121031 how to integrate ict in the schools
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Netbook Project Slovenia part 1 Een presentatie die Erik Bolhuis gegeven heeft in een Netbook Project in Slovenië
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121031 how to integrate ict in the schools
- 1. HOW TO INTEGRATE ICT IN THE SCHOOLS & CLASSROOMS WHEN ICT IS AN EFFECTIVE WAY TO LEARN, WHY DOESN’T EVERY TEACHER USE IT? HOW TO INFLUENCE THE USE OF ICT IN
- 2. Dobro jutro kolegi Vesel sem, Goedemorgen collega's. Fijn jullie te mogen ontmoeten
- 5. School 1
- 6. School 2
- 7. School 3
- 8. School 4
- 9. Four elements, four in
- 10. 1 2 3 4
- 11. Four elements, four in http://goo.gl/g0X4C
- 13. Vision of the school on ICT and pedaogy • ICT is a medium which can enhance learning • ICT enhances learning • 21st century skills are important for our pupils • ICT is necessary because the school next door is using it • Etc..
- 14. Expertise of the teacher/ management • What is the level of expertise of – The management? – ICT-coördinator – The teachers? – The assistants? – The pupils? – The parents?
- 15. 5 domains of expertise 1. Attitude 2. Instrumental Skills 3. Information Skills 4. General Pedagogics 1. Presenting 2. Collaborating and communicating 3. Working individually 4. Guiding and evaluating 5. Testing 5. Creating http://goo.gl/Aq4mR
- 18. Digital learning materials • Curriculum content • Additional content from internet resources: Khan academy , iTunesU,
- 19. Web 2.0 tools
- 20. ICT infrastructure • Hard- and software • Wired or Wifi connection • Reliability • Easy access (Single sign on)
- 21. Give answer on the first 6 questions • Vision is strongly developed in the Slovenian schools? • The expertise of the manager is excellent • The expertise of the teachers is excellent • The ICT-infrastructure in schools is excellent: you can easily access the network • Digital materials are present plentifully • Schools have a lot of knowledge about
- 22. The four elements • Roughly two ways to introduce ICT in the schools – Educational push – Technology push
- 23. Example of technology push
- 24. Example of educational push http://goo.gl/Qt6qL
- 25. Technology push Educational Push Pressure Connected to the real needs of the teacher(s) Top down Bottom up Straight forward Technology central Pedagogical settings central Planned strategy Controlled by the manager Controlled by the teacher Everybody has to Trendsetters and lurkers participate Is there really something Something new is new? happening
- 26. What kind of strategy helps teachers to participate to integrate ICT in education? • Pressure • Motivate • Persuade • Disruptive class
- 27. Teacher are well educated people with a well-considered opion about how pupils learn
- 28. Persuade them? • Is working with ICT an effective strategy? Research saids..
- 30. Other meta-analyses • Liao & Hao (2008) concluded, based on 44 meta-analyses (30 f2f-studies and 14 distance education, 1376 + 968 studies) that on cognitive aspects .29 effect and .06 effect on affective aspects Liao , Y.K. & Hao Y. (2008). Large scale studies and quantative methods. In : J. Voogt & G. Knezek (2008). International Handbook of information technology in primary and secondary education. Pp 1019-1035. New York: Springer
- 31. Other meta-analyses • Means et al. (2010) based on 176 studies (k-12, 99 studies with an (quasi) experimental design): students in online conditions performed better (overall effectsize .20). Instruction combine f2f with online is better than only online (. 35). Effectsize was larger where students work corraboratively. The results appears Means , B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2010). Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning. Washington: U.S. Depratment of Education
- 32. Other meta-analyses • Higgins (2003): “[t]here is evidence from research that ICT can help pupils to learn and teachers to teach more effectively. However there is not a simple message in such evidence that ICT will make a difference simply by being used. Findings suggest that although ICT can improve learning there are a number of issues thatneed to be considered if such Means , B., Toyama, Y., Murphy, R., Bakia, M. & Jones, K. (2010). Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning. Washington: U.S. Depratment of Education
- 33. So
- 34. IF ICT IS AN EFFECTIVE WAY TO LEARN,
- 35. • Does age matter? • Is there something like fear of computers? • Computer attiude? • Computeruse and –experience? • Does time matter?
