Teacher Education, Professional

Development & Best-Practice in Traditional and Virtual Learning

Environments

1st ELFE Conference1st ELFE Conference

22-23 November 200422-23 November 2004

BrusselsBrussels

ELFE -Aims 2004 www.elfe-

eu.net

DeterminationDetermination of how ICT can of how ICT can improve teaching improve teaching

The presentationThe presentation of and debate of and debate on good practices on good practices

The analysisThe analysis of dilemmas, of dilemmas, obstacles and opportunitiesobstacles and opportunities

What do you Think?As the winds of change penetrate the very As the winds of change penetrate the very roots of information technologyroots of information technology, , instructional technologyinstructional technology is now being is now being defined as “ a complex, integrated process defined as “ a complex, integrated process involving people, procedures, ideas, involving people, procedures, ideas, devices, and organisation for analysing devices, and organisation for analysing problems, and devising, implementing, problems, and devising, implementing, evaluating, and managing solutions to evaluating, and managing solutions to these problems, in institutions in which these problems, in institutions in which learning is purposive and controlled”.learning is purposive and controlled”.As instructional technology continues to As instructional technology continues to reinvent itselfreinvent itself, such transformation , such transformation demands “a bridge among ideas, demands “a bridge among ideas, disciplines, people, texts, disciplines, people, texts, processes...contexts, educational purposes processes...contexts, educational purposes and outcomes, theory and praxis” (Semali and outcomes, theory and praxis” (Semali & Pailliotet, 1999). & Pailliotet, 1999). Many traditional teaching and learning Many traditional teaching and learning methodologiesmethodologies which are found effective which are found effective need to be re-examined within this new need to be re-examined within this new context.context.

Teacher Preparation in Ireland

Teacher preparation in IrelandTeacher preparation in Ireland changed little for the hundred years changed little for the hundred years following the establishment of the following the establishment of the major major teacher training collegesteacher training colleges in in the 1870s and 1880s. One the 1870s and 1880s. One commentator noted that up to the commentator noted that up to the 1960s,1960s, the preparation of students the preparation of students for primary-school teaching was for primary-school teaching was carried out “in an atmosphere little carried out “in an atmosphere little different from that of a boarding different from that of a boarding school and subject to the same school and subject to the same irksome restrictions. irksome restrictions. It was It was monastic in its insistence on the monastic in its insistence on the observance of times for rising and observance of times for rising and sleeping, for meals and leisure. The sleeping, for meals and leisure. The curriculum was limited and the arts curriculum was limited and the arts largely ignored”largely ignored” (McElligott, 1986)(McElligott, 1986)

Teacher Preparation in Ireland

The approach in Ireland up to the The approach in Ireland up to the 1970’s1970’s fitted into a fitted into a ‘seminaristic’ or ‘seminaristic’ or école normale école normale tradition,tradition, which was which was common in many other European common in many other European countries.countries.

Perhaps the most significant aspectPerhaps the most significant aspect of of the restructuring of teacher education the restructuring of teacher education in the 1970s was in the 1970s was the opportunity the opportunity provided to shift from the view that provided to shift from the view that teacher education was rooted primarily teacher education was rooted primarily in a training mould to one in which in a training mould to one in which professional developmentprofessional development (though it (though it might not have been very well defined) might not have been very well defined) was accorded privilege.was accorded privilege.

Teacher Preparation in the EU

Teacher preparation in the Teacher preparation in the countries of the European countries of the European Union is relevant to a Union is relevant to a consideration of teaching in consideration of teaching in Ireland since a Directive of Ireland since a Directive of the Union (89/48/EC), which the Union (89/48/EC), which came into effect in 1991, and came into effect in 1991, and guarantees mutual guarantees mutual recognition of teacher recognition of teacher qualifications between qualifications between countries on certain countries on certain conditions.conditions. (January 1 (January 1stst. . 2005).2005).

Teacher Preparation in the EU

Teacher education in European Union Teacher education in European Union countries is complex and diverse, countries is complex and diverse, sometimes even within individual sometimes even within individual countries, a situation that probably countries, a situation that probably owes more to historical, political, owes more to historical, political, economic, cultural, and religious economic, cultural, and religious factors than to any clearly articulated factors than to any clearly articulated rationales relating to teacher rationales relating to teacher preparation. preparation. While the core of While the core of teacher education has not teacher education has not changed much in recent years, changed much in recent years, almost all systems are undergoing almost all systems are undergoing change of some kind or another in change of some kind or another in an atmosphere of debate and an atmosphere of debate and uncertaintyuncertainty (Buchberger, 1994; (Buchberger, 1994; Buchberger et al, 2000; Coolahan, 1991, Buchberger et al, 2000; Coolahan, 1991, 1995, 2000).1995, 2000).

Teacher Preparation in the EU

A number of issues are to be found in debates A number of issues are to be found in debates in several EU countries.in several EU countries.

1.1. Programmes are criticizedProgrammes are criticized for failing to integrate for failing to integrate theory and application. Courses in subject matter, theory and application. Courses in subject matter, teaching methods, foundation studies and ICT are teaching methods, foundation studies and ICT are usually delivered independently, and little effort is usually delivered independently, and little effort is made to interpret their significance for the made to interpret their significance for the practice of teaching or future planning in practice of teaching or future planning in professional development. professional development.

