekers (16 %)

technology is a necessity, difficult but learnable

often solve school tasks with PC, rarely play

enjoy outdoor activities and sports, good at school

Hedonists (12 %)

enjoy technology, but do not learn it

chat, e-mail, adventures games, good equipment

below average learning results, popular among peers

Gamers (20 %)

enthusiastic about ICT,vast knowledge, build hardware

hate programming but believe in the potentials of PC

bad at school, even in Information Technology!

ZZelig elig faces the classfaces the class – – teachers and teachers and trainers as key actors in e-learningtrainers as key actors in e-learning

TEACHERS’ ROLES TEACHERS’ ROLES at Open Classroomsat Open Classrooms

Education / industrial society Education / knowledge society

Instruction in facts, data, rules, ready-made solutions

Formation of abilities, competencies, expertise and attitudes

Transfer of closed, definitive “textbook knowledge”

Learning is a lifelong process in knowledge networks

Learning in closed homogeneous groups at school

Learning in flexible, frequently heterogeneous groups in formal and informal settings

Teacher: the „sage on the stage” Teacher: the guide on the side”

Illustrative technology – homogeneous content

Interactive technology provides customised content

Class - room Open cconstructivist learning spaces

Local cultural identity Local and global cultural awareness

In OECD countries, infrastructure and student competence does not contribute to the success of the reforms

teacher attitudes, motivation and competence are more important

reform-oriented educational institutions with dedicated and highly trained staff to be the first to introduce ICT successfully

In Hungary, ICT infrastructure at schools played a more important part in educational reforms – ICT acted like theTroyan horse

TECHNOLOGY AS A CATALIST - OECD,

„ICT and the Quality of Learning”, 2001

ICT in Education in Gypsy Schools,2003-2005

Aim: promote equity through introducing ICT-based teaching and learning methods in 10 primary schools in villages of Borsod-Abauj-Zemplén County, with 50% or more Gypsy student population, prepare students for secondary education and individual studies

ICT enriched disciplines:Mother Tongue, Visual Arts,

Science (Physics, Chemistry)

Mathematics, Biology

OECD, „Promoting Equity Through ICT in Education” Seminar, Budapest, June 2003

Case studies from 14 countries

Meta-analysis of IEA, PISA and SITES testing studies

International policy survey on the handicapped

ICT at the service of formative assessment

Differentiated, adaptive, made to measure development realised „at the click of button”

Multi-level registration of classroom processes

Immediate feedback of results

Elaboration of skills enhancement strategies, based on the results of assessment

Interactive knowledge sharing environment– transparency of mutual expectations, assessment methods and developmental data

Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technologye-mail: karpatian@axelero.hu