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Teachers' take on netbooks - Acer-EUN netbook pilot presentation

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Slides about 1:1 pedagogy and

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  • First wave in 2 parts: computer labs first, then making computers available in classrooms, for example by having a chariot for 20 laptops that could be brought in. In Jan 2005 OLPC was launched which quite arguably have had kicked off something! Not the one that was indented, but that everyone wanted to make their own low-cost laptop devise.
    Apart from the report by EUN, OECD is making their study on initiatives, a big conference part of NML took place in Feb in Vienna. 2 different challenges: in developing world about 3 Rs: Reading, Writing and Arithmetic and replacing the sometimes incopetent teachers)
  • 7000 pupils with netbooks and about 1200 teachers= more than 8000 netbooks out there!
  • The support of senior management in schools is important, also the involvement of more than 1 teacher. In eT still 1.4 teachers/school, an indicator about the use of new teachnologies in schools. For change to happen, more than an isolated effort is needed. Thus, leadership supporting the initiative and integtating it into their school’s ICT strategies is the key
  • 700 pupils with netbooks and about 1500 teachers= more than 8000 netbooks out there!

Transcript

  • 1. www.europeanschoolnet.org – eminent.eun.org8-10 November 2010 - Copenhagen Acer - European Schoolnet Educational Netbook Pilot Dr. Riina Vuorikari 09/11/2010
  • 2. 8-10 November 2010 Copenhagen • 1:1 indicates the ratio of items per user, i.e. one netbook per learner. • 1:1 refers to the current trend of low-cost computer devices, ranging from mobiles and handhelds to laptops or netbooks, have gained ground. • Typically the devise is connected to the internet and owned by the learner. • One-to-one (1:1) computing is a new phenomena in educational settings! What is 1:1 computing in education?
  • 3. • 34 initiatives identified in 19 countries (Austria, Czech Republic, Estonia, France, Germany, Greece, Hungary, Ireland, Israel, Italy, Luxembourg, Malta, Norway, Netherlands, Poland, Portugal, Spain and UK) • Two waves of expansion: – 2003-2004: spreading out hardware in schools – 2007-2008: more individualised approach • OEDC NML on 1:1 http://www.bildung.at/nml-conference2010/ New European review of initiatives
  • 4. • How can 1:1 computing in education change and improve teaching and learning both inside and outside of schools? Why the Acer-EUN pilot?
  • 5. 8-10 November 2010 Copenhagen Various educational contexts: ε Place: in school vs. out of school use ε Context: individual vs. collaborative use ε Purpose: educational vs. leisure use Why Acer-EUN netbook pilot? (by Heeok Heo and Jeonghee Seo, NML study, 09)
  • 6. 8-10 November 2010 Copenhagen What does the Acer-EUN pedagogical netbook pilot entail? image: a Spanish netbook student
  • 7. 8-10 November 2010 Copenhagen Six countries participating 7
  • 8. 8-10 November 2010 Copenhagen • Pre-pilot: January to June 2010 – 10 classes per country = all in all 60 classes – 5 teachers per class = 50 teachers per country = all in all 300 teachers involved • Pilot: September 2010 to June 2011 – 40 classes per country = all in all 240 classes – 5 teachers per class = 250 teachers per country = all in all 1200 teachers involved Set-up About 8000 netbooks out!
  • 9. 8-10 November 2010 Copenhagen • Each participating school allocates a netbook team: 4-5 teachers, ICT coordinator and school head • School’s leadership team’s support • School receives – Netbooks for learners (± 27) – Notebooks for teachers (5) – School: desktop (mini server) + monitor Netbook team and equipment
  • 10. 8-10 November 2010 Copenhagen Arrival of netbooks
  • 11. 8-10 November 2010 Copenhagen Actors of the pilot in each country 11 1. 2. 3. 4. 5.
  • 12. 8-10 November 2010 Copenhagen Pedagogical support
  • 13. 8-10 November 2010 Copenhagen The use of 1:1 in education : • highlights the fact that the learners have access to netbooks at all times • takes advantage of blended learning approach alternating different activities, • e.g. teacher-led vs. individual or collaborative activities, online or offline activities Do netbooks require a different type of pedagogy?
  • 14. 8-10 November 2010 Copenhagen Variety of activities during a 1:1 lesson Frontalteaching Group Individual
  • 15. 8-10 November 2010 Copenhagen Netbook, like ICT, is a means to learn!Frontalteaching Group Individual
  • 16. 8-10 November 2010 Copenhagen Alternation of on-line & off-line activities Frontalteaching Group Individual  on-line off-line on-line off-line on-line off-line
  • 17. 8-10 November 2010 Copenhagen Useless to aim for 100% usage rate!
  • 18. 8-10 November 2010 Copenhagen Examples of different types of activities with netbooks
  • 19. 8-10 November 2010 Copenhagen Teacher-led activity, frontal-style Teacher-led activity with netbooks image: a Turkish pre-pilot netbook class
  • 20. 8-10 November 2010 Copenhagen image: a German pre-pilot netbook class class Indivdual work within a class on-line off-line
