Grundtvig Learning Partnership<br />June 2011<br />
The Global Context<br />
Why Use ICT in<br />Learning & Teaching?<br />
Australia<br />“<br />Due to the importance of ICTs in society and possibly in the future of education, identifying the po...
Malaysia<br />“<br />…innovative use of ICT can facilitate student centered learning (Drent, 2005). Hence, every classroom...
Malaysia<br />“<br />It is a fact that teachers are at the center of curriculum change and they control the teaching and l...
USA<br />“<br />…those who have the opportunity to learn technology skills are in a better position to obtain and make use...
“<br />The process of modernization of existing technologies is taking place much faster in production areas, and is right...
Barriers<br />to the use of<br />Technology<br />
Time<br />
“<br />Australia<br />The time required for developing technology skills, implementing technology and maintaining the cour...
“<br />Malaysia<br />…lack of time is a factor that hinders technology integration in schools. <br />”<br />
USA<br />“<br />One faculty member noted, “… it [distance education] requires acquiring new skills and more preparation fo...
Europe (Romania)<br />“<br />Not enough time to develop lessons that use the available technology<br />”<br />
Motivation<br />
USA<br />“<br />Some academics also lack the personal motivation to explore the potential of e-learning in their teaching ...
Australia<br />“<br />Several researchers indicate that one barrier that prevents teachers using ICT in their teaching is ...
Malaysia<br />“<br />if a teacher is a creative thinker who likes the idea of constructing knowledge, is a life long learn...
Europe (Ireland)<br />“<br />There was a strong allegiance to the face-to-face teaching model allied with a current of sce...
CareerStage<br />
Australia<br />“<br />…later and non-adopters of educational technology may be less adventurous, more risk averse, less co...
Malaysia<br />“<br />teachers with fewer years of experience were more likely to use computers in their classes than teach...
USA<br />“<br />Since technological innovations have occurred rapidly in recent years, researchers considered age as a pot...
Europe<br />“<br />In many countries the stage of teacher training was named as being crucial to blocking innovation, in t...
PUMEC<br />The Scottish Context<br />
Student perspectives on technology demand, perceptions & training needsA Report to HEFCE by NUS<br />
Staff need to develop their own ICT skills to meet the requirements of their students<br />ICT has great potential to bene...
There are varying levels of ICT competence on the part of lecturers and staff and, whilst some are clearly skilled or at l...
21% of students thought their lecturers needed additional training <br />42.9%would like academics and teachers to use ICT...
Why must we increasethe use of technology by teachers?<br />
National Occupational Standardsfor Teachers demands this<br />Review of Scotland’s Colleges report and recommendations<br ...
International expansion of activities<br />Substantial investment in infrastructure<br />
How Can<br />PUMEC<br />Support This<br />
Sharing of best practice across the project partners<br />Dissemination of project outcomes to highlight deficiencies in c...
Professionaldiscussions and demonstrations of good/best practice in using technology to support teaching<br />Promote the ...
How Can<br />We Support<br />Teachers<br />
Embed use of technologyin teacher training to a greater extent<br />Provide training and resources to encourageuse of tech...
PDA ITT: use video-mediatedmicro teaching<br />Teacher Training Institutions (TEIs) Micro Teaching for TQ(FE)<br />Profess...
