Introducing netbook pedagogies in schools


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Final report of the Acer-European Schoolnet Educational Netbook Pilot

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Introducing netbook pedagogies in schools

  1. 1. Introducing netbook pedagogies in schools Dr. Riina Vuorikari Project manager and principal investigator In-house consultant European Schoolnet Genoa, Italy 17/11/2011 -
  2. 2. About the urgency of studies in 1:1• 1:1 in education is part of the global phenomenon.• Working on a big-scale is made possible through collaboration with the industry.• The independent nature of the research conducted by EUN.• Sharing results publicly: inform educational authorities about practices to help define strategies for the future classroom.• Evaluation data will be available online h"p://
  3. 3. The Netbook Pilot set-up1. Acer • Provided each student with a netbook and teacher with a notebook • Funded coordination, pedagogical support and evaluation delivered by EUN2. European Schoolnet: • Pedagogical support material, 1:1 pedagogical National differences e.g. Italian Scuola 2.0, netbook scenarios Fatih-programme • Website and teachers’ online community in Turkey, Spanish teachers’ • Evaluation online course3. Local educational authority by the MoE (140h) • Selection of netbook classes (secondary schools) • Pedagogical coordinator (France, Italy, Spain, Turkey)4. School • School netbook team (teachers teaching the netbook class, IT support person, support of the management team)5. Fourier-science pilot (“computerized laboratory”, data loggers)
  4. 4. Outline of the presentation1. Introduction: about Netbook Pilot, evaluation framework and surveys2. Main trends arising across the Netbook Pilot countries • Students’ motivation! • Netbook usage • Using netbooks out of school • Extending the school day • Involving parents • Using netbooks in school • Media-rich environment • Fourier science pilot • Teachers’ co-operation • Building teachers’ confidence3. Take home messages
  5. 5. Why the Educational Netbook Pilot How are netbooks used in and out of school by teachers How to implement and students? 1:1 pedagogy?Various educational contexts: Place: in school vs. out of school use Usage: individual vs. collaborative use Purpose: educational vs. leisure use (by Heeok Heo and Jeonghee Seo, NML study, 09)
  6. 6. Six participating countries: Jan 2010-July 2011approx.1360 units approx.1300 units approx.1360 units approx.1220 units approx.1250 units approx.1650 units
  7. 7. Online evaluation: anonymous questionnaires evalua&on• Parents: opinion on ICT and netbooks (May ‘11)• Students: main focus on out of school use (June ‘11) Teachers: netbooks in teaching, collaboration opportunities, PD gains (June‘11) Approx. 2/3 Approx. 1/2 Approx. 1/3
  8. 8. Limitations of the evaluation limita&ons1. No pre-survey• The Netbook Pilot evaluation only consist of one final evaluation.• Each country has different underlying educational framework structure.• Each country might have different starting level. Therefore, the evaluation does not measure progress during the Pilot, only a snapshot of the time.2. Not a comparative study The intention is not compare countries to one another, but to better understand the local drivers and barriers.
  9. 9. image: a Turkish netbook class
  10. 10. What is the impact of netbook on learners’ motivation in school and learning?
  11. 11. What did netbook teachers think ofSchool the netbooks’ impact?atmosphere &communication More individualised & more independent learning
  12. 12. How were netbooks used?image: a German pre-pilot netbook class
  13. 13. For what tasks did students use netbooks in and out of school? High-level Internet tasks as defined by OECD (2010) In general, netbooks more used out of school!
  14. 14. Where did students practice theirhigh-level Internet tasks on netbooks? Many high- level tasks performed in school More high- level tasks performed out of school
  15. 15. Extending educa&onal ac&vi&es out of official school hoursimage: a German pre-pilot netbook class
  16. 16. How often did students take netbooks home? • 3/4 of students took netbooks home daily • 15% never took the netbook home • National and school based differences observed29% of students also used netbook afterofficial school hours for “after school activities” National highlights: 82-94% of netbook students in France, Italy and Turkey took them home daily
  17. 17. What kind of learning took place outside of official school hours?• 47% look for extra information on topics taught at school• 44% followed current events (e.g. news and weather) • 37% looked for information on topics that are not taught at school but are of interest to them • 30% developed skills related to their hobbies • 23% looked for information in their interest areas also in other languages than their mother tongue
  18. 18. Parents’ awareness and involvement parents involvementWhen your child uses the netbook or other ICT devices,do you know what s/he is using it for?• 76% Yes, I feel I know enough about my child’s computer use• 16% I know one or two things, but there are lot of things I’m not aware of Have you established rules about the use of the netbook or other ICT devices outside of school? • 54% Yes, we have clear agreements for school and leisure use • 27% No, we don’t need such terms, I trust my child • 13% Yes, we have agreed on some terms, but they are not very clear 53% of parents agreed: the use of netbooks in and out of school had an impact on their opportunities to be involved in their child’s education
