Bled (Slv), 14-15 September 2009 ELFE2 - ELFE

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Bled (Slv), 14-15 September 2009
ELFE2
On ICT in education:
some perspectives
Tjeerd Plomp
(professor emeritus)
University of Twente
Enschede, the Netherlands
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Bled (Slv), 14-15 September 2009
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Some conclusions ELFE1
ICT in education offers opportunities for:
- More up-to-date information
- Cross-curricular skills
- Independent learning & working
- Teaching according to each student’s
need and resources available
- Teamwork among both teachers and
students
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Bled (Slv), 14-15 September 2009
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Some conclusions ELFE1
Also some risks of ICT in education
mentioned:
- Focus on surface in stead of depth
- Copying from Web and other students
- Students left alone in front of screen
- Less focus on oral, writing and analysis
skills
- Increased workload both for teachers
and students
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Conference 21-22 November2005
ELFE
Some general ‘wisdom’
•
ICT is means, not goal in itself
•
Our society has transformed from an industrial
society into an information or knowledge
society
=> Has consequences for education and for how
schools function and teachers teach
•
In 21st century our perception of what is ‘good’
education has to change – this pertains to all
components of the teaching-learning (T/L)
process
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Conference 21-22 November2005
ELFE
Did you know?
3.0 – 2009 Edition (YouTube)
•
The projected top ten in demand jobs in
2010 did not exist in 2004 (US Secr o Educ)
•
‘we are currently preparing students for jobs
that do not exist, where they will use
technologies that haven’t been invented yet
to solve problems we don’t even know are
problems yet’
•
Reported bout Google that:
in 2006 up to 2.7billion searches/month
now: 31 billion searches/month!
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Bled (Slv), 14-15 September 2009
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This presentation:
1. Importance of curricular perspective
2. Education in 21st century
3. International/global initiatives
4. Some research findings
(such as from SITES 2006 study)
5. Concluding comments
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Bled (Slv), 14-15 September 2009
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Curricular perspective
Learning:
interaction between actors and goals of education
pla
e n t and
m
e
nn
g
and
n
a
g
c
i
in
o
n ach
n
a
su
g
m co
l
aims
ti
ng
content
student
learning
process
teacher
materials
& infra
structure
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Conference 21-22 November2005
ELFE Components of a curriculum
•Rationale/vision
•Aims-objectives
•Content
•Learning activities
•Teacher role
•Materials &
resources
•Grouping
•Location
•Time
•Assessment
Metaphor of spiderweb: it is as strong as its
weakest axe (Van den Akker)!
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Bled (Slv), 14-15 September 2009
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The Curriculum Spiderweb
Rationale
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Curriculum perspective
‘Sources’: student – subject - society
Knowledge economy – Information society:
Knowledge no longer primarily knowing facts
and theories and being able to reproduce
them
(‘old’ knowledge – reproductive skills)
BUT:
ability to find relevant data and to derive
meaning from it (lifelong learning skills)
(‘new’ knowledge – productive
skills)
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Lifelong learning skills:
In new circumstances, being able
• to generate and evaluate answers to
open, non-standardized questions,
• to set own learning goals,
• to plan and regulate own learning
• to evaluate own progress
Need for
analytical, creative and synthesizing skills
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’21st Century’ skills
(ATC21Skills project)
I. Ways of thinking
1. Creativity and Innovation
2. Critical Thinking, Problem Solving,
Decision Making
3. Learning to Learn
II. Ways of working
4. Communication
5. Collaboration (Teamwork)
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’21st Century’ skills
(ATC21Skills project)
III. Tools for working
6. Information Literacy (includes research)
7. ICT Literacy
IV. Living in the world
8. Citizenship – Local and Global
9. Life and Career
10. Personal & Social Responsibility – incl.
Cultural Awareness and Competence
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Implications for education:
- Other balance needed between ‘old’
and ‘new’
- enable learners to become more active
and make them more responsible for
arranging their own learning process
- teachers becoming more ‘professional
coaches’
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Emerging pedagogical practices
for information society
(Voogt & Pelgrum, 2003)
1. New goals: students become competent
in information management,
communication, and collaboration, and
metacognition.