  • 21. 8-10 November 2010 Copenhagen Personalised assignments 21 on-line off-line
  • 22. 8-10 November 2010 Copenhagen Individualised remidiation with netbooks image: a German pre-pilot netbook class
  • 23. 8-10 November 2010 Copenhagen Groupwork around one netbook on-line off-line
  • 24. 8-10 November 2010 Copenhagen Groupwork: individual netbooks image: a German pre-pilot netbook class
  • 25. 8-10 November 2010 Copenhagen Blended learning with netbooks image: a German pre-pilot netbook class
  • 26. 8-10 November 2010 Copenhagen Teachers as collaborators with learners
  • 27. 8-10 November 2010 Copenhagen Teachers as collaborators amongst themselves
  • 28. 8-10 November 2010 Copenhagen Barbara S..., European Schoolnet image: a German pre-pilot netbook class 1:1 pedagogical scenarios
  • 29. 8-10 November 2010 Copenhagen 1:1 pedagogical scenarios • Help teachers “orchestrate” the learning situations with netbooks • The interplay : – between different activities – between individual and social processes • Short sequences alternating activities (e.g. sequencing different activities) • Describe the organisationl conditions (material and tools, classroom setting, estimated time, evaluation) • Step-by-step • Suggestion rather than prescriptive • Not subject-specific or detailed lesson plans
  • 30. 8-10 November 2010 Copenhagen Orchestration of learning activities E.g see Ingo Kollar (2010), rchestratingLearni: EducationalPsychologyPerspectiveО http://www.slideshare.net/jtelss10/summer-school-kollar-final
  • 31. 8-10 November 2010 Copenhagen 1:1 pedagogical scenarios www.netbooks.eun.org/web/acer/resources
  • 32. 8-10 November 2010 Copenhagen Some samples of pre-evaluation
  • 33. 8-10 November 2010 Copenhagen n=240 teachers
  • 34. 8-10 November 2010 Copenhagen Who are the netbook teachers?
  • 35. 8-10 November 2010 Copenhagen Who are they? Subjects taught by netbook teachers 23% 19% 14% 13% 12% 9% 8% 6% 6% 6% 5% 0% 5% 10% 15% 20% 25% Mathematics/Geometry Modern foreign languages National language and literature Geography History Biology Physics Chemistry Informatics/Information Communication Technology (ICT) Visual arts Citizenship
  • 36. 8-10 November 2010 Copenhagen Expectations regarding netbooks • General expectations regarding the use of netbooks in teaching and learning are extremely positive
  • 37. 8-10 November 2010 Copenhagen Expectations regarding netbooks • Importantly, about 1/3 of teachers had not yet formed their opinion on these issues!
  • 38. 8-10 November 2010 Copenhagen Added value for teaching Teachers' expectations regarding netbooks 78% 72% 67% 62% 4% 5% 5% 7% 18% 22% 28% 32% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% These devices will positively impact on learning The use of netbooks will allow for students' personalised learning The use of netbooks will increase students’ engagement in school and learning The individual use of netbooks will provide opportunities for students' informal remediation Agree Disagree Neither agree or disagree
  • 39. 8-10 November 2010 Copenhagen Differences: beginners and good users
  • 40. 8-10 November 2010 Copenhagen How do teachers plan to use netbooks? • Planning for different modes of netbook activities in France, Turkey and Spain
  • 41. 8-10 November 2010 Copenhagen Teachers’ fears - to some extent I am concerned that/about: Technical problems (e.g. freezing or inability to access the Internet) The limited Internet access in my school There will be a lack of technical support in my school Students will be distracted by doing other things France 56% 36% 24% 23% UK 45% 26% 13% 10% Germany 49% 38% 25% 5% Italy 44% 19% 37% 27% Turkey 47% 59% 35% 48% Spain 51% 33% 56% 34% Average 49% 35% 32% 25%
  • 42. 8-10 November 2010 Copenhagen I am concerned that/about: The negative attitudes of other teachers Students will cheat Other technical equipment will not be available (e.g. projector) Parents will not support the use of netbooks in my school The school head will not support the use of netbooks France 14% 10% 13% 0% 0% UK 23% 0% 3% 0% 0% Germany 8% 5% 0% 0% 3% Italy 14% 7% 2% 5% 4% Turkey 21% 18% 27% 16% 3% Spain 13% 16% 4% 2% 4% Average 16% 9% 8% 4% 2% Teachers’ fears - less so...
  • 43. 8-10 November 2010 Copenhagen Reality of network availability Internet availability in pilot schools 32% 50% 17% 0% 10% 20% 30% 40% 50% 60% Schools have wifi everywhere and possibly accessible for students Partial wifi coverage No wifi coverage
  • 44. 8-10 November 2010 Copenhagen Storage of the netbooks 36% 28% 23% 17% 16% 16% 12% 10% 9% 0% 5% 10% 15% 20% 25% 30% 35% 40% Pupils store the netbooks in protective covers Pupils keep the netbooks with them at all times, so there is no need for a storage space Cupboard in the classroom Other, please specify Cupboard in a computer lab Pupils keep the netbooks in locked classrooms Pupils store the netbooks in the original Acer cardboard boxes Pupils’ personal cupboards Cupboard in teachers’ staff room
  • 45. 8-10 November 2010 Copenhagen 45
  • 46. 8-10 November 2010 Copenhagen Barbara S..., European Schoolnet www.netbooks.eun.org image: a Turkish pre-pilot netbook class Questions? Riina.Vuorikari@.org Elina.Jokisalo@eun.org