Netbook research challenges
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Netbook research challenges



Presentation in jTEL summer school

Presentation in jTEL summer school



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Netbook research challenges Netbook research challenges Presentation Transcript

  • Educational netbook pilot Dr., European Schoolnet JTEL Summer School Ohrid, FYROM June 7 2010 -
  • Outline • My Pecha Kucha – It’s all about me :) – A few calls to promote: RecTEL and DataTEL • What is European Schoolnet? • Netbooks in schools: – Do they change anything and what are the research challenges? – Acer-Euroean Schoolnet pedagogical netbook pilot 2
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  • • A 2-day event in Barcelona Sept 29 and 30 2010 about recommender systems and education • • KEYNOTE SPEAKER: Joseph Konstan, GroupLens Research (USA) • June 20 Submission!! 4
  • dataTEL (under Stellar) • Dataset challenge in the TEL context • tel/ • Aim: challenges around domain specific datasets – formal education dataset, – an informal education dataset, – mixture of both • un-conference style in Barcelona, – RecSys 2010 5 – ECTEL 2010
  • European Schoolnet (EUN) • Network of 31 European Ministries of Education (MoE) or national educational authorities • Created in 1997, based in Brussels • Promotes the use of ICTs in school • Leads the way in bringing about change in schooling through the use of new technology
  • EUN sits on « tons of data » More than 90 000 More than teachers, 200 000 metadata 40 000 projects records of multilingual (TellNet) learning resources
  • 1:1 computing in education Barbara S..., European Schoolnet image: a German pre-pilot netbook class
  • What is 1:1 computing in education? • 1:1 indicates the ration 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!
  • New European review of initiatives • 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
  • Why the Acer-EUN pilot? • 1:1 netbook pedagogy is still evolving and good practices are only starting to emerge • How can 1:1 computing in education change and improve teaching and learning both inside and outside of schools? Various educational contexts: Place: in school vs. out of school use Context: individual use vs. collaborative use Purpose: educational use vs. leisure use (by Heeok Heo and Jeonghee Seo, NML study, 09)
  • What does the Acer-EUN pedagogical netbook pilot entail? image: a Spanish netbook student
  • Six countries participating 13
  • Schools and equipment • Each participating school allocates a netbook team: 4-5 teachers, ICT coordinator and school head • School receives – Netbooks for learners (± 27) – Notebooks for teachers (5) – School: desktop (mini server) + monitor
  • Actors of the pilot in each country 2. 4. 1. 3. 5. 15
  • Timeline and set-up • Pre-pilot: January to June 2010 Evaluation – 10 classes per country = all in all 60 classes on-going – 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 1500 teachers involved
  • What is expected from schools? The Netbook team plans a pedagogical project where the teachers and the pupils use netbooks in an educational context within their own curriculum throughout the year. • Different possibilities: – 2 or more teachers work together to create a cross-curricular project where pupils use netbooks across subjects – each teacher create their own pedagogical project • A variety of contexts: – use netbooks in school vs. at home – individual use of netbooks vs. collaborative use – formal vs. informal use
  • Supporting teachers with pedagogical scenarios i.e. orchestrating learning
  • 1. Do netbooks require a different type of pedagogy? • The use of 1:1 in education has potential to highlight the fact that the learners have netbooks available at all times, • taking advantage of blended learning approach alternating online and offline activities, • as well as individual and collaborative ones.
  • 1:1 educational scenarios • Like “classroom scripts” • 1:1 netbook scenarios potentially blend the borders of formal and informal learning, as learners have the use of netbooks not only in school environment, but also outside of the school hours.
  • Pedagogical scenarios Formal netbooks in school out of school Context individual collaborative individual collaborative on-line off-line on-line off-line on-line off-line on-line off-line Learners Teacher’s tasks Parents,?
  • 1:1 pedagogical scenarios • Suggestion rather than prescriptive • Short sequences or activities that can be included in a larger lesson plan • Not subject-specific or detailed lesson plans • Describe the organisationl conditions (material and tools, classroom setting, estimated time, evaluation) • Step-by-step • An early example available at:
  • 2. Classroom management issues • Good battery life and wifelessness are the selling points of netbooks • However, many classroom management issues arise. Teachers and schools want control! – Storing and charging netbooks – Controlling access to the internet (wi-fi still remains a tough issue at schools) – Can netbooks be taken home? – What can be installed on them? -> All these issues affect on the feel of “ownership” of the device, we are not sure yet who should own it? – School/students/parents 23
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  • 3. Other scenarios in schools • Using digital learning resources (e.g. reference material, science experiments, language learning material) • School collaboration • Connecting to the school Virtual Learning Environment • Working with Interactive White Boards • Communicating between schools and parents
  • 4. Scenarios for teachers’ tasks • Administrative tasks • Lesson planning (alone and with others) • Variety of ways to alternate – the delivery of a lesson – possibilities for homework • Pupils’ assessment • Communication with pupils and parents • Professional development opportunities 26
  • Supporting software for learners Barbara S..., European Schoolnet image: an Italian pre-pilot netbook class
  • How do we know what they are actually used for? • Collecting this information can be done explicitly (e.g. questionnaires) or implicitly (e.g. data logging software) • Is this information used by the “Big Brother” or to empower learners and teachers? • Observation software Track4Win, Monitor (Luik, Tõnisson, Kukemelk, 2009): Usage differed a lot from school to school. Browsing and gaming did not change. Use of decreased. Instant messaging increased. 28
  • Evaluation of the netbook use Barbara S..., European Schoolnet image: a Turkish pre-pilot netbook class
  • What shall be evaluated? • Changes in learners: – Impact on attainment – Skills – Is the learning actually any better with netbooks? • Changes in schools? – the way ICTs are considered as a part of school’s “ICT in education” strategy – Can they increase collaboration within the school and outside of school? • 30
  • Pedagogical support and resources
  • Website und Online-Gemeinschaft Social networking tools
  • Comunità online: blog
  • What do you see as the most interesting research challenge with netbooks? .Form a little group. .Use one post-it/challenge. .I’ll transcribe them on a blog.
  • Questions? Contacts in EUN