ICT in Icelandic schools:Changingthe way we work and study?Results from the Research Project on Teaching and Learning in Icelandicschools (age levels 6-15) 2009-2011.Presentation at the NERA conference in Reykjavík March 9, 2013Sólveig Jakobsdóttir and Torfi HjartarsonCentre for Educational Research on ICT and Media, University of IcelandBergþóra Þórhallsdóttir, Brekku SchoolBryndís Ásta Böðvarsdóttir, InfoMentor
Teaching and learning in Icelandicschools (“Starfshátta-rannsóknin”)• 2009-2011 in 20 schools (age 6 to 15).• Team: 20 researchers from 3 universities, master’s anddoctoral students, school district officials, partners fromarchitectural and information technology firms (ca. 50).• Focus/”pillars”: learning environment, student learning,teaching strategies, internal structures - admin, attitudes(groups involved), home-school-community.Aim:contribute knowledge on teaching and learning inIcelandic schools. Emphasis on individualised learning.• Supported by Rannis - The Icelandic Centre for Research and University of Icelandresearch fund
ICT in the project?• „Floating“, but anchored in learningenvironment• RANNUM Centre for educational researchon ICT and media: 2 faculty members, 2master‘s students.• Main goal to examine the use of ICT inschools and effects on learning, teaching,administration
Research data – products („ICT“)1. Main research: Observations, surveys (specificquestions) among teachers and students, interviewswith few teachers and library staff/teachers (14).Sólveig &Torfi – in progress book chapter, article2. Master’s theses: InfoMentor and introduction of AfL – Bryndís– thesis and article ICT and e-governing – the role of principal,…. interviews in fourschools with principals and key ICT staff - Bergþóra3. Spin-off - Independent study project: Anna Guðrún ogSólveig – social media, article about Facebook useMenntakvika 2010
Keeping track of Learning – M.Ed.• Action research in an Icelandic school• Looking at the utilization of a new unit, Assessment forLearning in the school information system, InfoMentorused in most schools (primary and lower secondary)• Quantitative and qualitative methods• Administrators, teachers, studends and parentsAssessment for Learning (AfL) – The aim:• Give teachers a better overview of learners‘ status• Provide learners with information on where they areheading in their studies• Encourage learners‘ responsibility
InfoMentor• Results of testing of a new unit in the showedthat teachers and parents thought it wouldstrengthen professional work and increaseoverview and consistency in teaching. Bothteachers and parents were generally pleasedwith the system and there was increased usebetween years.• Initiation process for the new unit neededimprovement.
School administrators• Interviews with principals and key personnell in the area of ICT inthree schools showed importance of the role of principal whenlooking at how well ICT was integrated within the schools.• Positive effects of expert knowledge (ICT) could be seen.• Economic recession was clearly causing insecurities which wereaffecting the participants’ vision regarding the development andprogress of the use of technology in school related activities.• Computer and technology purchases had been on hold since theeconomic crash which was having negative effects of the use of ICTfor teaching and learning in the schools.
