National ICT-e competence standards for initial teacher education.
National ICT-e competence standardsfor initial teacher education.A result of collaboration by Facultiesof Education in the Netherlands.1Ton Koenraad (TELLConsult, Netherlands)www.tellconsult.euAike van der Hoeff (HAN University of Applied Sciences, Netherlands)
Innovation in Teacher Ed. to prepareprofessionals to teach our next generation2
Instruments to support the integration ofICT in Education (1) :The 4 in Balance Model3More info at NL Schoolnet (Kennisnet)
English version (2009) available hereInstruments to support the integration ofICT in Education (2):Dutch ICT Standards for teachers
Source:www.tpack.org5Koehler & Mishra (2006)Instruments to support the integration ofICT in Education (3):The TPACK model
Instruments to support the integration ofICT in Education :The 4 in Balance Model6
Dutch ICT-e standards for prospective teachers(Version 1, 2009)• Collaboratively developed by NL teachertraining colleges (ADEF consortium)• Describes knowledge, skills ánd attitudes• Defines performance criteria• Supports curriculum planning across disciplines• Is not prescriptive resubject content nor pedagogy• Is also useful for CPD programs7
Dutch ICT Standards for prospective teachers.Contents (2013 update)1. Attitude– The teacher is creative, cooperates with other teachers regarding the use ofICT, reflects on his own behavior regarding the use of ICT2. Instrumental skills: Can make use of:– office software– Learning Management Systems– testsoftware– Authoring tools for multimedia learning materials development3. Information literacy (Information skills)4. General pedagogy: can use /make ICT available to:– Present– Cooperate and communicate– Support individual work– Coach & evaluate– Test5. Arrange and develop digital teaching materials1. Find2. Adapt / Develop3. Knowledge of copyright models9
Inspired by TPACK1. TPACK means: Technological, PedagogicalAnd Content Knowledge2. It is a model to help integrate the use oftechnology in teaching and learning3. It is not prescriptive but aims to explain therelationship between content, pedagogy andtechnology10
The TPACK model,source:www.tpack.org11Koehler & Mishra (2006)
Technological Pedagogical Knowledge:Knowing how ICT affects subject teachingmethodologiesPedagogical Content Knowledge:Know-how about subject specific pedagogy & methodologiesTechnological Content Knowledge:Realising how ICT influences how subjectmatter can be acquired.
The premises of TPACK• Teachers do have content knowledge, theyteach about it• Teachers do have pedagogical knowledge andexperience, they use it while teaching• Teachers should have ICT knowledge, so theycan use it when teaching• These three ‘knowledges’should be available to themas integrated set13
14A use case: Language Dept. at Facultyof Education, Hogeschool Utrecht (NL)
16According to Bernie Dodge:“There are at least two reasons that the World Wide Web is an excitingdevelopment for educators:• Using the Web breaks down the walls that separate schools fromeverything else.• Using the Web forces active learning.”Why the Web?
17Active learningIn Dodge´s own words active learninginvolves:«putting our students in situationswhich compel them to read, speak,listen, think deeply, and write.Active learning puts the responsibilityof organizing what is to be learned inthe hands of the learners themselves,and ideally lends itself to a morediverse range of learning styles.»
18WebQuest structure1. Introduction: orientation & motivation2. Task: what?3. Process: how?4. Resources: which information?5. Evaluation: which criteria?6. Conclusion: what have you learnt& and how to consolidate?WebresourcesConclusionEvaluationProccessTaskIntroductionTeacher’spage
20WebQuests in Language Ed.?• The WQ-model can well accommodate current SLA-views and MFL methodology- learner-centredness, active learning, focus on learning strategies• It can help MFL teachers to:- relate learning to the real world- enhance & (partly) replace textbook-based learning- support transdiscipline curriculum activities
21Why a Project specifically for MFL?Koenraad & Westhoff, 2003
22Project Rationale• 1. Support for what is a triple innovation for most in-service teachers:– Change in language pedagogy– extending skills: ICT and assessment & design of materials– acquiring new or other classroom and task management skills• 2. And … related competences development is notwidely available in initial Teacher Ed.(Westhoff, 2005; Van den Branden, 2006; Koenraad, 2006)
From Pilot to ImplementationFrom teacher level to curriculum level.• Early adopter in oneDept. experiments inmethods course• Shares experiences withteam members• Other colleagues adopt &adapt initial coursematerials• Dept. formalises course• Other depts. includeelement in their methodscourses• Content teachers adoptthe approach and adapttheir teaching methods• Relevant competencesincluded in ICT standards• Process to realiseimplementation in formalcurriculum25