- 36. 3 Varaiables which predict if the teacher would use ICT in • Attitude: the degree to which a person has a favorable or unfavorable evaluation or appraisal of the behavior in question • Subjective norm: the perceived social pressure to perform or not to perform the behavior; • Self-efficacy: beliefs in one’s
- 38. Attitude: Moderating variables in attitude: • The fear for ICT • Entrepeneuship (within the teacher job: taking risks, trying to innovate, etc.) Answers: 1. Gain the necessary experiences in to integrate ICT in the lessons
- 39. Subjective norm Moderating variables in attitude: • The fear for ICT • Entrepeneuship (within the teacher job: taking risks, trying to innovate, etc.) • The effective support Answers: • On the right time, on the right place,
- 40. Self-efficay Moderating variables in attitude: • The fear for ICT • The effective support • ICT Skills Answers • Working on ICT skills
- 41. However (Higgins, 2003) ICT has only added value when teachers are able exploit ICT in a pedaogical way
- 48. Teacher designteams • Collaborative course design • Teachers designing their own materials • Stimulate critical thinking
Editor's Notes
- Welcome on these presentation. I’m Erik Bolhuis. I’m a teacher educator and i’m a senior lecture at Windesheim University. I’m project manager at the domain Education and Movement. This is a part of the University with almost 50 teacher education programs. From teacher education for primary education to secondairy education, from physics to teacher art and culture. \nMy mane task is to integrate ICT in all these programs. I’m have not an ICT background, and i’m only interested in two things how to integrate ICT in the our lessons and how to facilitate my collegeau’s so that they are moving. My central points at these are two: 500 years ago education find it hard to integrate books in education (By putting symbols outside, instead of inside ourself (our remembering), we incline to get superficial thinkers and would not lead to intellectual depening, wisdom and real luck (Socrates). So it is no wondering that we find it hard these days to integrate ICT in our lessons. And my second central point is: there is a new world waiting for us, but sometimes it is better to stay in this world.\nAn other task of me, is teaching (adult)student how to innovate their school in using ICT, and i’m phd-researcher at Twente University in Holland. My research is about the use of data in innovations.\n
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- We try to use socrative.com\nEverybody. Open up your laptop or other device. Start your browser and go to socrative.com. Log in as an student, and enter the roomnumber: 419768\nLet’s start with a simple question: 1. Wat is WhatsApp?\n
- Let’s asume you are in my hometown Zwolle (Almost Preseren Square?) Nice wheater, drinking a beer etc.). While we are talking on the terras, we are making plans to visit schools. We are visiting four schools:\n
- The first school we are visiting is a secondary school in the Inner Town of Zwolle. When we enter the building we see a classroom where a teacher gives an instruction, while a computer and a projector is used. An another class isn’t using any ICT. In a third class is given an instruction on an interactive whiteboard. In a final grade students are busy watching a movie what the teacher has put on the electronic learning environment.\n
- In a second school, we see an enthusiastic teacher, Monique. She uses ICT in a beautiful way: Monique is a history teacher and she let her children write blogs about historical persons. She also uses Twitter to teach historical consciousness to students. So she gives a series of lessons about Napoleon. At the end of the lesson, she encourages her pupils in the next two weeks to Twitter with her and then she responds as if she was Napoleon before the battle of Waterloo. Pupils asks her a lot of questions about how to communicate how he sleeps, what he is going to do the next hours, etc. She was the most enthusiastic teacher of the school. Other teacher where more or less enthusiastic, and very dependent on Monique.\n
- In the third school are just the laptops introduced. Class 1 and 2 of the HAVO / VWO, all students received a laptop. Next year years 3 and 4 and the following year the classes 5 and 6. When we entering a first class every pupil is using the laptop. They have all the books in pdf on the laptop and teachers in teams working on the development of new material. They develop material in a very strict project.\n
- In the fourth school, using tablets, laptops and desktops, depending on what is to be learned. Classes can have this, because each class has a number of desktops and also access to mobile cabinets containing laptops and tablets. Teachers develop lessons in which ICT is integrated and share it with each other. So they do together ideas going on.\n\nSOCRATIVE: which do you like it most?\n
- Vision of the school on ICT and pedagogy\nExpertise of the teacher/management\nDigital learning materials\nICT infrastructure\n