2.2. The need for continuous professional developmentThe need for continuous professional development is neglected. is neglected. In adopting a ‘rucksack philosophy; and static In adopting a ‘rucksack philosophy; and static conceptions of teacher education, conceptions of teacher education, it is assumed it is assumed that that initial preparationinitial preparation can equip prospective can equip prospective teachers with all the skills and knowledge they teachers with all the skills and knowledge they will require to carry out the will require to carry out the tasks of the teaching tasks of the teaching profession and the challenges of societyprofession and the challenges of society over a over a life-long career, and provide them with the life-long career, and provide them with the problem-solving capacity they will need to deal problem-solving capacity they will need to deal with the rapidly changing tasks of teaching and of with the rapidly changing tasks of teaching and of the teaching profession that can be expected in the teaching profession that can be expected in the coming years. the coming years.

Teacher Preparation in the EU

A number of issues are to be A number of issues are to be found in debates in several EU found in debates in several EU countries.countries.

3.3. Initial preparation, professional Initial preparation, professional development, research, and further development, research, and further higher award workhigher award work for teachers are for teachers are not related. not related.

4.4. The period availableThe period available for initial for initial preparation is regarded as preparation is regarded as inadequate.inadequate.

5.5. Finally, structures to relateFinally, structures to relate initial initial education and schools are limitededucation and schools are limited

Quo Quo vadisvadis??

Professional Development

Many modern theorists focus on Many modern theorists focus on the the importance of teachers becoming involved in importance of teachers becoming involved in the process of educational change. the process of educational change. Malcolm Malcolm Knowles (1984), Michael Fullan (1991; 1993), Parker Knowles (1984), Michael Fullan (1991; 1993), Parker Palmer (1999), and Donald Schon (1983; 1987)Palmer (1999), and Donald Schon (1983; 1987)

Drawing on their collective wisdom, Drawing on their collective wisdom, educational change requires educational change requires improvingimproving “the “the ongoing professional development of the ongoing professional development of the adults who facilitate student learning”. adults who facilitate student learning”.

The necessity of The necessity of nurturingnurturing teachers and teachers and providingproviding positive support for their ongoing positive support for their ongoing professional development.professional development.

The emphasis is that The emphasis is that change change needs to come needs to come from the “insidefrom the “inside,” from the teachers ,” from the teachers themselves as they seek answers to questions themselves as they seek answers to questions concerning improving their professional concerning improving their professional practice.practice.

Professional Development Inside-out

ModelInternational ‘Best-Practice’ and my International ‘Best-Practice’ and my own experience affirms a picture of an own experience affirms a picture of an inside-out model of professional inside-out model of professional development in ICT,development in ICT, which includes: which includes: process over productprocess over product;; helping participantshelping participants to feel to feel comfortable and engaged comfortable and engaged as ICT as ICT ‘invades’ their domains‘invades’ their domains; ; ‘‘teachers’ reflectingteachers’ reflecting on their learning on their learning and and seeking to improveseeking to improve their own their own practice practice in times of changein times of change; ; teachers processingteachers processing new ‘ROLES’ and new ‘ROLES’ and information and collaborating with information and collaborating with students and colleagues; students and colleagues; and ‘and ‘supervisors’ participatingsupervisors’ participating in the in the process of inquiry, reflection, and process of inquiry, reflection, and collegiality.collegiality.

Best-Practice in ICT & Prof. Dev.

1.1. Best practice is Best practice is teacher-centred.teacher-centred. Across Across the curriculum, the curriculum, teachers' own questions teachers' own questions and ‘fears’and ‘fears’ in ICT should take precedence in ICT should take precedence over studying content arbitrarily selected over studying content arbitrarily selected by ‘people’ removed from the reality of by ‘people’ removed from the reality of ICT in classrooms. ICT in classrooms.

2.2. Best practice is Best practice is experiential.experiential. Active, Active, hands-on, concrete experience provides hands-on, concrete experience provides the most powerful and natural form of the most powerful and natural form of learning. Teachers should be learning. Teachers should be immersed immersed in in the most direct possible experience of the the most direct possible experience of the ICT content and future possibilities of ICT content and future possibilities of every subject.every subject.

3.3. Best practice is Best practice is holistic and meaningful.holistic and meaningful. People learn best when they People learn best when they encounter encounter wholewhole ideas, events, and materials in ideas, events, and materials in purposeful contexts, not by studying purposeful contexts, not by studying portions isolated from actual use. portions isolated from actual use.

4.4. Best practice is Best practice is authentic and encultured.authentic and encultured. Real, rich, complex ideas and materialsReal, rich, complex ideas and materials are at the heart of the curriculum. are at the heart of the curriculum. Lessons or textbooks that ignore ICT, Lessons or textbooks that ignore ICT, water down, control, or oversimplify water down, control, or oversimplify content ultimately disempower students content ultimately disempower students and teachers.and teachers.

Best-Practice in ICT & Prof. Dev.

