ict-teaching-learning.ppt

Regional Innovative Teachers Forum
2008 C.T.SALL
1
ICT AND TEACHING - LEARNING PROCESS:
INNOVATION OR PARADIGM CHANGE ?
 Dr Cheikh Tidiane SALL
 General Inspector of Education
 FASTEF/UCAD
 SENEGAL

2008 C.T.SALL
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Summary
 1. About the key-concepts: innovation /paradigm change
 2. Some considerations about ICT
 3. Some theoretical approaches of teaching-learning process
 4. What relations between teaching-learning process and
ICT ?
 5. What conditions for paradigm change in teaching-
learning process by ICT?

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1. About the key-concepts: innovation / paradigm change
SUMMARY
1. About the key-concepts:
innovation / paradigm change
2. Some considerations about
ICT
3. Some theoretical approaches
of teaching-learning process
4. What relations between ICT
and teaching-learning process
?
5. What conditions for paradigm
change in teaching-learning
process by ICT?
INNOVATION
1. Thing (matter), idea or new process
Example: a technical innovation
2. Action to bring or to create something
new or to act in a new way
Example: educational innovation

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SUMMARY
2. Some considerations about ICT
3. Some theoretical approaches of
teaching-learning process
4. What relations between ICT and
teaching-learning process ?
change in teaching-learning
process by ICT?
PARADIGM = dominant conception, set
theories, concepts and methods accepted
for a given period by the scientific
community
Thomas Samuel KUHN (1962): the Structure
of the scientific revolutions.
The development of the nature sciences is
not cumulative, but consist of a succession
of paradigms.
Gaston Bachelard: the concept of
epistemological break
In physics: position, time, mass, energy

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INTERPRETATION OF THE PARADIGM APPROACH OF
KNOWLEDGE ACCORDING TO KUHN (1962)
Normal science 2 Paradigm 2
CRISE
Paradigm 1 Normal science 1
CRISE
Paradigm break
Paradigm break

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 1. Both concepts convey an idea of
change
 2. An innovation does not necessary
lead to a paradigm change
 3. Many innovations are included in a
" normal science " period of a given
paradigm
 KEY QUESTION:
 Do ICT introduce a perspective of
innovation within the same paradigm
(normal science), or do they announce
a paradigm change in teaching-
learning process?
SUMMARY
2. Somme considerations about ICT
change in teaching learning
process by ICT?

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2. Some considerations about TIC
SUMMARY
 1. About the key-concepts:
 2. Some considerations about
ICT
 3. Some theoretical approaches
of teaching-learning process
 4. What relations between ICT
and teaching-learning process ?
 5. What conditions for paradigm
change?
A brief search in the INTERNET- Eberhard
Heuel (university of Hagen, Germany) Bibeau,
Robert: 2004a; 2004b; 2004c, 2004c)
ICT 3 important components:
An equipment (computers + equipment of
networking)
Digital resources (online services, software,
applications, computing contents, authors
program , platforms, Sites, electronic
libraries…)
Networks (Intranet, Internet: communication
cooperation, educational exchanges of
information, organization of program,
management of contents of education)

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SUMMARY
change?
Four (4) Qualities of ICT
according to Eberhard
 Multimedia qualities
 Interactivity
 Hypermedia
 Ubiquity

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SUMMARY
change?
6 categories of general digital resources:
Gates (Portals), search engines and
directories, Software tools,
 software package, communication and
exchange services
General reference documents,
 Data base and protected works,
 Training applications,
 School and educational applications
(Bibeau, 2004) proposed a
taxonomy of the digital Resources

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Seven categories of educational projects with ICT (Bibeau, 2004)
1. TV-correspondence (school, teleconference , virtual class)
2. Edition (Publishing) and publication (build a Web site, publish a newspaper
produce an on-line radio or television program)
3. Search and documentary management (retrieval system, orientation and choice
of career, entreprenariat)
4. Collection, information sharing (mutualization of the information, virtual
collaboration…)
5. Problem solving, cyber collection, virtual laboratory
6. Learning and distance training (run (roam), supports of presentation of these
lessons in terms of REA and objects of learning
7. Thematic projects and transdisciplinary
………………………………………………………………………