- Vision: the first school they had a very basic vision: ICT is good and use it. How, they had no spefic ideas\nThe second school: with the enthousiastic Monique: Monique has vision, but the others? What happens when Monique leaves the school?\nThe third school has a very technical vision: gave everybody a laptop, develop learning materials and the lessons are much better\nThe fourth school has the vision that ICT can facilitate learning. Teachers have to search in what way this can happen and support teachers in their search.\n\nExpertise: the first school they had a very basic idea about expertise: teachers have less expertises and they have to have a refresher course.\nThe second school: Monique has a lot of expertise, here colleagues didn’t have and lean on Monique\nThe third school in introducing the laptops offered a course in which teachers could learn how they could go to the laptop and some windows programs.\nThe fourth school professionalises colleagues by making available time to enable lessons to develop and share with each other.\nThe first school puts no time in developing digital learning materials. The second school, this is mainly done by Monique. Monique does share something with her ollega's, but she does not see that the colleague'' s make use of them. The third school is a lot of effort into the development of teaching materials. one wants to make all digital learning. In the fourth school time devoted to the development of learning materials by not investing in learning, but more in developing the expertise of teachers to develop teaching materials ..\n\nThe first school has a projector, two interactive whiteboards, a number of desktops and two laptops. The second school has a lot of material. This was purchased by Monique, but is also especially by its use. The third school has systematically delaptop entered and all teachers and students have a laptop. In the fourth school is much material, but this is available and can be used depending on the learning process that must be accomplished.\n
- Vision of the school on ICT and pedagogy\nExpertise of the teacher/management\nDigital learning materials\nICT infrastructure\n
- What is the vision of the school to teach, how students should learn? Is it a vision that is imposed from above or a shared vision that has guided for education? Who is alive and under discussion?\n
- There are many visions and many sources for your vision:\nThere is a slight difference between the first and the second view and that is the certainty of faith in technology\n20st century skills is based on the skills that students in the 21st century should have to work, in society and move to live in general\nAnd sometimes it is a very basic vision, the school next to us is using ICT and all pupils now go to the other school\n
- What are the skills of the teachers, but also the teaching assistants, the Directors and the IT department?\n\nSOCARTIVE: Vraag 2: Did the skills of the pupils also matter?\n
- For the teachers we have in Holland a Knowledge base. In this knowledge, we defined what a teacher all should know and be able with regard to the integration of ICT in education\n
- and if it does not work, do not get upset\n
- always have a plan b on hand\n
- Coursera, Udacity, Udemy, Khan, Benchprep, Great Courses, Straighterline\n
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- How stable is the IT infrastructure? The hardware is robust? Can it take a beating? there is a good helpdesk? What if a computer is broken? Is there enough software? What is WiFi?\n
- SOCRATIVE Vraag 3, 4, 5, 6, 7 en 8\n
- By a technology-push is the emphasis on the hardware and software, the emphasis is less on learning materials and learning and how the knowledge of the teacher is necessary in integrating ICT in education\nBy a educational push is the emphasis on the learning process of the student and his vision of how ICT can contribute to that process, in which the knowledge of the teacher to realize this essential\n
- A school director is completely under the spell of the iPad. At home he has an iPad and see how his grandson teaches using an ipad. He sees great potential for education at school and decides the first two classes to be equipped with an iPad. He is convinced that the teachers will somehow learn to deal with this ipad and different that the students that teachers tell\n
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- Do you know the strategy of disruptive class? \nIt is a strategy in which an innovation is achieved where it has no competition from the old techniques. An example is the rise of the Walkman. Because there was a tape recorder which was very good, and becoming better, they were not afraid of the emergence of an inferior small device walkman. Because the big companies are not entered into the competition this device could be large and thus a large share of the market.\n
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- helps it teachers to convince? Helps it to persuade\n
- Programmed instruction has an overall effect of .24\nInteractive video methods an effect of .54\nComputer assisted instruction: .37\nSimulations .33\nWeb-based learning .18\nVisual/audio-visual methods .22\n\nThat is not much, especially when you consider that research in itself effect even though nothing is done.\n
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- So it works?\n
- There is evidence that it works, but why not use teachers more ICT in their lessons?\n
- SOCRATIVE DDU\n
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- An example, using the director in the school ICT as he chairing a meeting? There is an interactive whiteboard behind him and he uses only a powerpoint to run, or does he really use it?\nOr you, tell you later against the teachers, you need to use ICT and yourself do not you? Who of you has a paper calendar?\n
- Not talking on ICT skills, but working and developping ICT-skills\n
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- Suppose you are a carpenter. Your whole life you make all chairs and seats only\n
- And there is another cabinetmaker. He makes his life all sofas\n
- Is it fair to ask what is better, a chair or a sofa? \nIt depends on what you want to use it? Is it sit? It is about what the moosite looks? It is about the best that you can sit at the dinner table?\n
- If you are a carpenter who always chairs made calls to a bank, he will make a bank like this, perhaps\n
- If you are a carpenter who only sofas made calls to a chair, he will make a chair like this.\nChairs and sofas make similar, but different. So it is to develop materials with ICT and without ICT\n
- The teacher play an very important role. He can say yes, but once in the classroom, he can quite different things\n
- Beacause\n
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