Teaching practice of ICT student teachers


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ICT student teachers reflection of their teaching practice in Primary and Secondary school

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Teaching practice of ICT student teachers

  2. 2. INTRODUCTION<br />Jan Amos Komensky(1592-1670 Naarden)<br />Bedřich Hrozný<br />Via lucis (Cesta světla) <br />Didactica magna<br />Didactica<br />Orbis pictus<br />Hittite writing system solution<br />Pavel Spurný<br />Josef andKarel Čapek<br />They created the word "Robot“<br />R.U.R.<br />IFIP Brisbane, 2010<br />Located the place where a meteorite fell<br />
  3. 3. INTRODUCTION<br />Jakub Rož<br />Developer in Secondary School, aged 16<br />David Mudrák<br />Graduated from the Faculty of Education (one of 16 core MOODLE developers)<br />ŠKOLNÍ SEŠIT(MySchoolNotebook)<br />IFIP Brisbane, 2010<br />http://www.youtube.com/watch?v=3TnlTRep8Zs<br />
  4. 4. INTRODUCTION<br />ICT in Education in CZ<br />ICT as a compulsory integraldomain in curriculum<br />ICT, Informatics, Computer Science, Programming, Working with computers, ...<br />Základypráce s počítačem<br />Vyhledáváníinformací a komunikace<br />Zpracování a využitíinformací<br />ICT in curriculum<br />ICT teachers<br />Hardware/Software equipment in Czech Schools<br />Support for ICT in education<br />NO governmentalpolicyfor ICT in Ed.<br />Experienceswith ICT in schools<br />
  5. 5. Teaching practice in initial Teacher Education at Charles University in Prague, Czech Republic:<br />Faculty of Maths and Physics:<br />Informatics Education<br />Faculty of Education:<br />ICT Education<br />Technical and Informatic Education<br />Teaching practice<br />Bachelor´s study<br />Master´s study<br />Year 1<br />Year 1<br />Year 2<br />4 weeks teaching practice<br />4 weeks teaching practice<br />One semester visiting and monitoring schools<br />INTRODUCTION<br />IFIP Brisbane, 2010<br />
  6. 6. Teaching practice in ICT<br />In Primary and Secondary Schools (age 11-19)<br />A system of schools collaborating with the Faculty of Education<br />Supervisors (university staff)<br />Some ICT student teachers<br />prefer to choose schools that they attended as a child (good relationship with their mentors)<br />work in schools as part/full time non-qualified teachers to obtain experience with<br />Assessment of pupils learning outcomes<br />Juridical responsibility<br />Communication with parents<br />Network administrators<br />work with children in optional ICT courses or after-school activities<br />work in computer private companies<br />TEACHING PRACTICE<br />IFIP Brisbane, 2010<br />
  7. 7. Student's activities during teaching practice:<br />To plan and teach at least 12 classroom lessons<br />To assist school teachers<br />To help a mentor with other student activities<br />To support a schools computer network (Software and Hardware installation, supervision, etc.)<br />To train teachers in using ICT<br />To organise after-school ICT activities (optional courses for children)<br />To teach children aged 6-10<br />Four competencies:<br />Subject content competency (professional knowledge of subject)<br />Didactics and methodological competency (pedagogical and psychological competency)<br />Interpersonal, Intercultural communication competency<br />Organisational competency<br />Supervisors’s activities (academic staff):<br />To monitor and assess student teachers in schools<br />To support student teachers during their teaching practice<br />TEACHING PRACTICE<br />
  8. 8. TEACHING PRACTICE<br />Main purposes of MOODLE:<br />To be in contact with ICT student teachers<br />To advise of any changes<br />To publish about a mentor expertise (blog)<br />To collect and publish lesson plans and all related documentation<br />To evaluate teaching practice<br />To communicate with schoolmates from the Faculty of Education<br />Actors: student teachers, supervisors (+mentors)<br />From 2007<br />Video-recording of ICT student teachers <br />Analysis after practice<br />Student teachers´ activities<br />A classroom situation<br />Condition in schools:Computer-labs, school management support, …<br />digital camera<br />moodle<br />IFIP Brisbane, 2010<br />