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3. Some theoretical approaches of teaching/learning process
Psychological approaches objectives
behaviourism
Constructivism
Teacher: Teaching
Learner: learning
Contents: structuration
Interactions: T/L
Meaning construction
Mediational Theories

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4. What relations between ICT and E/A?
ICT allow :
To teach in different new ways: explain, show, demonstrate,
monitor and especially supervise learners in various
adapted manners.
To learn differently: by appropriating the knowledge,
in a individualized, interactive, cooperative, collective
way by treating information in the time and in the
space.
To question both concepts of time and space by
reducing the distance and by changing the presence,
according to new interesting modalities for education.

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4. What relations between ICT and T/L?
 ICT call and also question the teaching and
learning acts
 They question our ways of doing our customs,
our attitudes.
 At every level of learning process, they invite
us to change. But how?

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4. What relations between ICT and T/L?
 The ICT results necessarily in a new model, a
new paradigm based on new relations Pupils /
Knowledge / Teachers.
 Therefore, they provoke and propose an
educational reorganization which is in fact a
disruption which we have necessarily to know
how to manage.
 This disruption has not begun yet, or so little!
It is thus necessary to get ready for it.

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What relations between ICT and T/L?
 Other points of view Editorial Education Permanente N° 169 (Digital technology
and pedagogy: contradictions? Convergences?) Marie-José Barbot, professor at
the university Lille3 Claude Debon, the lecturer in Cnam, Viviane Glikman,
lecturer INRP/Cnam
 ICT introduce into the educational practices considerable transformations:
- The nature of devices, their forms of organization
- The educational and human resources to which they appeal
- The functions attributed to the actors, the teachers and learners.
- New configurations appear which bring about new modes of
intervention, new learning practices, new forms of interactions between
the actors.
They can, sometimes bring to the foreground new dynamics bringing
major educational innovations, sometimes they appear as a simple
adaptation to new tools or a reproduction of already known.

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5. What conditions for paradigm change ?
GENERAL CONDITIONS (1)
(Barbot, Debon, Glikman : Editorial Education Permanente, N° 169)
To make known the observed changes,
To analyze the break and recomposition
processes involving pedagogical resources,
organizations and interactions, knowledge
and learning, teachers and learners.

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(Barbot, Debon, Glikman : Editorial Education Permanente, N° 169)
Track down the realized economic and
psychological investments, their efficiency, the
existing brakes in the developments at the level of
devices and at the the level of the actors confronted
with the change.

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It will thus be a question much more of
concerning a reflexive glance on existing
devices than to present new devices or
environments of education intended to
optimize the learning process.

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SPECIFIC CONDITIONS (1)
 Modify the conceptions about links between ICT and
teaching / learning process
 Targets: decision-makers, administrators of the
educational system, teachers including " innovative
teachers ", learners, researchers, ICT projects
designers, designers of digital resources, the donors
 Challenge: sharing the idea according to which the
current level of development of the ICT has to
contribute in a decisive way to build a new paradigm
of knowledge and the teaching / learning process

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Estimate systematically the effects and the impacts
of the integration of the ICT in education and
teaching / learning process, and communicate the
results to the various actors
Targets: the decision-makers, the administrators of
the educational system, the teachers including " the
innovative teachers ", learners, researchers, ICT
projects designers, designers digital resources, the
donors
Challenge: to share the idea according to which ICT
contribute to improve effectively the quality of the
education / learning

2008 C.T.SALL
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Elaborate and implement principles of an andragogy of the
integration of the ICT digital andragogy in education and
teaching / learning process
Challenge:
- Accelerate the adhesion of the teachers in the integration of the ICT in
the teaching / learning in a perspective of paradigm break (overcome the
psychological barrier, the stress)
- Develop the skills of the teachers in ICT
- Widen the circle of the innovative teachers (motivated enthusiastic,
creative) and facilitate the emergence of innovative teams

2008 C.T.SALL
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Toward a new paradigm in education !
 The day teachers at last will stop
teaching, then students really will start
learning !
Dr. Cheikh Tidiane SALL
Université Cheikh Anta Diop
 Thank you for your attention !

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