2. Less structured sources of information as
learning materials.
3. Traditional boundaries between subjects
to be bridged
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Emerging pedagogical practices
for information society (contd)
4. Gap between discipline-related
knowledge taught in schools and
application of knowledge in real life to be
bridged
5. Boundaries between the school and
outside world need to fade.
=> More focus on needs of individual
learners
=> Other ways of assessment: more open,
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more formative ELFE2 090914
Obvious role of ICT in realizing new
vision on teaching and learning:
- as a general tool (e.g. word processing),
- as digital learning resources (e.g. tutorials,
simulations, web-based materials, digital
encyclopedia, etc),
- as network and communication tools (e.g.
internet browser, email software),
-as digital tools (e.g. microcomputer based
laboratories, statistical tools, accountingbookkeeping software)
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- as production tools
No neglect of ‘old’ knowledge’:
what has traditionally been valued as
important knowledge and skills
BUT
schools should reflect a good
balance between what is traditionally
valued and what is considered
important in the information society.
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Possible shifts in pedagogy
(adapted from Pelgrum et al., 1997; Pelgrum, 2001)
School
Less
More
Isolated from society
Integrated in society
Most information on school
functioning confidential
Information openly
available
Teacher Initiator of instruction
Whole class teaching
Evaluates student
Places low emphasis on
communication skills
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Helps students find
appropriate instruct path
Guides students’
independent learning
Helps student to evaluate
own progress
Places high emphasis on
communication skills 19
Possible shifts in pedagogy (contd)
(adapted from Kozma et al., 1999)
Less
Student
More
Mostly passive
More active
Learns at school
Hardly any teamwork
Learns also outside
school
Much teamwork
Takes questions from
books or teachers
Learns answers to
questions
Asks questions OR
generates them (projects)
Finds answers to
questions
Learning Emphasis on
outcomes reproductive skills
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Emphasis on productive
skills
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Change perspective
From study ELFE 1:
Policies on pedagogical innovation using
ICT often only partially implemented!
Fullan (2007):
Real innovation is multi-dimensional
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Dimensions of innovation/change:
(1) new materials: e.g. computers, educational
software, open source materials, etc,
(2) new teaching approaches: e.g. students
working more independent of the teachers,
often in small groups on projects with the
teacher in a different role
(3) new beliefs about what is good education:
e.g. assumptions about what should be
taught and about what are appropriate
methods.
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Change is process, not an event!
-
-
Not reasonable to expect schools and
teachers to change at ‘a point in time’
Schools may introduce step-by-step new
elements in their curriculum and
pedagogical approaches
Different schools may decide for different
emphases and priorities!
“There are many ways leading to Rome”
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3.International/global
initiatives
Three projects
(i) Assessment and teaching of 21st
Century skills
(ii) EU - Indicators of ICT in Education (IIE)
(iii) USA / International Experiences with
Technology in Education (IETE)
Also one conference:
(iv) EDUsummIT
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Bled (Slv), 14-15 September 2009
ELFE2 (i) Assessment and teaching
of 21st Century skills
Multi-stake collaboration:
- Natl Educ Depts & Minitries of AUS, FIN,
POR, SIN, UK (founding countries)
- Intrntl assessment agencies: OECD, IEA
- Intrntl researchers headed by Barry
McGaw (UoMelbourne, AUS)
- Corporations Cisco – Intel – Microsoft
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Bled (Slv), 14-15 September 2009
ELFE2 (i) Assessment and teaching
of 21st Century skills
Why?
- Profound economic and social changes
require new skills
- Many initiatives have focused these 21st
Century skills BUT:
Lack connection between 21st C classroom
practices and national and international
assessments.
Growing consensus on what 21st C skills are but
little agreement on measurable definitions.
There are many methodological and technological
issues that need to be addressed.
