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Hanson Lika Kth 2010 It I LäRarutbildningen

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  • 1. The LIKA project – integrating ICT learning outcomes in teacher training programs
    Mats Hanson,
    Royal Institute of Technology
    Eva Fors,
    Swedish School of Sport and Health Sciences
  • 2. LIKAaims
    introducing digital competence as progressive part in programs and courses in Teacher training
    to
    strengthen actuality, relevance and quality
    ICT should be an integrated and natural part in the profession of teaching
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
    2
  • 3. Collaborators
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
    3
  • 4. Framework
    LIKA is a six year project financed by the Swedish Knowledge Foundation and partners
    The Knowledge Foundation national promotion of ICT in Teacher Education, equivalent to 27 million USD.
    LIKA = 3.5 million USD
    LIKA will in the end engage approx. 600 teachers trainers and 15 000 teacher students
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 5. The target group for LIKA
    Teacher educators - engaged in both method development and course development
    Teacher students - reference group and participants
    In-service teachers in partner schools working as mentors for teacher students during periods of practice
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 6. Is TeacherTraningready for e-learning?
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 7. CDIO
    ENGINEERS WHO CAN ENGINEER
    LIKA
    TEACHERS WHO CAN TEACH
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 8. 10 principles
  • 9. Digital literacy is an important part in the teacher-training program.
    Specific and detailed Learning outcomes of subject knowledge and skills in ICT to be integrated as much as possible
    There must be a progression of ICT skills across the program. 
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
    3 principlesThe board, management and teachers involved must subscribe to:
    9
  • 10. 3 principles The conditions for teacher training student 
    4. Students will have access to the computer and support
    5. Introduction to ICT in early education
    6. Learning environment that supports ICT
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 11. 1 principal forExamination
    7. ICT knowledge and skills to be examined
     
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 12. 1 principal Resources are important for the development of teacher competence
    8. Resources must be ensured for Teachers Trainers competence development
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 13. 2 principles evaluation and dissemination of results
    9. The LIKA principles should be integrated within the normal quality system
    10. LIKA is a collaborative project. Participants should be active in networking and dissemination
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 14. Sustainableteachereducation
    - a scientific and critical approach
    - a historicalperspective
    - an international perspective
    - information and communications technology (ICT) as an educational resource
    SOU 2008:109
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 15. Development of the LIKA Matrix
    CDIO as a guideline
  • 16. Digital Competences
    The LIKA project looks upon competences as representation of a dynamic combination of knowledge, understanding, skills, abilities, judgment and approach.
    Skills are abilities formed in learning activities which can be divided into ‘subject specific’ and ‘generic’. All skills range from a low to a high level.
    I.e. Low: discuss, explain, describe, tell, etc.
    High: rank, create, show, design, decide, analyze, etc.
    Skills listed in the matrix are interchangeable due to the technological development and the rapid change in society.
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 17. Communication
    Administration
    Learning
    Information
    Program progression
    Year 1
    Course C
    Course A
    Course B
    Course D
    Year 2
    Course G
    Course E
    Course F
    Course H
    Year 3
    Course L
    Course J
    Course I
    Course K
    Year 4
    Course M
    Course P
    Course O
    Course N
    Year 5
    Course R
    Course Q
    Course S
    Course T
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 18. The LIKA Matrix
    A digital theoretic competence implies that teachers has knowledge about ICT-pedagogic theories and methods for teaching and learning, and is able to value how a different theoretical aspect affects practical professional pedagogic activities.
    A digital theoretic competence also requires knowledge about research within the field of ICT and learning.
    A digital technical competence implies that teachers can decide when and what digital tool to use in a pedagogic environment.
    The person should have technical skills and be continually updated within this area.
    A digital didactic pedagogical competence is to be able to judge when, what, why and how ICT should be used as a pedagogic and methodological support for learning.
    Teachers should be able to choose methods and digital tools suitable to the content, environment and the context.
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 19. Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 20. ICT and Digital competences
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 21. Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
    P
    R
    O
    G
    R
    E
    S
    S
    I
    O
    N
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  • 22. Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 23. Lessons learned?
    Please, ask questions at the panel debate
    The LIKA Wiki
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
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  • 24. Thank you!
    In a completely rational society, the best of us would be teachers and
    the rest of us would have to settle for something less. 
    Lee Iacocca
    24
    Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010