Some impressions from the school visits and the conference -No systematic report 1 st Some general...
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Transcript of Some impressions from the school visits and the conference -No systematic report 1 st Some general...
Some impressions from the school visits
and the conference
- No systematic report
1st Some general ‘wisdom’
2nd Key analysis questions of the project
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Preliminary remark:
- # of ELFE case is too small for firm conclusions and policy recommendations
building on other studies as well:
- IEA SITES: 174 case studies of innovative pedagogical practices supported by ICT (more than 25 countries)
- National projects: like Norwegian PILOT project
Please notify us!
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Some general ‘wisdom’
• ICT is means, not goal in itself
In information/knowledge society• Our perception of what is ‘good’
education has changed (pertains to all components of the T/L process)
many schools in project are good examples
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Components of the Teaching/Learning process
(ref: Joke Voogt – spider web)• Rationale/vision• Aims-objectives• Content• Learning activities• Teacher role• Materials & resources• Grouping• Location• Time• Assessment C
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content
student teacherlearning process
materials& infra structure
aims
and c n s u lo
c o a c h i n gandtnemeg
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p l a n n i nt i n g
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Learning: interaction between actors and goals of education
Innovativeness
innovative use of ICT
≠
new goals and objectives
≠
new pedagogical approaches
(e.g. student-centred pedagogy)
Maybe we should avoid the term!
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Innovativeness• may mean different things dependent on
context and choices made, e.g.,
– existing goals and content, but ‘innovative’ pedagogy
– new goals and content, with new pedagogy (e.g. ‘non-traditional’ grouping, location, time and/or assessment)
– ICT as instrument in solving a problem
Important:
change is a PROCESS not an EVENT
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8
Overview of pedagogy in the industrial versus the information society – I (Voogt, 2003 )
Aspect Less ('traditional pedagogy')
More ('emerging pedagogy‘)
Active Activities prescribed by teacher
Activities determined by learners
Whole class instruction
Small groups
Little variation in activities
Many different activities
Pace determined by the program
Pace determined by learners
Colla-borative
Individual Working in teams
Homogeneous groups Heterogeneous groups
Everyone for him/herself
Supporting each other
Overview of pedagogy in the industrial versus the information society – II (Voogt, 2003 )
Less MoreCreative Reproductive learning Productive learning
Apply known solutions to problems
Find new solutions to problems
Integrative No link between theory and practice
Integrating theory and practice
Separate subjects Relations between subjects
Discipline-based Thematic
Individual teachers Teams of teachers
Evaluative Teacher - directed Student - directed
Summative Diagnostic
Key analysis questions:1. what difference does the use of ICT make
in schools where ICT is intensively used for instructional/pedagogical purposes?
• Vision on learning & teaching – new goals,e.g.,– Student-centred learning– Independent learning– Information skills– Integration of subjects
• Other use of infrastructure: space, time, etc• New possibilities for certain groups of
learners:– Remote students– Special education– Low performing learners/schoolsC
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Key analysis questions:
2. To what extent are teachers’ practices and outcomes changed?
- Designer of learning environment
- Producing of learning materials
- Knowledge managers
- Monitoring individual learners (e.g. at a distance)
- Multidisciplinary teams
- Teacher as counselor
- Less traditional teachingCo
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Key analysis questions:
3. What are perceived advantages and disadvantages of the use of ICT in teaching and learning?
+ Students become more independent learners, learn to collaborate, taking more responsibility, become more critical, etc
+ students develop productive skills
- Less attention for ‘traditional’ subject knowldg
- Dependence on servers outside school
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Key analysis questions:4. What factors influence the
(implementation of) intensive use of ICT
• School needs vision on learning & teaching and on role of ICT
• Knowledge and skills of teachers – role of pedagogical drivers license
• Infrastructure, e.g.– Hardware – Software and other resources (e.g.,
library)– Physical environment
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Key analysis questions:4. What factors influence the
(implementation of) intensive use of ICT
• Leadership
– Successful implementation shows a good balance between bottom up and top down
– Comprehensive and coherent approach
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Key analysis questions:
5. How are the students influenced by this different way of teaching, both individually and as a collective?
- Acquisition of new skills:
- independent learning, combined with collaboration
- Information handling skills- Communication skills- ICT skills
- Increased motivation
No hard evidence of improved cognitive gains
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Key analysis questions:6. What are the possibilities to sustain and
to transfer good ICT based teaching/learning practices?
• School policy documented, e.g., – common vision on T/L, – on ICT, e.g.,
• every student an @ address• hardware upgrading
– staff development• School budget reflects choices
BUT: also schools where school policies are not known and not well communicatedC
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Key analysis questions:7. To what extent did the institutional
discussions on and experiences with use of ICT have contributed to whole school development?
- Management structure not much influenced
- Connectivity: school connected differently to environment
- The use of ICT is linked to other central activities such as the thematic / project oriented work.
- Teacher collaboration and teacher – student interaction are affected. C
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Key analysis questions:
7 (contd). To what extent did institutional discussions on and experiences with use of ICT have contributed to whole school development?
- It also had an impact on decision making structures and physical arrangements.
- No clear signals about different involvement of parents, although they have positive attitude.
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Possible themes for web-discussion
From Union perspective:
• How can the teachers benefit from the use of ICT:
– a help, not a burden
– a tool for inspiration
– a tool for professional improvement
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content
student teacherlearning process
materials& infra structure
aims
and c n s u lo
c o a c h i n gandtnemeg
n aam
p l a n n i nt i n g
g
Themes from pedagogical perspective: Learning:
interaction between actors and goals of education
Possible themes for web-discussion
• Characteristics of good education in knowledge society
– ‘innovative’/’integrated’ curriculum– ‘innovative’ pedagogy– monitoring and assessing learners’
progress– use of space and time– what type of matriculation examinations
needed?
• Place of ‘traditional’ subject knowledge in an ‘integrated’ curriculum
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Possible themes for web-discussion
• Balance between student-centredness and teacher-centredness
• Student – teacher relationships in student-centred pedagogy
• Role/funtioning of teachers in ‘integrated’ curriculum
• Quality of web materials (developing a critical attitude towards ‘external’ materials)
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Possible themes for web-discussion
• INSET: place of pedagogy in INSET on ICT (‘peagogical drivers license’)
• Coaching and guiding of ‘novice’ users - communities of professionals/practice
• Relationship between institutional and pedagogical practices and role of ICT
• ICT and school effectiveness
• Factors contributing to successful implementation of ‘innovative curriculum’ at school levelC
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