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Bled (Slv), 14-15 September 2009
ELFE2 (i) Assessment and teaching
of 21st Century skills
Targeting on following skills
(considered critical to individual economic success
and important to effective functioning at the
personal and societal levels):
•
•
•
•
•
•
•
Creativity and innovation
Critical thinking
Problem solving
Communication
Collaboration
Information fluency
Technological literacy
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Bled (Slv), 14-15 September 2009
ELFE2 (i) Assessment and teaching
of 21st Century skills
Indicators of success
• Acceptance, recognition, and
participation by stakeholders
• Problems identified, solutions developed,
and widely available.
• ICT-based assessment of 21st C skills
incorporated into national and
international assessments.
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Bled (Slv), 14-15 September 2009
ELFE2 (i) Assessment and teaching
of 21st Century skills
Final report: August 2011
For information:
http://www.atc21s.org/
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(ii) EU - Indicators of ICT in
Education (IIE)
Purpose/Goals:
• To identify a set of indicators that
are relevant for enabling the regular
monitoring of the use and impact of
ICT in primary and secondary
education.
• To describe scenarios for
monitoring ICT in Education in the
European Union.
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(ii) EU - Indicators of ICT
in Education (IIE)
Main products:
• Policy issues and concepts
• Available and needed indicators
• Proposal core indicators & priorities!
• Statistical overviews
• Scenario’s for EU ICT monitoring
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Bled (Slv), 14-15 September 2009
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(ii) EU - Indicators of ICT
in Education (IIE)
Proposed categories of indicators:
1. Infrastructure
2. Curriculum & content (including pedag
approaches, assessment)
3. Outcomes and attitudes (e.g.
competencies, digital literacy)
4. School leadership (e.g. change
management)
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(ii) EU - Indicators of ICT
in Education (IIE)
Proposed categories of indicators (contd):
5. Connectedness (e.g. natl/internatl
cooperation, public-private partnerships)
6.Teacher training (e.g. teacher
competencies, pedag drivers license)
7. Support (e.g. way and extent of technical
and/or pedagogical support)
8. Transversal issues (e.g. equity, safety,
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financing)
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•
•
(ii) EU - Indicators of ICT
in Education (IIE)
Not much available for ‘outcomes’
Many indicators for conditional factors
Final report: October 2009
Project director: Hans Pelgrum
(w.j.pelgrum@gw.utwente.nl )
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(iii) Internatl Experiences with
Technology in Education (IETE)
USA initiated, but similar to EU-project
Research questions:
•
What international ICT indicators
are currently being collected?
– What are limitations of these
data?
• What progress has been made in
measuring ICT impacts on
teachers, instruction, and learning?
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(iii) Internatl Experiences with
Technology in Education (IETE)
Research questions (contd)::
•
•
•
What policies and systems are in place
to guide effective ICT investments?
What set of indicators will be most
informative for policy and feasible to
collect on ongoing basis?
What partnerships and data collection
methods will be required to make
possible an annual compendium?
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Bled (Slv), 14-15 September 2009
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(iii) Internatl Experiences with
Technology in Education (IETE)
High-priority areas:
•
Improving student learning through
enhanced instruction
• Increasing teacher capacity to teach
• Data systems to support continuous
improvement
Project: identify gaps and needed indicators
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(iii) Internatl Experiences with
Technology in Education (IETE)
•
Survey of Ministries of Education of
24 highest productivity countries
• No new data collections
Final report: August 2010
- Country profiles
- Recommendations for annual
compendium
For more information: Bob Kozma
(bob@robertkozma.com )
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-
-
Few conclusions on projects:
It is good to have - apart from national
initiatives - a number of
international/global projects
21st century skills linked with ICT: not
only to teach, but also to assess
EU and USA project on indicators for ICT
in education ‘talk’ to each other and will
suggest ‘clients’ to communicate => one
common set of indicators
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Bled (Slv), 14-15 September 2009
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EDUsummIT
International Summit on the Future of ICT
in Education: A Call to Action
The Hague (Netherlands) - June, 2009
Researchers, policy makers and practitioners
discussing summary of 40-50 years of
research on ICT in education compiled in
International Handbook on ICT in Primary
and Secondary Education
(Joke Voogt & Gerald Knezek, Eds)
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EDUsummIT
From Call to Action (amongst others):
(see www.edusummit.nl):
To better understand student technology
experiences in informal learning
environments, in order to inform work in
formal settings
To develop new assessments designed to
measure outcomes from technology
enriched learning experiences
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EDUsummIT
From Call to Action (contd):
To develop and use distributed leadership
models for technology use in schools
and teacher education programs
To develop and use models for teacher
learning on technology use in schools
and classrooms at the pre- and inservice levels
Also: attention for the needs of developing
countries
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Research (1) - SITES 2006:
SITES 2006
survey of pedagogical practices and
the use of ICT in it.
