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Brian Heikamp, Sjoerd Krijger

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ICT and Learning Possibilities in a Educational Environment by Brian Heikamp & Sjoerd Krijger

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Brian Heikamp, Sjoerd Krijger

  1. 1. Brian Heikamp Sjoerd Krijger
  2. 2. Pedagogy Technology Organisation
  3. 3. Integration of ICT in schools Pedagogy Technology Organisation
  4. 4. Integration of ICT in schools Pedagogy Technology Organisation
  5. 5. Integration of ICT in schools Pedagogy Economy Technology Organisation
  6. 6. Integration of ICT in schools Pedagogy Economy Management!! Technology Organisation
  7. 7. teacher organi- training use to learn sation learn to use technical infrastructure
  8. 8. teacher organi- training use to learn sation learn to use technical infrastructure Time
  9. 9. ICT in schools – key words • In-service training to give teachers ICT skill • Virtual learning environments for schools • ICT as a vehicle for enhancing the quality of education
  10. 10. ICT keywords for schools: •Networking •Collaboration •Knowledge sharing and Knowledge management •Ability to transform information into knowledge by offering children critical methods and means to combat the information overload brought about by the Net.
  11. 11. teacher organi- training use to learn sation learn to use technical infrastructure Time
  12. 12.  ICT to become a personal tool for the student ◦ Personal PC, connected all the time. ◦ More problem orientation /project organised ◦ New teacher roles – coach, facilitator, teamwork- Together with old roles  New ways to organise education and learning ◦ Flexible organisation of lessons day/week/year ◦ Flexible ”classes” ◦ Flexible use of teacher’s ◦ Flexible teacher/ICT support
  13. 13.  Municipalities own the schools. They are responsible within the regulations in the law.  ICT is not a specific subject in the curriculum  The national law : ICT must be integrated in all subject areas - where relevant  National - binding - goals for all subject areas from 2005.  National guidance for all subject areas since ?  Not a specific guidance for ICT goals (- yet), but extracted in Junior pc- driving license from the relevant subject areas.
  14. 14.  ITIF ( ICT in grades 1-10) – government programme 2004 – 2007/8  Computers etc.  Digital content – on-line, web based  Development of courses for in-service training  Knowledge sharing – best practise  Emphasis on an early start Holistic approach
  15. 15. ITIF  To enhance the quality of education in general by effective use of computers from an early stage.  To help children to develop literacy and numeracy skills more rapidly in order to reduce percentage of school leavers with substantial reading disabilities.  To offer the (small) percentage of children with no computer access at home the possibility in their school.
  16. 16.  Program runs 2005, 2006, 2007  Computers to be placed in grade 3 classrooms or in the vicinity  Municipalities must match the sum of money from government to purchase computers/whiteboards. These computers are reserved for education, but can be placed anywhere in their schools.  ”Take it- or leave” it programme. No transfer of quota from one year to the next.  2005 : 87% applied, 2006: 93 %, 2007: 98,5%
  17. 17. Number of pupils per computer in primary and lower secondary school 1992 - 2007 Reduction from 60 70 to only 4 pupils 60 per computer 50 40 # Pupils per number of 'up to 30 date' computer 20 10 0 02 05 06 07 92 96 99 19 19 19 20 20 20 20
  18. 18. # Pupils per ‘up to date’ educational computer in 2007 2007: 2 pupils per 6 computer in 3-5th grade 5,5 5 4,5 # Pupils per 'up to 4 date' educational 3,5 computer in 1st 3 to 10th grade 2,5 # Pupils per 'up to 2 date' educational 1,5 computer in 3th 1 to 5th grade 0,5 0 2007
  19. 19.  150.000 up to date computers (600.000 pupils)  Majority laptops  In racks  Out of the computer labs  Wireless access  Increasing purchase of interactive whiteboards
  20. 20. ”Brick and mortar ”Virtual school”
  21. 21. The ”school of tomorrow”? Will soon be the school of today ”virtual school” ”Brick and mortar school” Education • organisation • pedagogy
  22. 22. •ICT-based learning ressources (”books”) •Universes for different learner groups on the EMU(national website for learning) •The National Repository •E- museum •LMS-LCMS
  23. 23. Schools- the virtual layer • ICT-based learning resources (”books”) •Universes for different learner groups on the EMU (national website for learning) •The National Repository •E- museum •LMS-LCMS
  24. 24. New digital educational publications
  25. 25.  The school as an organisation has integrated ICT both organisational and in their teaching and learning  All teachers use ICT- both for organisational and pedagogical purposes  Pupils and parents have access to all school resources – net based from home - and can collaborate and communicate from home, libraries with teachers, other students etc.
  26. 26.  On-line access to school resources  Interactive communication and collaboration  Teachers to put links, examples, demonstrations in subject folders  Teachers to comment assignments on-line – both when they are finished and on the way .  Pupils to communicate and collaborate with other pupils  Results shown in each child’s portfolio  Teachers to use learning objects from on-line repositories when they prepare lessons  Re-use of pedagogical data in school administration – and vice-versa
  27. 27. There is no strong correlation between the span of years the system has been used and the intensity of use. Strong evidence that with good management the full implementation period is 3 - 4 years
  28. 28. Applications of ICT in every aspect of school life • Use of computers at exams - in primary and secondary education. Legal right for students in upper secondary education. • Learning Content Management System – almost 100% coverage in public schools and colleges (grades 1-12). Web-based. Accessible from home as well (teachers, students, parents) • ICT based exams (with full access to the Internet) in the pipe- line. Programme started 2007 • ICT based adaptive tests in primary and lower secondary school • E-learning programs both for distance learning and classroom
  29. 29.  The traditional brick and mortar school will still be there  Aged divided class concept will still be standard – but combined with cross age/cross curricular elements  Majority of lessons will still be 1 teacher/1 class /1 subject area– but combined with group based/cross-curricular/project – oriented work and a group of teachers in collaboration.  Use of LCMS still primarily for organisational purposes – but pedagogical use increasing (class and pupil portfolios), use of L.O’s could be better.  Special needs education will be dramatically changed.
  30. 30.  ICT leadership in schools  Effective integration of ICT in all subject area where relevant  ICT qualified trainers of trainers  How to move the 20% schools that lack behind in e- readiness  Web- literacy skills both teachers and learners  Consequence of web 2.0 for education

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