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التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟ يوني ايممونين
The document discusses how schools can transition to digital learning environments. It recommends that schools adopt strategic approaches to integrating ICT that involve collaborative development, supporting leadership, research-based practices, and continuous evaluation. Teachers should utilize new pedagogical models and learner-centered strategies while facilitating student competency development and informal learning. Students will shift from passive consumers to active producers, taking more responsibility for their own learning across authentic contexts. Evaluation of digital learning materials and programs should consider whether they are purposeful, practical, participatory, polyfunctional, polycultural, and positive.
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التقنيات الحديثة في التعلُم أصول تدريس جديدة – تقويم جديد؟ يوني ايممونين
- 1. School-based model ingoing digital Jouni Immonen IEFE 2013 Workshop Riyadh, KSA jouni.immonen@fcg.fi “ICT –based Education as a Driver of Change in Teaching - Studying – Learning”
- 2. ICT –integral elementof learning environment
- 3. ICT Challenges Education Schools: • Changes in teaching – studying – learning process • School culture – collaborative development • Research–based development • Supporting and future oriented leadership • Integration of ICTs in other elements of learning environment – hybrid learning • School–based professional development • Networking • Strategic approach to the use of ICT • Continuous evaluation
- 4. ICT Challenges Education Teachers: • New pedagogical models and practices – versatile learning environments • Learner-centred strategies • Competencies in pedagogical use of ICT • Research-based approach to teaching • No longer primary source of information – facilitates, coaches, creates structure, monitors the progress • Utilisation of students informal learning • Collaboration with other teachers – team work • Networking locally and globally
- 5. ICT Challenges Education Students: • Use of media is part of children´s everyday life • How to cope with the huge information flow? • How to process information? • Shift from “consumer” to “producer” • Taking active role – learning to learn • Taking more responsibility of one´s own learning • Learning in authentic contexts • Developing self-assessment • Combining curriculum–based studying with informal learning • Mastering the critical skills for the 21st century
- 6. Case: ICT basedEducation as a Driver of Change in Learning, Finland & Russia, 2010-2012 MAIN PRINCIPLES Pedagogical use of ICT Flexible pedagogical framework Making Teaching – Studying – Learning culture & process visible
- 7. School–based Development inthe Use of ICT
- 8. EncourageGuide Support Connect Reflect Share Co-operate Training Development project School/Schools &Development Teams Learn School–based training model
- 9. ELEMENTS OF THEPROGRAMME – BLENDED LEARNING APPROACH • Face-to-face workshops • On-line learning (Moodle, Skype) • Expert consultations – on-line & face to face • Development teams in the pilot schools producing digital learning materials • School pairs from two countries working together • Supporting materials (digital, printed) • Tools for continuous evaluation of the process and product – criteria & guiding questions
- 10. Evaluation Practices inthe Programme Integrated Process Product & Project evaluation Tailored evaluation criteria and tools for the development of digital learning materials.
- 11. EVALUATION CRITERIA ”Six Ps” P1 – Purposeful • Identification of a problem or need in current practice • Goal setting • E-resource can be used for different purposes P 2 - Practical • Achievability • Relevance of the use of ICT • Problem based P 3 – Participatory • Engaging the whole school • Dialogue and co-operation • Collective activity
- 12. EVALUATION CRITERIA ”Six Ps” P4 – Poly-functional • Capacity building • Adaptability • Variation P 5 – Poly-cultural • Culture and context sensitivity • Long-termpartnerships • Future-orientation P 6 – Positive • Motivation to quality improvement • Encouragement to risk-takingandinnovations • Continuous assessment and reflection
- 13. FORMS OF ASSESSMENT Formal& informal assessment • Utilising versatile forms of assessment & evaluation • From testing to supportive and encouraging assessment Peer assessment • Students assess each other´s work Self assessment • Self assessment is important element in learning to learn E-Portfolio • Collecting, storing and assessment of student´s work – making learning visible
- 14.
- 15. 2/26/13 Page 15 School-basedICT Strategy and Action Plan • Components: • Vision and strategic objectives • Virtual school concept • Pedagogical use of ICT - approach • Assessment & evaluation practices • Technology • for teaching – studying – learning • school administration tools • school portal • Pedagogical & technical support services
- 16. 2/26/13 Page 16 School-basedICT Strategy and Action Plan • Organization and leadership issues - responsibilities • Networking – international cooperation • Staff development – teachers´ continuous professional development • Monitoring and evaluation of the implementation - quality assurance • Risk analysis • Scheduled implementation plan • Budget
- 17. Jouni Immonen FCG FinnishConsulting Group Ltd. jouni.immonen@fcg.fi