Integrating ICT
 in Pre-service Teacher Training
Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter
 ...
Bachelor en Sciences
de l’Education (BScE)
Bachelor in Educational Sciences
developing experts in learning

enhancing interactions


     Conceiving a New Program

              building a learning ...
participating in the
community beyond school
                          transdisciplinarity

Sociocultural Approach to Lear...
Making the familiar
                    strange
Understanding the
 learning context   Culture as a resource
              ...
Acting in meaningful
                                          activities
                      Understanding the
        ...
Planning long-term
               learning in context



                      Understanding the   Learning with:
        ...
Planning long-term
               learning in context



                      Understanding the
                       le...
Social Media
                  Paradigm shift
                                                              Moodle

      ...
mediating tools




student group                       course object




     rules        community       division of la...
act in a community of learners
                     learn how to learn

           Core Dimensions
become a responsible au...
ed tech working group
                                faculty support
        community building

                   Chall...
The Future
More
about
the
BScE
  blog.bsce.uni.lu

  kristina.hoeppner
      gilbert.busana
                       @uni.lu
         c...
Integrating ICT in Pre-service Teacher Training
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Integrating ICT in Pre-service Teacher Training

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presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.

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  • show how digital media are integrated into the Bachelor in Educational Sciences at the University of Luxembourg
    necessitates to look at the structure of the program and then how these media are used for learning purposes
  • BScE founded in 2005 to replace the old teacher training program that had existed before the University of Luxembourg came into existence in 2003.
  • founded on the sociocultural approach to learning
    main objective: developing experts in learning
    recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
    that enhance the interactions among all its members to enrich their learning and teaching
  • founded on the sociocultural approach to learning
    main objective: developing experts in learning
    recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
    that enhance the interactions among all its members to enrich their learning and teaching
  • founded on the sociocultural approach to learning
    main objective: developing experts in learning
    recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
    that enhance the interactions among all its members to enrich their learning and teaching
  • founded on the sociocultural approach to learning
    main objective: developing experts in learning
    recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
    that enhance the interactions among all its members to enrich their learning and teaching
  • founded on the sociocultural approach to learning
    main objective: developing experts in learning
    recognizes the importance of building a learning community that consists of students, faculty, and internship mentors
    that enhance the interactions among all its members to enrich their learning and teaching
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • BScE founded on the sociocultural approach to learning...
    engaging students in training activities that allow them to learn on a transdisciplinary basis,
    to reflect on their learning, but also
    to participate in community activities beyond school.
    All these activities do not lose sight of the academic background and strive to interrelate theoretical considerations with field work
  • transdisciplinary curriculum lines
    Next to the semester topics, the transdisciplinary curriculum lines (TCLs) mark a logically linked series of modules emphasising a specific issue from a transdisciplinary focus throughout all semesters of the programme.
  • transdisciplinary curriculum lines
    Next to the semester topics, the transdisciplinary curriculum lines (TCLs) mark a logically linked series of modules emphasising a specific issue from a transdisciplinary focus throughout all semesters of the programme.
  • transdisciplinary curriculum lines
  • transdisciplinary curriculum lines
  • Next to the semester topics, the transdisciplinary curriculum lines (TCLs) mark a logically linked series of modules emphasising a specific issue from a transdisciplinary focus throughout all semesters of the programme.
    TCL 1: Becoming a teacher in a learning community: Analysing and coaching personal and professional development
    TCL 2: Researching Learning and Context: Analysing ongoing learning processes and professional practice at school
    TCL 3: Learning as practice: Pedagogical, didactical, psychological and gender perspectives on learning processes
    TCL 4: Educating the generations of tomorrow: Pedagogical, psychological, political, sociological and gender perspectives on educational processes
    TCL 5: Schooling in a multicultural society: Sociological, political, pedagogical and gender perspectives on school and society at large
    TCL 6: Signs and signifying practices: Pedagogical and didactical perspectives on an interdisciplinary field of learning
    TCL 7: Inquiring minds
    TCL 8: Developing interest: Finding and deepening areas of personal interest
  • developing a new program at the beginning of the 21st century entails the inclusion of ICT
    with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
    starts before 2005 because of the roots of the BScE in the teacher training college
    ICT rooms are offered to students and teachers to work individually but also for classes
    static web content was provided
    2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
    lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
    2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
    since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
  • developing a new program at the beginning of the 21st century entails the inclusion of ICT
    with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
    starts before 2005 because of the roots of the BScE in the teacher training college
    ICT rooms are offered to students and teachers to work individually but also for classes
    static web content was provided
    2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
    lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
    2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
    since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
  • developing a new program at the beginning of the 21st century entails the inclusion of ICT
    with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
    starts before 2005 because of the roots of the BScE in the teacher training college
    ICT rooms are offered to students and teachers to work individually but also for classes
    static web content was provided
    2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
    lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
    2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
    since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
  • developing a new program at the beginning of the 21st century entails the inclusion of ICT
    with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
    starts before 2005 because of the roots of the BScE in the teacher training college
    ICT rooms are offered to students and teachers to work individually but also for classes
    static web content was provided
    2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
    lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
    2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
    since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
  • developing a new program at the beginning of the 21st century entails the inclusion of ICT
    with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
    starts before 2005 because of the roots of the BScE in the teacher training college
    ICT rooms are offered to students and teachers to work individually but also for classes
    static web content was provided
    2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
    lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
    2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
    since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
  • developing a new program at the beginning of the 21st century entails the inclusion of ICT
    with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
    starts before 2005 because of the roots of the BScE in the teacher training college
    ICT rooms are offered to students and teachers to work individually but also for classes
    static web content was provided
    2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
    lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
    2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
    since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
  • developing a new program at the beginning of the 21st century entails the inclusion of ICT
    with the help of the following timeline, I want to illustrate the development of inclusion of ICT in the BScE
    starts before 2005 because of the roots of the BScE in the teacher training college
    ICT rooms are offered to students and teachers to work individually but also for classes
    static web content was provided
    2002 paradigm shift from solely providing resources to students (knowledge transmission) to constructing knowledge collaboratively using an in-house developed tool, Decotec (Development of Expertise in a Collaborative Open Technology enriched Educational Context)
    lack of funding however reduced this system to a document management system that students use as file repository to put their work online and allow teachers access to it.
    2005 installation of Moodle on faculty level on recommendation by our ed tech teachers --> developed into the central hub last winter semester
    since 2007 more and more social media tools are integrated, mostly in individual classes, but starting with the e-portfolio system Mahara, which can also double as social networking site, BA wide
  • typical classes: 5 sessions a semester (20 contact hours) plus 56 self-study hours
    primary tool: mail and Moodle, some still use Decotec
    social interactions in Pause Café
    Media 1: Learning with New Media: making sense of digital tools; reflect on their use and discuss advantages and disadvantages
    Media 2: Multimedia Educational Tools: publishing in online journal
    (Learning 2) Sociocultural Perspectives on Learning: writing of articles for a book that is available online
    Mediating Learning Experiences
  • presenting the study program and explaining it to current and prospective students
    (videos play simultaneously; taken out for size reasons for Slideshare; video at http://www.youtube.com/watch?v=zArMRELYxxk)
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • become responsible authors
    learn how to learn by constructing knowledge within contextualized authentic activities
    act in a community of learners while conducting collaborative research projects and exchanging ideas and experiences with fellow students
    grow and develop through learning processes that are supported by teachers and internship mentors, but also fellow students, e.g. portfolio
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • missing faculty support because no learning technologies center on faculty or university level --> ed tech working group on BScE level --> others on campus benefit from it as well
    training issues (for student research projects):
    particularly in video, audio and image editing --> needed for their projet de découverte (semester research project)
    also bibliographic reference management, e.g. Zotero
    person solely responsible for training sessions for students and teachers would be nice
    technical issues:
    campus tech support does not only have to deal with our issues
    Google Docs: copying from Word into a template causes problems, track changes in Word are better
    archival versions of Moodle at the end of each academic year
  • for pre-service teacher training
    better integration of internship mentors also via ICT
    continue with the portfolio beyond the university courses when students enter the teaching profession
    Moodle is the central hub, but other digital media are used on a varying scale because one system is not capable of serving all needs of a modern study program
    the media use becomes more distribute because there is not one system that fits all
    Interacting with electronic media for learning is an integral part of the study program and an important competency to develop for future teachers
  • Integrating ICT in Pre-service Teacher Training