5.5. Best practice is Best practice is expressive.expressive. To fully To fully assimilate ideas, construct meaning, and assimilate ideas, construct meaning, and remember information, teachers must remember information, teachers must regularly employ regularly employ the whole range of the whole range of communicative activitiescommunicative activities -- speech, writing, -- speech, writing, dance, drama, music, ICT, movement, and dance, drama, music, ICT, movement, and visual arts. visual arts.

6.6. Best practice is Best practice is reflective.reflective. Balancing Balancing immersion in experience and expression immersion in experience and expression must be must be opportunities opportunities for ‘learners’ to for ‘learners’ to reflect, debrief, and abstract from their reflect, debrief, and abstract from their experiences what they have felt and experiences what they have felt and thought and learned. thought and learned.

7.7. Best practice is Best practice is social.social. Learning is always Learning is always socially constructed and often socially constructed and often interactional; teachers need to interactional; teachers need to create and create and allow the constructionallow the construction of classroom of classroom interactions that “scaffold” learning for all interactions that “scaffold” learning for all ‘partners’ involved. ‘partners’ involved.

8.8. Best practice is Best practice is collaborative.collaborative. Cooperative Cooperative learning activities tap the learning activities tap the social power of social power of learninglearning better than competitive and better than competitive and individualistic approaches. individualistic approaches.

9.9. Best practice is Best practice is democratic.democratic. The ICT- The ICT-enhanced classroom is a model community enhanced classroom is a model community where role reversal, role renewal, role where role reversal, role renewal, role creation and role innovation are all creation and role innovation are all equal equal and and acceptableacceptable and and welcomedwelcomed in ‘society’. in ‘society’.

Best-Practice in ICT & Prof. Dev.

10.10. Best practice is Best practice is cognitive.cognitive. The most The most powerful learning comes when people powerful learning comes when people develop develop true understandingstrue understandings of concepts through of concepts through higher order thinking associated with various higher order thinking associated with various fields of inquiry and through self-monitoring fields of inquiry and through self-monitoring of their thinking. of their thinking. 11.11. Best practice is Best practice is developmental.developmental. Humans Humans grow through a series of definable but not grow through a series of definable but not rigid stages, and professional development rigid stages, and professional development programmes programmes should fitshould fit their activities to the their activities to the developmental levels of its collaborators. developmental levels of its collaborators. KISS !KISS !12.12. Best practice is Best practice is constructivist.constructivist. Children Children do not just receive content; in a very real do not just receive content; in a very real sense, they re-create and reinvent every sense, they re-create and reinvent every cognitive system they encounter, including cognitive system they encounter, including language, literacy, and mathematics. language, literacy, and mathematics. Professional Development programmes in ICT Professional Development programmes in ICT must take cognisance of this reality as roles must take cognisance of this reality as roles are ‘obscured’, ‘challenged’, re-invented’.are ‘obscured’, ‘challenged’, re-invented’.13.13. Best practice is Best practice is challenging.challenging. Teachers Teachers learn best when faced with genuine learn best when faced with genuine challenges, choices, and responsibility for challenges, choices, and responsibility for their own learning and the learning of others.their own learning and the learning of others.

Traditionality Versus Virtuality

““When you watch students slogging When you watch students slogging through textbooks, memorising through textbooks, memorising

lists, being lectured at, and working lists, being lectured at, and working on isolated skills, you begin to on isolated skills, you begin to

realise that nothing bears a greater realise that nothing bears a greater responsibility for undermining responsibility for undermining

educational excellence than educational excellence than the the continued dominance of continued dominance of traditional instructiontraditional instruction”. ”.

((Strickland & Strickland, 1998Strickland & Strickland, 1998))

My Experiences in TLE and OLE

Hibernia Hibernia College, College, Dublin, Dublin, Ireland.Ireland.

Initial Teacher Preparation and ICT and Practicum.Students’ Perceptions based on experience.Preparing Teachers for the Society which does not yet exist in classrooms of the 21st. Century.

MIC.MIC.

Univ. Lk. Univ. Lk. & TCD& TCD

IrelandIreland

TLE

OLE

Confidence, Competence, Completeness

ICT and True Integration

““When technology is When technology is truly integrated into truly integrated into instruction, teacher instruction, teacher

preparation and preparation and professional professional

development, the development, the whole is greater than whole is greater than the sum of the parts.”the sum of the parts.”

ICT and True Integration

““Humans are Humans are powerful and powerful and

computers are computers are powerful, and powerful, and

together, they are together, they are extremely extremely

powerful”powerful” (Tanguay, 1997).(Tanguay, 1997).

Teacher Education, Professional Teacher Education, Professional Development & Best-Practice in Development & Best-Practice in Traditional and Virtual Learning Traditional and Virtual Learning

EnvironmentsEnvironments

Dr. Daithi Ó MurchúDr. Daithi Ó Murchú1st ELFE Conference1st ELFE Conference22-23 November 22-23 November 20042004BrusselsBrusselsdomurchu1@eircom.netwww.gaelscoil.comwww.gaelscoil.com

Quality

Holistic

Futuristic

Responsible