  19. 19. Using netbooks in school
  20. 20. 1:1 pedagogical scenarios =Frontal teaching 1:1 pedagogy orchestrating learning activities  off-lineGroup Individual  on-line
  21. 21. How often, during the netbook class do you teachers orchestra&ng alternate.... 83% Frontal teaching•92% “I present, demonstrate and explain to the whole            class”•75% “Pupils give presenta&ons to the whole class”80% Individual processes  81%• 92% “I support and explain things to  Social               individual pupils” processes• 88% Pupils work individually  Pupils work in             at their own pace  groups• 58% Pupils work individually             but at the same pace
  22. 22. Learning in a media-rich learning environment during the netbook classSchool subjects: Students using with netbooks: • 45% Mathema6cs • 37% Educa6onal school portal or learning plaNorm • 37% Collabora6on tools e.g. blogs, wikis         /Geometry • 34% Office tools e.g. word edi&ng and spreadsheets  • 33% History • 30% Subject specific educa6onal soDware • 28% Geography            e.g. Maths/science programmes• 24% Modern • 24% Digital resources e.g. online quizzes and tests,  foreign languages             anima&ons, videos• 18% Na6onal • 22% Communica6on tools          language/          literature• 16% Biology Teachers using during netbook classes: • 65% projectors • 52% Interac&ve Whiteboards • 24% Virtual Learning Environments and LMS
  23. 23. Science pilot with FourierFourier set‐up “computorized lab” • Subset of Netbook Pilot schools • 9 schools - 6 countries – Germany, Italy, France, Spain, Turkey, UK • 670 pupils - 40 teachers • Using individual sensors and netbooks in a group (2-3)
  24. 24. Relevance to science curriculum Biology Survey Exp 1 - Heart as a pump 73% Exp 2 - The Greenhouse Effect 73% • to identify most Exp 3 - Recognizing Why You Sweat 64% relevant Fourier Exp 4 - Out of breath 73% experiments for Exp 5 - Abiotic Conditions Under A Rock 32% 68% Exp 6 - Effect of Light on Photosynthesis the curriculum Exp 7 - Respiration rate of germinating seeds 55% • 22 schools Chemistry 50% in 6 countrie Exp 8 - Freezing and melting of water Exp 9 - Endothermic reaction 45% => 8 experiments Exp 10 - Acid-Base Titration 27% relevant to more Exp 11 - Acid Rain 59% 32% than 55% Exp 12 - The Ideal Gas Law Physics Exp 13 - Radiation 36% Exp 14 - Force Measurements 59% Exp 15 - Converting Potential Energy to Kinetic Energy 45% Exp 16 - Position and Velocity Measurements 45%
  25. 25. Fourier: Overall conclusionsClear benefits to use computerised laboratory (data loggers) in science classes: Increased the students’ motivation to learn sciences with up-to- date digital measurement tools and understanding of the use of ICT Allowed students’ more autonomous learning, and improved the relations and the cooperation between them The more they were used, the more positive the effect was on pupils The main trend for teachers Tools positively influence the interest, motivation and skills of students and teachers The data loggers and materials must me consistent with their national curricula Teachers are very much willing to continue to use sensors in their classes
  26. 26. Teachers’ co‐opera&on
  27. 27. Netbook teams: working with other teachers coopera&on index 2/3 of schools had netbook team with mixed level of ICT skills allowing for more peer-learning.
  28. 28. Building teachers’ confidence in the ICT integration At the end, 3/4 of the netbook teachers felt confident in integrating netbooks in their teaching - despite that half had beginner/moderate level ICT skills70% reported now better understanding of how tointegrate ICT into subject teaching and to collaboratewith other teachers 82% were interested in continuing the next school year showing a high level of buy-in into new ways of working
  29. 29. Take home messages 29
  30. 30. Result 1: Motivation, more engagementNetbooks motivate learners in learning and school,effecting on school atmosphere and communicationpatterns. Teachers and learners agree they potentiallyenable a more individualised and independent learning. Recommendation: Schools should make sure that ICT tasks also motivate students, aiming for more participatory, high-level Internet tasks in school.
  31. 31. Result 2: Netbooks extend learning out of school hours and offer ways for parents to be more involvedThe Netbook Pilot shows that when students tooknetbooks home, they did not only use it for leisureactivities. It stimulates learning opportunities around bothformal school tasks, e.g. homework, but also informallearning opportunities. Netbooks offer parents new ways to be involved in their childʼs education. Recommendation: Learners should feel the ownership of their netbooks!
  32. 32. Result 3: Systematic vision for pedagogical changeThe Pilot showed that ICTs were not only usedin traditional ways in schools (= frontal teaching),but teachers alternated different teaching paradigms,i.e. also individual and collaborative processes.Give examples of “how” Recommendation: Pedagogically driven media rich scenarios (e.g. 1:1 scenarios), co-designed by teachers and fitting into local curriculum, should be an integral part of school’s ICT vision.
  33. 33. Result 4: Empowering teachers through cooperation and PDCreation of school-based netbook teams allows for teachers’ formal and informal exchange, peer-learning and building locally shared knowledge-base on pedagogical practices. Recommendation: Combining local with global cooperation (e.g. on-line community, eTwinning) is a win-win situation!
  34. 34. Teachers, we thank you! www.netbooks.eun.orgimage: a Turkish pre-pilot netbook class