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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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

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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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