  9. 9. “I appreciate the clear structure and function of Moodle support. Thankyou for very clear instructions regarding teaching practices in my colleagues schools, and what I have done. Our supervisor from the Faculty of Education immediately provided answers to our questions.”<br />“I appreciated Moodle support which helped me quickly to understand how teaching practices are organised. It is a pity that other departments from our faculty do not use a similar support.”<br />„I appreciate your work with Moddle support and what it has given us. When I installed Moodle at my school and started to apply it with my pupils, I then understood how much time it takes.“<br />TEACHING PRACTICE<br />moodle<br />
  10. 10. A template for lesson plan development:<br />To contribute to professional competencies<br />Preliminary requirements for pupil’s knowledge<br />Main aim of the lesson<br />Hardware and Software<br />Structure and procedures<br />Questions, activities for pupils<br />Homework<br />Topics for gifted pupils<br />Internet, literature (resources), LOR<br />Dictionary<br />ICT competencies (RVP)<br />LESSON PLAN DEVELOPMENT<br />IFIP Brisbane, 2010<br />
  11. 11. LESSON PLAN DEVELOPMENT<br />Who helps ICT student teachers to design lessons?<br />Approx. 70% of ICT student teachers without any help from mentors<br />Differences in approaches WHAT and HOW to teach ICT subjects (it depends on the teacher)<br />IFIP Brisbane, 2010<br />N = 34<br />N = 26<br />
  12. 12. LESSON PLAN DEVELOPMENT<br />What student teachers use in the process of lesson plan development?<br />No compulsory textbooks<br />No handbook for teacherswhich providesICT Education guidelines<br />IFIP Brisbane, 2010<br />N = 34<br />N = 26<br />
  13. 13. STUDENT TEACHER DEVELOPMENT<br />Situation in schools<br />Who has influenced my teaching style?<br />IFIP Brisbane, 2010<br />N = 34<br />N = 26<br />
  14. 14. STUDENT TEACHER DEVELOPMENT<br />What have I learnt during my teaching practice?<br />“I have learnt alot. As a teacher I experienced so many problems (SW, computer net, HW and connectivity) that I didn't expect to have and I had to think how to solve them.“<br />“It was my first experience with young people as my students.I found out that some students knew the administrators password and administered a server and network. Somebody took a hard drive from a PC in a computer lab. Now all PCs have a lock.”<br />IFIP Brisbane, 2010<br />
  15. 15. STUDENT TEACHER DEVELOPMENT<br />What have I learnt during my teaching practice?<br />“Teaching practice was super. You could see that theory and practice are two totally different things! It seems a lot of my teachers at the Faculty of Education forgot this fact!”<br />“It would be very useful if we could be trained in Master-Eye at the Faculty before my teaching practice starts.”<br />“It was my first experience teaching children to master ICT and it developed me personally.”<br />“I was suprised how easy it is for me to teach!”<br />IFIP Brisbane, 2010<br />
  16. 16. STUDENT TEACHER DEVELOPMENT<br />What have I learnt during my teaching practice?<br />“At first I was slightly afraid to teach children a subject that I couldn't learn personally in my primary school. But at the end it was a fantastic experience for me!”<br />“I was teaching at a primary school, which was a nice experience for me. I am curious about teaching at a secondary school.”<br />IFIP Brisbane, 2010<br />
  17. 17. STUDENT TEACHER DEVELOPMENT<br />What have I learnt during my teaching practice?<br />“I designed learning activities for children from my own concept that it should be interesting also for me personally. I exploited my personal experiences with ICT.”<br />“I was happily suprised how teachers, schools management and my mentor accepted me. I was very happy to be a teacher and to teach there. It influenced me to become a teacher!”<br />“Teacher practice is a very important part of our university studies. It is a pity that it is so short!”<br />IFIP Brisbane, 2010<br />
  18. 18. THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS<br />N = 34<br />N = 26<br />
  19. 19. THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS<br />Unsatisfactory/lacking knowledge of methodological theory<br />Lacking knowledge about how to create an administrative agenda<br />Inappropriate HW and SW equipment in schools<br />Abillity to formulate interesting and appropriate questions, tasks, problems to be solved<br />Ability to develop lesson plans<br />No information about pupils/students previous ICT knowledge and skills<br />Lacking instructions and guidelines how to solve pupils/students bad behaviour/manners <br />
