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Brummelhuis Ab Sweden Febr3

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Brummelhuis Ab Sweden Febr3

  1. 1. Drivingforcesfor ICT in learning<br />Alfons ten Brummelhuis<br />Kennisnet Foundation – The Netherlands<br />3 February 2010<br />
  2. 2. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />3. ICT in teacher training<br />Overview<br />1. Introduction<br />2. Conceptualframework<br />4. Sustainableuse of ICT<br />
  3. 3. Professional background<br /><ul><li>Head of research unit Kennisnet: the Netherlands expertise center for ICT in education
  4. 4. PhD in educational sciences: models of educational change
  5. 5. Inititiated Dutch ICT monitor the mid nineties
  6. 6. Involved in several national and international studies on ICT in education
  7. 7. Research interest: effectiveness of ICT for learning and the role of the teacher</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  8. 8. Kennisnet: somefacts<br /><ul><li>Founded in 2001: 140 FTE
  9. 9. FundedbyMinistry of Education
  10. 10. Basicfunding EURO 21 million
  11. 11. Additional project funding EURO 15 million
  12. 12. Keycharacteristics:Innovative - Public – Independent - Expert</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  13. 13. Products and services for schools examples<br />Knowledge<br />Networks for professional development<br />Portals and platforms <br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  14. 14. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Media literacy<br />
  15. 15. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Gifted students<br />
  16. 16. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Digital learning materials<br />
  17. 17. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Teacher TV<br />
  18. 18. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Marketplace vocational education<br />
  19. 19. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Learning & working<br />
  20. 20. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />portal site<br />KENNISNET.NL<br />
  21. 21. Conceptual framework<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Society<br />School organisation<br />content<br />Learning process<br />learner<br />teacher<br />materials<br />
  22. 22. Key question<br />Why should we use ICT in education?<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />social rationale<br />vocational rationale<br />pedagogical rationale<br />
  23. 23. Conceptual framework<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />pedagogical<br />rationle<br />Society<br />School organisation<br />content<br />Learning process<br />learner<br />teacher<br />materials<br />
  24. 24. Examples of evidenceICT improveslearning…. BUT… overloadcanbeharmful(OECD-PISA data)<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />use of ICT<br />
  25. 25. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Digital picture books double number of wordslearnedbypre-schoolers<br />
  26. 26. Benefits of ICT for teaching and learning<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />More effective: students learn more, better and faster<br />More efficient: maintains the quality of student performance in less teacher time<br />More interesting: improves teacher and student motivation<br />IF……<br />
  27. 27. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />A proper balancebetweensocial and materialconditions<br />FOUR in BALANCE<br />
  28. 28. Percentage of teachers using ICTnow and plans for the future<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br /><ul><li>More teachers
  29. 29. More hours
  30. 30. More different kinds of ICT applications</li></ul>step-by-step<br />
  31. 31. Which factors are most important?<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Society<br />School organisation<br />content<br />Learning process<br />teacher<br />learner<br />materials<br />
  32. 32. Identifying what matterspercentage of achievement variance (Hattie, 2007)<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  33. 33. Misunderstandingsaboutstudents<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />Studentsdon’t have to learnhow to use ICT<br />All students are in the samewaymembers of the Internet generation<br />The Internet generationneedsneweducation<br />
  34. 34. Use of ICT by students The Netherlands, 2009<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  35. 35. TeacherICT knowledge base forinitial teacher training<br /><ul><li>ICT courses and use of ICT are notprescribedby the Dutch government
  36. 36. Sincemid 1990’s: Dutch government has stimulatedpolicies to ensurethatfutureteachers are wellprepared to usetechnologies.
  37. 37. 2009: Bottom-up initiative by teacher trainers: Definition of ICT knowledge base</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  38. 38. Views of teachers on coordination of ICT at their teacher training institute<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />coordinated<br />Coordinated: Agreements regarding the pedagogical use of ICT have been made within the teacher training institute<br />Not coordinated: Teachers decide for themselves when and how to utilise ICT<br />
  39. 39. Bridging the gap between early adopters and majority<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  40. 40. ICT knowledge base forteachersDomain 1: Attitude<br />The teacher has a professional attitude towards ICT and education<br />Examples of indicators<br /><ul><li>makes independent, creativeyetcriticaluse of the potential of ICT in education
  41. 41. is wellinformedaboutdevelopments in the field of ICT and education</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  42. 42. ICT knowledge base forteachersDomain 2: Instrumentalskills<br />The teacher possesses sufficient instrumental skills to be able to apply ICT in lesson situations as well as in the educational organisation.<br />Examples of indicators<br /><ul><li>can use a word processor, work with a spreadsheet program and presentation software
  43. 43. can work with a design tool to create digital learning material</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  44. 44. ICT knowledge base forteachersDomain 3: Informationskills<br />The teacher is well informed about the media and skilled in information.<br />Examples of indicators<br /><ul><li>can select suitable and reliable digital sources of learning for pupils, appropriate to their age and their socio-emotional and moral development;
  45. 45. can teach pupils to search for and find information effectively and efficiently</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  46. 46. ICT knowledge base forteachersDomain 4: General pedagogics<br />The teacher combines digital teaching materials with non-digital teaching materials where this combination is effective and efficient<br />Thisbroad domain includes<br /><ul><li>Classroom management
  47. 47. Pedagogical methods
  48. 48. Presenting
  49. 49. Collaborating and communicating
  50. 50. Working individually
  51. 51. Guiding and evaluating</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  52. 52. ICT knowledge base forteachersDomain 5: Designing and developing<br />The teacher can use ICT for designing and developing digital teaching material.<br />Examples of indicators<br /><ul><li>makes use of various sites providing digital teaching materials and is able to combine these to design his own (digital, interactive) teaching unit
  53. 53. develops teaching material for a digital environment</li></ul>Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  54. 54. Summary of teacher competencies= TPaCK<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  55. 55. Characteristics of the teaching/learning processes<br />More teacher orientedMore student oriented<br />- objective oriented - open concept of education<br />- closely following the curriculum - selective and adaptive use of curriculum<br /><ul><li> facts, concepts and theories as core - relationships and opinions as core
  56. 56. whole group instruction - personalised instruction
  57. 57. reproduction of knowledge and skills - applying knowledge and skills
  58. 58. product oriented learner evaluation - process oriented learner evaluation</li></ul>- all responsibilities with teacher - shared responsibilities<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  59. 59. Teaching approaches<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  60. 60. Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />1<br />Never<br />3<br />Everymonth<br />4<br />Every week<br />5<br />Everyday<br />2<br />Severaltimes a year<br />Teaching approaches of teacher trainers (2009)<br />ambition over 3 years<br />now<br />teacher orientedknowledge transfer<br />student oriented<br />knowledge construction<br />
  61. 61. Development in schools<br />Care for the old (teacher oriented)<br />Courage for the new (student oriented)<br />ICT can support both ‘care’ and ‘courage’<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  62. 62. New replacesold?<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />
  63. 63. Sustainableuse of ICT Technology ‘push’ versus educational ‘pull’ <br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />education<br />
  64. 64. Technology will never replace teachersHowever, teachers who know how to use ict effectively to help their students will replace teachers who do not.<br />Alfons ten Brummelhuis - Kennisnet - The Netherlands<br />

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