The Scottish Context<br />Danny McDougall00 44 141 357 6125 <br />Danny.McDougall@anniesland.ac.uk<br />
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Media in the Education - Scotland, Europe, Worldwide - D. McDougall, Anniesland College, Scotland

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2nd introductory presentation of conference in Krakow in June 2011

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  • (Binglimas, K. A. 2009 P. 235 accessed at www.ejmste.com/v5n3/EURASIA_v5n3_Bingimlas.pdf 22/05/2011
  • (Grabe &amp; Grabe, 2001, cited Afshari et al, 2009 P. 81 accessed at http://cs.uns.edu.ar/~mpg/Didactica/downloads/Material/2009-Factores_Afectan_Uso_TICS.pdf 22/05/2011)(Plomp et al.,1996 cited Afshari et al, 2009 P. 81 accessed at http://cs.uns.edu.ar/~mpg/Didactica/downloads/Material/2009-Factores_Afectan_Uso_TICS.pdf 22/05/2011)
  • (Johnson et al, 2010 accessed at http://wp.nmc.org/horizon-k12-2010/ 22/05/2011)
  • (Johnson et al, 2010 accessed at http://wp.nmc.org/horizon-k12-2010/ 22/05/2011)
  • (Binglimas, K. A. 2009 P. 240 accessed at www.ejmste.com/v5n3/EURASIA_v5n3_Bingimlas.pdf 22/05/2011(Afshari et al, 2009 P. 86 accessed at http://cs.uns.edu.ar/~mpg/Didactica/downloads/Material/2009-Factores_Afectan_Uso_TICS.pdf 22/05/2011)
  • (Grabe &amp; Grabe, 2001, cited Afshari et al, 2009 P. 81 accessed at http://cs.uns.edu.ar/~mpg/Didactica/downloads/Material/2009-Factores_Afectan_Uso_TICS.pdf 22/05/2011)(Plomp et al.,1996 cited Afshari et al, 2009 P. 81 accessed at http://cs.uns.edu.ar/~mpg/Didactica/downloads/Material/2009-Factores_Afectan_Uso_TICS.pdf 22/05/2011)
  • (Johnson et al, 2010 accessed at http://wp.nmc.org/horizon-k12-2010/ 22/05/2011)
  • (Johnson et al, 2010 accessed at http://wp.nmc.org/horizon-k12-2010/ 22/05/2011)
  • (Johnson et al, 2010 accessed at http://wp.nmc.org/horizon-k12-2010/ 22/05/2011)
  • (Johnson et al, 2010 accessed at http://wp.nmc.org/horizon-k12-2010/ 22/05/2011)
  • (Johnson et al, 2010 accessed at http://wp.nmc.org/horizon-k12-2010/ 22/05/2011)
  • Media in the Education - Scotland, Europe, Worldwide - D. McDougall, Anniesland College, Scotland

    1. 1. Grundtvig Learning Partnership<br />June 2011<br />
    2. 2. The Global Context<br />
    3. 3. Why Use ICT in<br />Learning & Teaching?<br />
    4. 4. Australia<br />“<br />Due to the importance of ICTs in society and possibly in the future of education, identifying the possible obstacles to the integration of these technologies in schools would be an important step in improving the quality of teaching and learning. <br />”<br />
    5. 5. Malaysia<br />“<br />…innovative use of ICT can facilitate student centered learning (Drent, 2005). Hence, every classroom teacher should use learning technologies to enhance their student learning in every subject because it can engage the thinking, decision making, problem solving and reasoning behaviors of students.<br />”<br />
    6. 6. Malaysia<br />“<br />It is a fact that teachers are at the center of curriculum change and they control the teaching and learning process. Therefore, they must be able to prepare young people for the knowledge society in which the competency to use ICT to acquire and process information is very important<br />”<br />
    7. 7. USA<br />“<br />…those who have the opportunity to learn technology skills are in a better position to obtain and make use of technology than those who do not. Evolving occupations, multiple careers, and an increasingly mobile workforce contribute to this trend. <br />”<br />
    8. 8. “<br />The process of modernization of existing technologies is taking place much faster in production areas, and is rightly expected that schools and faculties follow the innovative processes and to educate young professionals in accordance with the needs of society and economy. <br />Europe (Serbia)<br />”<br />
    9. 9. Barriers<br />to the use of<br />Technology<br />
    10. 10. Time<br />
    11. 11. “<br />Australia<br />The time required for developing technology skills, implementing technology and maintaining the courseware is a major area of concern for academics’. <br />  <br />”<br />
    12. 12. “<br />Malaysia<br />…lack of time is a factor that hinders technology integration in schools. <br />”<br />
    13. 13. USA<br />“<br />One faculty member noted, “… it [distance education] requires acquiring new skills and more preparation for class than traditional formats in which they can rely on their already developed content expertise.<br />”<br />
    14. 14. Europe (Romania)<br />“<br />Not enough time to develop lessons that use the available technology<br />”<br />
    15. 15. Motivation<br />