  20. 20. THE BIGGEST PROBLEMS FOR ICT STUDENT TEACHERS<br />Differences between pupils/students<br />in my classroom there were not only ICT beginners<br />“I didn't have time and space to develop advanced ICT users and at the same time teach beginners in ICT.”<br />“My school teachers didn't give special professional attention to gifted pupils as they knew alot about technology and more than their teachers.”<br />IFIP Brisbane, 2010<br />
  21. 21. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE<br />Situation in schools<br />GIPE, RVP<br />EU projects, interactive whiteboards<br />Good climate in schools<br />„I appreciate the effort in education to use computers in most of the subjects at school.“<br />„The teachers were very open to my teaching experiments.“<br />New SW, HW<br />Master-Eye, Interactive whiteboards, Remote laboratory<br />„In my school I liked HW, high-quality computer equipment and computer labs arrangement. I liked my mentor teacher and his remote laboratory (you can control the motion of two models of cars through the Internet).“<br />“I liked very much a computer lab, there are three computer labs in the school – all of them are arranged in a non-traditional way. A teacher in my school designed the furniture. I also liked the Internet café and the school library.”<br />
  22. 22. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE<br />Situation in schools<br />Moodle in schools<br />Critical comments to ICT Education in schools<br />“In my school there were limited technical conditions for ICT education. It is a pity that children cannot learn more about WWW.”<br />“Some of my pupils don´t regard ICT subject as very important for work. In their opinion ICT are mainly for entertainment where it is not necessary to think and to work.”<br />“Something is wrong if children cannot learn programming and they have no textbooks.”<br />IFIP Brisbane, 2010<br />
  23. 23. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE<br />Situation in schools<br />Critical comments to ICT Education in schools<br />„The security setting did not allow me to open an e-mail account on a public portal and children haven't any e-mail accounts,..“<br />“My school doesn’t dedicate too much attention to computer graphics as it should do.”<br />“My school dominates a practical orientation of ICT education to develop only fundamental user’s skills and to achieve a general “computer literacy”.”<br />IFIP Brisbane, 2010<br />
  24. 24. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE<br />Situation in schools<br />Programming<br />Flash<br />HTML<br />Baltík<br />Imagine<br />Karel<br />Visual Basic<br />Pascal<br />C++<br />IFIP Brisbane, 2010<br />N = 34<br />N = 26<br />
  25. 25. SCHOOLS FROMSTUDENT TEACHERS PERSPECTIVE<br />Situation in schools<br />What should be improved and changed in schools?<br />To install a bigger monitor for teachers and pupils<br />To reduce a path to a common directory on a server …<br />To buy and install data projectors in other classrooms <br />To change the arrangement of PC in the CompLab<br />To install another SW, Operating system, …<br />To buy and install interactive whiteboards<br />To arrange security settings<br />To start using textbooks<br />To improve school network administration<br />To improve communication with network administrator<br />…<br />IFIP Brisbane, 2010<br />
  26. 26. STUDENT TEACHER´S REFLECTION<br />Situation in schools<br />How primary school children (age 7-10) are being encouraged to work with ICT<br />Teacher's ideas for teaching<br />“I was surprised by a strong-willed effort of my supervisor teacher who was not only ICT and Art Education teacher, but also a principal of the school. His pupils master in graphics techniques and Art thinking – you can see the pupils’ pictures and presentations in school halls, classrooms and teachers rooms – the school looks like a Gallery of Art. The pupils learn in small project activities. The principal gives a big attention to motivate children to understand why to do a given task. Ideas for activities relate very often to a real topical problem (for example to search and verify data on the Internet about statistics of immigrants in the Czech Republic, to formulate questions to be solved and with using Excel to create conclusions). Pupils are guided to think about problems, to develop their own opinions, to ask questions and to present their outcomes.”<br />IFIP Brisbane, 2010<br />