Survey of
- Schools (principals and IT
coordinators)
- Math & Science teachers.
Grade 8 is target grade.
Random selection of 400 schools and (in
principle) per school 2 math and 2
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science teachers
SITES 2006
Research questions
1. What are the pedagogical practices
adopted in schools and how is ICT
used in them?
2. What ICT is used and how is it used in
specific situations where ICT has been
employed relatively extensively within a
pedagogical practice
3. What teacher, school, community and
system factors are associated with
different pedagogical practices and
ICT-use? ELFE2 090914
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SITES 2006
Conceptual framework
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SITES 2006
Participating education systems
Alberta, Canada
Catalonia, Spain
Chile
Chinese Taipei
Denmark
Estonia
Finland
France
Hong Kong SAR
Israel
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Italy
Japan
Lithuania
Moscow, Russian Fed
Norway
Ontario, Canada
Russian Federation
Singapore
Slovak Republic
Slovenia
South Africa
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Thailand
Pedagogical orientations
SITES 2006
Traditional orientation:
•
focus on content goals
•
typically the teacher plays the main role
as instructor and assessor in the
learning process
•
the students follow instructions and
work on assigned
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Pedagogical orientations
SITES 2006
Lifelong learning orientation:
•
Typically require students to work in
teams on open ended real world problems
•
Emphasis on developing problem solving,
collaborative and organizational skills
•
Students play an active role in identifying
the learning problem as well as how to
tackle it
•
The teacher plays a facilitative role in the
learning process
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Pedagogical orientations
SITES 2006
Connectedness orientation:
•
Provide opportunities for students to learn
from local and/or international experts
•
Provide opportunities for students to work
and learn with peers in other schools,
which may be located in the
neighborhood or in distant locations
•
Provide opportunities for students to
develop global understanding & cultural
sensitivity through collaborating with
students from other countries
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SITES 2006 - Pendulum swing 1998 - 2006
Change in presence of lifelong learning approaches in
schools as reported by principals:
2006
1998
Education System
Hong Kong SAR
Lithuania
Israel
Italy
Japan
Thailand
Singapore
Chinese Taipei
South Africa
Russian Federation
Finland
France
Denmark
Slovenia
Norway
0
5
10
15
20
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25
30
35
40
50
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Pendulum swing - Denmark
Bryderup, Larson & Trentel (2009):
2003 policy: considerable increase in control
of what is learnt in compulsory school: goals
per subject per grade level
2006: introd of natl tests for subject skills and
knowledge => in school culture with increased
focus on assessment
=> support traditional paradigm
in spite of the fact that the teachers in 2006
claimed to subscribe to aims and values
equally related to the two paradigms, the
traditional paradigm was dominant in the
actual teaching and learning.
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Bled (Slv), 14-15 September 2009
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Pendulum swing - Denmark
Bryderup, Larson & Trentel (2009):
Case of DEN illustrates that use of ICT does
not automatically foster a paradigm in
line with the needs of the knowledge
society.
Especially if the ‘system level’ environment
induces other ‘forces’.