How are the school equipped?Results from 383 classroomobservations from 20 schoolsMenntakvika 2010
Equipment and useMenntakvika 201021%2%13%4%35%17%23%70%64%37%43%8%13%47%41%46%78%54%0%0%1%1%1%2%2%3%3%4%4%6%9%10%13%16%20%22%0% 10% 20% 30% 40% 50% 60% 70% 80% 90%Photos/pictures of studentsSmartboardTVArtwork not created by studentsPrinterMatrials - no-costFlipchartMaps and graphics (instructional)Student createdOverhead projectorBooks (academic)MultimediaOtherAudio or radio equipmentScreen projectorBlackboardComputersWhiteboardUsed Present
Notkun tölva í kennslustofumMenntakvika 201011%49%16%2% 3%14%0%10%20%30%40%50%60%No computer in theclassroomOne computer onthe teachers desk -no student use1-2 computers forstudents, not used1-2 studentcomputers used(screen projectornot used)3+ studentcomputers used;Teacher activelyuses screenprojectorOther% of observations
Whichsubjects?Menntakvika 20100%0%0%0%0%0%4%12%15%20%23%25%27%32%33%33%33%40%50%100%0% 20% 40% 60% 80% 100% 120%Home economicsSports, exerciseDanceReligious studiesNot related to formal learningTextileOtherIcelandicMathVarious projectsEnglishArtMusicScienceDanishDesign and craftsLife skillsElectivesSocial science/studiesICT%
ICT classes• Eight descriptions. Example grade 6, 77students• In the class ICT is used in a theme project about Europe (integrated w ith socialstudies). Students work in groups of 3 to make a pamphlet in Publisher and/orposters about different European countries. Students used textbooks and instructionsin a work book and information from the Interest. They turn in a evaluation about thegroup work at the end of the time. About 20 computers in use, ca. one of fourstudents using computers by him/herself or with other group members. Severalstudents also using the textbook Evrópa – our continent, atlas, instruction sheets andevaluation sheets. Some are making posters (paper). A few students appear to beusing multimedia e.g. Youtube to get information about the countries. In thebeginning of the time students were told that there were some borrowed computersfrom a younger group and they should not log-out of those computers. They arereminded that those who have not turned in learning plans should do that. This is notthe first time in the project so students are expected to know what the project isabout. Interest = 4.
ICT in schools, new literacies?• Admin, links between homes and schools• Twining (2002): IT or learning tool:Support, extend, transform?• ?ICT competences, information and medialiteracy, evaluation creation• ?New literacies with social media –participation, sharing, transform/agency...Menntakvika 2010
Innovative – social media• Teacher in one school created a Facebook group in natural science at theupper secondary level 2009• All students at that level invited to the group• Teachers ecouraged to join/follow• The winter 2009-10 all studens at that school level were group members bychoice• Use: information about the subject, learning materials, recordings fromstudents’ experiments, photos from the classrooms, resources fromYoutube (support materials), tests.• Group not closed at the end of the year – more added.• Experience was good, students were generally happy, many stayed in thegroup after graduation and visited the site regularly.Menntakvika 2010
FacebookMenntakvika 201096% of teenagers in grades in grades 7-10 said they knew how to use socialnetworking such as Ffacebook01020304050607080No subject One subject Two subjects Three or moresubjectsDont know%%
Digital habitats – professionaldevelopment of techers
Writing - presentations• Anna Guðrún Sigurvinsdóttir og Sólveig Jakobsdóttir. (2010). Fésbók í skólastarfi - boðin eðabannfærð? [Facebook in schools, invited in or excomunicated?] Netla - veftímarit um uppeldi ogmenntun, 9(2). http://netla.khi.is/menntakvika2010/001.pdf• Bergþóra Þórhallsdóttir. (2011). Áhrif upplýsinga- og samskiptatækni og rafrænnar stjórnsýslu áhlutverk skólastjóra. Master’s thesis, Háskóli Íslands, Reykjavík.• Bryndís Ásta Bödvarsdóttir. (2010). Mentor í grunnskólum: Þróun og innleiðing Námsframvindu,nýrrar einingar til að efla faglegt starf kennara og styrkja einstaklingsmiðað nám. Netla - veftímaritum uppeldi og menntun, 9(2). http://netla.khi.is/menntakvika2010/alm/005.pdf• Bryndís Ásta Bödvarsdóttir og Sólveig Jakobsdóttir. (2010). Keeping track of learning: the use anddesign of a new unit in InfoMentor, a school information system, Poster at EDEN ráðstefnunni.Valencia, Spáni.• Bryndís Ásta Böðvarsdóttir. (2010). Mentor í grunnskólum: þróun og innleiðing á Námsframvindu,nýrri einingu til að efla faglegt starf kennara. Master’s thesis, Háskóli Íslands, Reykjavík.• Sólveig Jakobsdóttir, Torfi Hjartarson and Bergþóra Þórhallsdóttir (2013...) Nýting upplýsinga- ogsamskiptatækni. Book chapter.Menntakvika 2010