  27. 27. STUDENT TEACHER´S REFLECTION<br />Situation in schools<br />Interactive whiteboard<br />„Náslech jsem absolvoval ve 2. třídě na 1.stupni ZŠ. Jakmile učitelka oznámila dětem, že se bude používat interaktivní tabule, byly nadšeny. Předmět Český jazyk (téma: slova protikladná). Byl jsem ohromen tím, jak všechny děti (opravdu všechny) byly zapojeny do výuky a jak se snažily. Možná to bylo i mou přítomností, ale největší část přiřazuji interaktivní tabuli. Musím vyzdvihnout práci učitelky, která měla hodinu bezvadně připravenou a na které strávila nemálo času. Děti se dle mého názoru hravou formou naučí to, co zrovna probírají. Interaktivní tabule spojují “příjemné s užitečným“. K interaktivním tabulím jistě existují již zpracované výukové programy, ale učitelka říkala, že na ně nejsou peníze. Myslím si, že je to velká škoda, ale s tím se asi nic moc nedá dělat, jedině trávit hodně času nad svými přípravami.“<br />Student teacher´s blog<br />IFIP Brisbane, 2010<br />Jaroslav Mašek Blog<br />
  28. 28. STUDENT TEACHER´S REFLECTION<br />Situation in schools<br />Discipline problems?<br />„Ve škole, kde jsem absolvovala praxi, chodí do počítačové učebny vždy jen polovina třídy. To je pro učitele velice příjemné. Je to přece jen rozdíl kontrolovat žáků 12 nebo 25. Svého fakultního učitele znám již 3 roky. Zaujal mne jeho styl výuky a hlavně klid během vyučování, proto jsme se rozhodla, aby byl mým fakultním učitelem . Žáky během hodiny nepřetěžuje požadavky ani novými informacemi. Během hodiny by toho mohl probrat daleko více, ale jeho cílem je, aby každý žák (i ten, který v jiném předmětu neprospívá) ovládal alespoň základy učiva, které předává žákům. Vidí, že v hodině informatiky se uplatní každý žák, i když někteří v osvojování nových vědomostí a dovedností postupují pomalejšími kroky. Při hodinách fakultního učitele je ve třídě naprostý klid i přesto, že některé počítače jsou pomalejší a trvá déle, než se spustí určitý program, takže někteří žáci musejí čekat, než mohou pracovat. Žáci trpělivě a v tichosti sedí na svých místech a čekají na spolužáka, který má technické problémy. Zajímalo mě, jakým způsobem takového klidu můj fakultní učitel docílil; ale on prý nepoužil žádné jiné „nástroje“, než které má k dispozici každý učitel. Trval jen pevně na svém postupu, kterým se žáci měli dostat ke stanovenému cíli. V takovémto prostředí se mi velice dobře učilo a nemusela jsem řešit žádné kázeňské problémy. Fakultní učitel mi ukázal své přípravy, které má připravené i pro žáky. Tím mě inspiroval a přípravy na své hodiny mi žádný velký problém nedělaly. Z této praxe si odnáším to, že i jedna třída se může chovat u každého učitele jinak a je nutné hned v začátcích nepolevit a pevně si stát za svým a poté je možné postupně slevovat ze svých nároků a připustit si žáky blíže k tělu. Že to jde a funguje to, jsem měla možnost si ověřit.“<br />L.P. LS2008/09<br />
  29. 29. THANK YOUFOR YOUR ATTENTION<br />IFIP Brisbane, 2010<br />
  30. 30. RESOURCES<br />EC (2006). Benchmarking Access and Use of ICT in EuropeanSchools 2006. Final. August 2006.<br />TheEducation Systém oftheCzechRepublic(2008). Ministry ofEducation, YouthandSports : Praha.<br />http://www.oecd.org/dataoecd/19/18/36443831.pdf <br />OECD (2009) Educationat a Glance. OECD indicators.<br />Van der LINDE Diane, van der HOEFF Aike, PRONK Hans, van AST Michel (2009) ICT Knowledge base.Version 1.0.<br />JOMITE Group (2009) SpriTETeachingPracticeAssessmentChecklist.<br />Vlastní hodnocení škol. ČŠI, Praha.<br />MAŠEK, Jaroslav (2010) Hodiny Justina McLeoda. http://justinmcleod.blogspot.com/<br />POSLUŠNÝ, Daniel. Blog. http://praxe-pribram.blogspot.com/<br />Student andteacherresources. http://www.austrade.gov.au/default.aspx?ArticleID=3712#web<br />IFIP Brisbane, 2010<br />
  31. 31. PICTURES<br />Karel Čapek. http://tbn3.google.com/images?q=tbn:V06TdKvJBx1p7M:http://digitalphilosophy.files.wordpress.com/2007/01/karel-capek.jpg<br />Hradčany. Autor J. Procházka, PedF UK v Praze, 2008.<br />Bedřich Hrozný. http://b-hrozny.sweb.cz/b-hrozny2.jpg<br />Chobotnice. http://www.designmagazin.cz/foto/2008/02/chobotnice-zlata-1.jpg<br />Jan Amos Komenský. http://www.ceskatelevize.cz/specialy/nejvetsicech/img/osobnosti/skomensky.jpg<br />Pelikáni. Autor: J. Andreska, PedF UK v Praze. http://www.misak.cz/delta/vystava/8-pelikanu.jpg<br />Petřín. http://rozhledny.wz.cz/Petrin2.jpg<br />Pavel Spurný. http://www.astro.cz/_data/images/news/2010/04/26/bland_spurny.jpg<br />Tabulka s písmem Chetitů.http://img.ihned.cz/attachment.php/950/21150950/GtkoChOyJWn47cQapflNv9FuDqRPTwKg/17vik28b.jpg<br />IFIP Brisbane, 2010<br />
  32. 32. PICTURES<br />Tančící dům. http://www.e-architekt.cz/obrazky2008/07/_8356_new_face_of_prague_pics/gehry,%20milunic,%20tancici%20dum-xl-i.jpg<br />IFIP Brisbane, 2010<br />