NERA 41st Congress, Reykjavik, Iceland March 7th to 9th 2013 http://www.yourhost.is/nera2013/welcome.html

1. ICT in science education –
the conditions that affect teachers
Dr. Svava Pétursdóttir
University of Iceland, School of Education
Annual Nordic Conference on Educational
Research, March 7-9, 2013,
Reykjavík, Iceland.
svavap@hi.is
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2. Unglingaherbergi
Computers
Mp3 player
Mobile phone External hard drive
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3. Where is technology in schools?
Smartphone ?
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4. Phase I
123 responses to a
survey on ICT use
Phase II Qualitative exploration of
teachers´ICT use
Phase III Interventions
Tests, observations,
2 Focus groups interviews
40 Volunteers from (4+2) Intervention
survey 10 interviews teachers and
pupils
Four cases +1
3 Comparison
teachers and
pupils
1 new recruit
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5. Subject culture
General set of institutionalized
practices and expectations
which has grown up around a
particular school subject
Assessment Teacher attitude/belief
Measuring student Teacher s belief about the
learning, typically educational purpose of
through high-stakes using technology in the
examinations teaching and learning
process
Knowledge/Skills
Institution Technology skills
Leadership Technology-supported Technology
Time-tabling pedagogy skills Integration
structure Technology-related-
School plan classroom management
skills
Resources
Availability of technology
Access to technology
Time
Technical support
Hew and Brush 2007
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6. ‘What factors do you think make it
easy for you and encourage you to
employ ICT with pupils?’
• Equipment (23)
• Pupils’ interests and abilities (22)
• Information (15)
• Pedagogical issues (11)
N=75,
• Visual aspect (6) 86 items
• Digital learning resources (5)
• Teachers’ interest and abilities (3)
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7. ‘What factors do you think inhibit you
from employing ICT with pupils?’
• Equipment – lack of – faulty (57)
• Pedagogical issued (22)
• Knowledge (13)
• Digital learning resources (9)
• Time issues (6)
• Professional support (2) N=79,
112 items
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8. Benefits and pitfalls
A. Between use value and exchange value
– Pupils learn from ICT
– Pupils get distracted by ICT
• Games
• Social networking -Facebook
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9. Rules in the classroom
B. Between current mode of practice and
emerging modes
– Teacher no longer central
– Class has to move to equipment
– Pupils need new skills
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10. Availability and access to equipment
C. Between the community and the teachers,
mediated by the rules
– Limited availability
– Accessing clusters
– Timetabeling
– Faulty equipment
(internet connections, laptops)
expectations
in curriculum
and policy
papers 10

11. Lack of support
D. Between teachers and management
– Curricular demands
• Tool making activity not supported
– Alone or part of a team
– Provision of CPD
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12. Content
knowledge –
energy goes into
learning science
and teaching
Mediating artifacts:
science
ICT, textbooks, DLR´s, equipment
B. A.
Subject,
teacher Object – pupils Goal:
knowledge,
D. skills,
C. understanding
Rules Community Division of labour
OLGA
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13. * Constraints from teaching
two subjects – priority goes to
Icelandic
Mediating artifacts:
ICT, textbooks, DLR´s, equipment
E.
Subject,
teacher Object – Object,
teaching science knowledge,
D. vs. skills,
*. C. Icelandic understanding
Rules; Community Division of labour
Timetables,
school ANNA
organisation.
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14. *Tertiary
Mediating artifacts: contradiction
ICT, textbooks, DLR´s, equipment Isolation – her
E. practice stays with
her
Subject,
teacher pupils Object, science
knowledge, skills,
C. understanding
*.
Rules Community Division of labour
ELLEN
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15. * Had situation been
ideal then – quartianry Eva´s personal
contradictions life
between systems
Mediating artifacts:
ICT, textbooks, DLR´s equipment
E.
*.
Subject,
teacher Object - pupils Object,
knowledge,
D. skills,
C. understanding
Rules Community Division of labour
EVA 15

16. Subject culture
General set of institutionalized
Not relevant in practices and expectations which Where is the
an Icelandic has grown up around a particular curriculum
context, no and policy
high stakes school subject
testing in
science (PISA)
Teacher attitude/belief
Assessement Teacher´s belief about the
Measuring student educational purpose of using Pupils?
learning, typically technology in the teaching
through high-stakes and learning process
examinations Ambition Attitudes towards work
and “going the extra mile”
incentives
Where is Knowledge/Skills
professional Institution Technology skills
support related Leadership Technology-supported
to knowledge pedagogy skills Technology
Time-tabling Integration
and skills – structure Technology-related-
isolation School plan classroom management
skills
Content knowledge
In resources –
availability of
relevant DLR Resources
Availability of technology
in Icelandic
Access to technology
Time
Technical support
Hew and Brush 2007
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17. National level Institution/school level Teacher level Classroom level
Subject culture ICT culture
Subject prestige No testing Teaching methods-Pedagogy Modes of learning
Teacher
Policy attitude/belief
Curriculum • educational purpose of
School self evaluation using ICT in teaching
Union agreements • towards work
PUPILS
Needs
and
Knowledge/Skills Technology wishes
Technology skills Integration
Support CPD Technology-supported
pedagogy skills
Leadership
Technology-related-
CoP Peer support classroom management
skills
Content knowledge
Resources
Availability of technology Access to technology
DLR´s -Relevance
Technical support Time-tabling
Time – Prioritisation
Time to learn Time to plan Time to evaluate Time to prac tice
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18. Physical tools
Equipment
DLR
Conceptual tools
Shared vision
Instrumentality
Knowledge
Policy CPD
Curriculum Collaboration
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19. ‘Disruptions and
eruptions as
opportunities for
transforming
education’.
Photo: http://www.skema.is/media/forsidubordar/ipad1.jpg
Photo: http://www.vf.is/images/heidarskoli_menntavagn2.jpg
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20. Náttúrutorg – Science plaza
Aided by
technology
Collective
interests
Community
of practice
Workshops and
courses
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21. Just saw a fun
experiment on
youtube, here is
a link to
instuctions to a
lot of
experiments , a
handy website.
Cool, to put a
stopwatch on
the projector
if you are
measuring
heartrates
with pupils

22. Menntamiðja
Education Plaza
“ an emphasis on building connections between
institutions, between schools, forming connections
with academia with mutual benefits of all
stakeholders as a guiding light. “
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23. Thanks for your attendance
Svava Pétursdóttir 23