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Percentage mathematics teachers using ICT at least once a week
Japan
Bled (Slv), 14-15 September 2009
Chinese T aipei
Slovenia
Slovak Republic
Finland
Lithuania
France
South Africa
Israel
Estonia
Catalonia, Spain
T hailand
Denmark
Moscow, RF
Hong Kong, SAR
Norway
Italy
Russian Federation
Alberta, Canada
Chile
Ontario, Canada
0
10
20
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Percentage
40
50
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SITES 2006
Teachers use of ICT
LOw vs HIgh proportion of MAth teachers
- LOMA countries: TWN, JPN, SLV
- HIMA countries: CAN-Ont, CHL, CAN-Alb
Research question (Pelgrum & Voogt, 2009):
How do HIMA and LOMA countries differ on
(i) characteristics of change (pedag
approach, lifelong learning competencies)
(ii) teacher and school level factors affecting
implementation of ICT?
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SITES 2006
Teachers use of ICT
Findings Pelgrum & Voogt (2009):
In HIMA more then in LOMA countries:
- Math teachers apply learner-centred
approach and
- focus on lifelong learning competencies
- School leaders stimulate more active
use of ICT and
- encourage teachers to apply new ways of
teaching and learning
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Bled (Slv), 14-15 September 2009
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SITES 2006
Teachers use of ICT
Findings Pelgrum & Voogt (2009):
School-level factors influencing ICT use:
1. active communication,
2. school leadership development,
3. assessment orientation,
4. ICT use by school leaders and
5. bottom-up change orientation.
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SITES 2006
2008:
International
report
SITES 2006
study
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Research (2)
Personal entrepreneurship of teachers
(PET)
2nd analysis of ICT monitor (survey) among
Dutch primary teacher educators (Drent,
2005):
What factors influenced innovative use of
ICT by teacher educators?
Exploratory study
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Personal entrepreneurship of
teachers
innovative use of ICT:
Scale of 5 items (Cronbach’s α = .61):
- Information gathering
- Data processing
- Presenting
- Introducing of new subject
- Problem solving
Represents ‘growth’ in use of ICT!
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Personal entrepreneurship of
teachers
Important factors (from PLS analysis)
influencing innovative use of ICT:
1. Student oriented pedagogy
2. Positive attitude towards ICT
3. Years of computer experience
4. Personal entrepreneurship
- #3 and #4 strongest influence
Note: ICT knowledge/skills no direct
influence, but via other factors
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Personal entrepreneurship of
teachers
Based on two manifest variables:
- communication/interaction: degree
of having contacts with colleagues
(inside/outside) about use of ICT
- utilizing professional network: # of
organizations/persons from which
teacher educator gets support in using
ICT
“amount of contacts (inside/outside)
initiated by teacher educator for
own professional development in
pedagogical use of ICT”
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Personal entrepreneurship of
teachers
- Has direct influence on ‘innovative use of
ICT’
Also indirect influence, as PET has direct
influence on other important factors:
- ICT attitude
- Pedagogical approach
- ICT competence
Metaphor of a system of seizing
cogwheels:
if one cogwheel moves, the others will
also start moving!
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Personal entrepreneurship of
teachers
NOTE: PET is directly influenced by internal
support structure:
- support from management,
- availability of pedag and technical support
So:
the school’s support and the school’s
stimulation of personal entrepreneurship can
make an important contribution to the
realisation of innovative use of ICT.
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•
•
•
•
Profile of teacher educator
using ICT in innovative way (Drent, 2005;
Drent & Meelissen, 2008):
Capable of keeping contacts with
colleagues and experts on ICT for sake of
own professional development
Sees and experiences advantages of
innovative use of ICT in own teaching
Has a student-oriented pedagogical
approach
Has ICT competencies
complying with64#3
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-
-
-
Concluding comments
Education nowadays has to pay attention
to 21st century skills – balance between
‘old’ and ‘new’ needed!
Curriculum perspective essential (see
spiderweb)
ICT use alone does not lead to ‘other’
education
The research discussed shows the
relevance of certain school and teacher
factors
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ELFE2 Concluding comments (cont)
=> National policies need to reflect these
points and to ‘encourage’ schools to be
of ‘our time’!