    16. 16. USA<br />“<br />Some academics also lack the personal motivation to explore the potential of e-learning in their teaching and have thus failed to embrace the opportunity to access technology as a means of enhancing their teaching and to be seen to be innovative, ‘state of the art’ and progressive<br />”<br />
    17. 17. Australia<br />“<br />Several researchers indicate that one barrier that prevents teachers using ICT in their teaching is confidence.<br />”<br />
    18. 18. Malaysia<br />“<br />if a teacher is a creative thinker who likes the idea of constructing knowledge, is a life long learner, a social learner, and a decision maker, he may be more likely to use computers in more integrative and transformational ways that are useful and valuable to students instead of ways that promote and support traditional classroom practices<br />”<br />
    19. 19. Europe (Ireland)<br />“<br />There was a strong allegiance to the face-to-face teaching model allied with a current of scepticism about e-learning, particularly around issues of quality, workload, and loss of control.<br />”<br />
    20. 20. CareerStage<br />
    21. 21. Australia<br />“<br />…later and non-adopters of educational technology may be less adventurous, more risk averse, less comfortable with change, less intrinsically motivated and less likely try new and novel ideas<br />”<br />
    22. 22. Malaysia<br />“<br />teachers with fewer years of experience were more likely to use computers in their classes than teachers with more years of experience… one of the factors that determine the extent to which teachers use computers in their classes may be the number of years they have been teaching.<br />”<br />
    23. 23. USA<br />“<br />Since technological innovations have occurred rapidly in recent years, researchers considered age as a potential affective variable… Another variable measured was the number of years of experience in higher education<br />”<br />
    24. 24. Europe<br />“<br />In many countries the stage of teacher training was named as being crucial to blocking innovation, in that traditional and rigid pedagogic and assessment regimes are passed on to new teachers by the methods used to train them, limiting creative potential.<br />”<br />
    25. 25. PUMEC<br />The Scottish Context<br />
    26. 26. Student perspectives on technology demand, perceptions & training needsA Report to HEFCE by NUS<br />
    27. 27. Staff need to develop their own ICT skills to meet the requirements of their students<br />ICT has great potential to benefit the delivery of teaching, but harnessing that potentialis the predominant challenge<br />Students are concerned about the ICT competency of lecturersand academic staff <br />
    28. 28. There are varying levels of ICT competence on the part of lecturers and staff and, whilst some are clearly skilled or at least able to function in an IT setting, others lack even the most rudimentary IT skills<br />
    29. 29. 21% of students thought their lecturers needed additional training <br />42.9%would like academics and teachers to use ICT more <br />Older teachers continue to favourold or outdated methods in a fashion that alienates students<br />
    30. 30. Why must we increasethe use of technology by teachers?<br />
    31. 31. National Occupational Standardsfor Teachers demands this<br />Review of Scotland’s Colleges report and recommendations<br />Studentexpectations<br />
    32. 32. International expansion of activities<br />Substantial investment in infrastructure<br />
    33. 33. How Can<br />PUMEC<br />Support This<br />
    34. 34. Sharing of best practice across the project partners<br />Dissemination of project outcomes to highlight deficiencies in current use of technology<br />Teachers/Trainersinvolved in the project to become ‘champions’<br />
    35. 35. Professionaldiscussions and demonstrations of good/best practice in using technology to support teaching<br />Promote the use of a wide range oftechnologies as a core part of initial teacher training<br />
    36. 36. How Can<br />We Support<br />Teachers<br />
    37. 37. Embed use of technologyin teacher training to a greater extent<br />Provide training and resources to encourageuse of technology<br />Use of existing resources/staff<br />expertise<br />
    38. 38. PDA ITT: use video-mediatedmicro teaching<br />Teacher Training Institutions (TEIs) Micro Teaching for TQ(FE)<br />Professional discussions and demonstrationsof good/best practice in using technology to support teaching<br />
    39. 39. The Scottish Context<br />Danny McDougall00 44 141 357 6125 <br />Danny.McDougall@anniesland.ac.uk<br />

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