    1. 1. Integrating ICT in Pre-service Teacher Training Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter ED-MEDIA in Honolulu, 24 June 2009
    2. 2. Bachelor en Sciences de l’Education (BScE) Bachelor in Educational Sciences
    3. 3. developing experts in learning enhancing interactions Conceiving a New Program building a learning community
    4. 4. participating in the community beyond school transdisciplinarity Sociocultural Approach to Learning reflecting on learning interrelating theoretical knowledge with field activities
    5. 5. Making the familiar strange Understanding the learning context Culture as a resource for learning
    6. 6. Acting in meaningful activities Understanding the learning context Individual pathways of learning development Creating and producing Understanding and together conceiving learning in context Developing autonomous learners
    7. 7. Planning long-term learning in context Understanding the Learning with: learning context younger children older children Understanding and conceiving learning in context
    8. 8. Planning long-term learning in context Understanding the learning context Understanding and conceiving learning in context
    9. 9. Social Media Paradigm shift Moodle Decotec (document sharing) Web 1.0 ICT Rooms <1996 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 BScE founded (adapted from Busana, Reuter, & Schandeler, 2008)
    10. 10. mediating tools student group course object rules community division of labor
    11. 11. act in a community of learners learn how to learn Core Dimensions become a responsible author grow and develop
    12. 12. ed tech working group faculty support community building Challenges technical issues competency development
    13. 13. The Future
    14. 14. More
about
the
BScE blog.bsce.uni.lu kristina.hoeppner gilbert.busana @uni.lu charles.max bob.reuter

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