Further:
- Link in discussions about ICT the
use/integration with a pedagogical model
– ‘patterns of ICT use’
- Crucial role of school leaders and
teachers to realise 21st C education
=> Professional development of both
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Bled (Slv), 14-15 September 2009
ELFE2 Concluding comments (cont)
=> National policies need to reflect these
points and to ‘encourage’ schools to be
of ‘our time’!
Further:
- Link in discussions about ICT the
use/integration with a pedagogical model
– ‘patterns of ICT use’
- Crucial role of school leaders and
teachers to realise 21st C education
=> Professional development of both
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Model for pedagogical use of
ICT in schools (ICTOS, 2006)
L
e
a
d
e
r
s
h
i
p
Collaboration & support
(both technical & pedagogical)
Vision
Knowldg,
skills &
attitudes
Software
/ Content
ICTinfrastr
Pedagogical use of ICT for learning
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Finally: change is a process
Balance needed between ‘top down’ and
‘bottom up’
‘Top down’: direction + facilitation
‘Bottom up’: space for entrepreneurship
Process of: ‘new’ that gets a place in
balance with the ‘old’!
This needs to be reflected at both levels:
system and school
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Finally: change is a process
Process of ‘new’ that gets a place in balance
with the ‘old’!
This needs to be reflected at both levels: system
and school
Amount
‘care
of
resources
for existing’
‘courage for new’
time
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Thank you!
t.plomp@gw.utwente.nl
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Some references:
Bryderup, I.M, Larson, A. & Trentel, M.Q. (September 2009). ICTuse, educational policy and changes in pedagogical
paradigms in compulsory education in Denmark. Education
and Information Technology, 14 (3)
Drent, M., (2005). In transitie: op weg naar innovatief ICT-gebruik
op de PABO. (In transition: on the road to innovative use of
ICT in teacher education). Enschede (Netherlands): Doctoral
dissertation, University of Twente.
Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate
teacher educators to use ICT innovatively. Computers & Education,
51, 187–199.
Fullan, M., (2007, 4th ed). The Meaning of Educational Change.
London: Cassell Educational Limited.
ICTOS (ICT op school) (2006). Dutch ICT-tools for a balanced use
of ICT in the Netherlands. The Hague: Kennisnet ICT op
school. URL: http://www.dutchicttools.nl/.
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Some references:
Law, N.,Pelgrum, W.J. & Plomp, T. (2008). Pedagogy and ICT use
in schools around the world – Findings from the IEA SITES
2006 study. Hong Kong: Comparative Education Research
Centre, University of Hong Kong; also: Springer
Pelgtum, W.J. (2001). Obstacles to the integration of ICT in
education: results from a worldwide educational assessment.
Computers & Education,37,pp 163-178.
Pelgrum, W. J., ten Brummelhuis, A. C. A., Collis, B. A., Plomp, T.
J., & Janssen Reinen, I. A. M. (1997). The application of
multimedia technologies in schools: technology assessment
of multimedia systems for pre-primary and primary schools.
Luxembourg: European Parliament, Directorate General for
Research.
Pelgrum, W.J. & Voogt, J. (September 2009). School and teacher
factors associated with frequency of ICT use by mathematics
teachers: country comparisons. Education and Information
Technology, 14 (3)
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Some references (contd):
Voogt.J. & Knezek, G. (Eds) (2008).International Handbook of
Information Technology in Primary and Secondary Education.
Springer Science.
Voogt, J.M. & Pelgrum, W.J., (2003). ICT and the curriculum. In
R.B. Kozma (Ed.): Technology, innovation and educational
change: a global perspective. A report of the IEA Second
Information Technology in Education Study – Module 2.
Eugene (OR, USA): International Society for Technology in
Education (ISTE).
Van den Akker, J. (2003). Curriculum perspectives: an introduction.
In: J. van den Akker, U. Hameyer, & W. Kuiper, (Eds.).
Curriculum landscapes and trends. Dordrecht: Kluwer
Academic Publishers, pp 1-10.
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