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Flexible ICT options for language learning in primary education
- 1. Flexible ICT options for language learning in primary education dr. Wim de Boer Florence, Italy 14 - 15 November 2013
- 4. Outline • The language • The need • The approach • The input • The ideas • The guidelines • The first prototype • The proces from here on…
- 5. The language: Some facts… • 620,000 inhabitants: 94% understand, 74% speak, 65% read and 17% write • 55% Frisian mother tongue • Schools have curricular autonomy • Frisian language is part of curriculum • Primary schools: one lesson per week • 15-20% of schools use Frisian as medium of instruction in world studies & arts • 67% of teachers are qualified to teach it The Frisian language in education in the Netherlands
- 6. A new (digital) set of learning materials for learning Frisian in primary education The need
- 7. Thomas Reeves The approach: Development research
- 9. The input • Inventory of actual developments within education, focused on the use of technology • School visits, observations of classes • Interviews with teachers and pupils • Research with Frisian Academy on use of existing materials • Curriculum and evaluation project with field • Research with students of teacher training institute on use of existing materials and ideas about the future • Inventory didactical approaches
- 12. The input • Inventory of actual developments within education, focused on the use of technology • School visits, observations of classes • Interviews with teachers and pupils • Research with Frisian Academy on use of existing materials • Curriculum and evaluation project with field • Research with students of teacher training institute on use of existing materials and ideas about the future • Inventory didactical approaches
- 14. Media mix options, printing on demand Not to be outdated fastly Re-newing, improving constantly Dig. Portfolio Tests progress tracking learning analytics educational platfoarm Teacher assistant actual Ease of use overview motivational ICT: HTML 5... Serious games Games/gamification individual & adaptive learning Use of digital BB differentitation curricula Use of ECFR
- 15. The input • Inventory of actual developments within education, focused on the use of technology • School visits, observations of classes • Interviews with teachers and pupils • Research with Frisian Academy on use of existing materials • Curriculum and evaluation project with field • Research with students of teacher training institute on use of existing materials and ideas about the future • Inventory didactical approaches
- 17. Design principles • Curriculum flexibility: Custom made curricula based on school and teacher (pupil) choices and characteristics; • Didactical/pedagogical flexibility: Options for different learning styles, content, differentiation, class organization, group & individual learning; • Presentation flexibility: Custom made based presentation on school and teacher (pupil) choices and characteristics, digital white/blackboard, digital teacher assistant, use on mobile devices and tablets, crossed media/blended learning, printing on demand; • New learning options: Serious games, gamification, personal learning, adaptive learning modules; • Evaluating learning options: Smart learning analytics, evaluation tools and instruments, integrated as part of learning activities.
- 18. Flexibility Frisian as a subject Important Not important Use of Frisian in other subjects CLIL Yes No Teacher with diploma Yes No # students are Frisian High Low Competences All Some Digital Yes No Size school Small Big Content Frisian culture Children’s Interest
- 19. School 1 Frisian as a subject Important Not important Use of Frisian in other subjects CLIL Yes No Teacher with diploma Yes No # students are Frisian High Low Competences All Some Digital Yes No Size school Small Big Content Frisian culture Children’s Interest
- 20. School 2 Frisian as a subject Important Not important Use of Frisian in other subjects CLIL Yes No Teacher with diploma Yes No # students are Frisian High Low Competences All Some Digital Yes No Size school Small Big Content Frisian culture Children’s Interest
- 21. Contents text, video, audio, games, tests, exams, projects, practices, assignments, formative assessments, adaptive modules, curricula, own materials, materials other subjects Print Electronic learning environment: • Browser • Tablet • Digital board • …. Learning platform
- 23. Nije foarmen fan learen (serious games)
- 24. The proces from here on… Doing it together… • Pilots and workshops with teachers • Research with future teachers and teacher trainers, including teachers and students • Cooperation with network of language coordinators and multilanguage schools • Working on curriculum with teacher consultants and in service institute • ….
- 28. Learning domain (e.g. verbs) Test questions practiceinstruction (A1-) practice (A1) practice (A1+)instruction practice (A2-)instruction instruction
- 29. De Romeinen komme út it easten Klaas: Wy hawwe stienen nedich Klaas: Kom deroan Pieter: Ik haw it wol
- 30. Gebouwen skoalle sikehûs finzenis teater tsjerke Rampen Gjin ûnderwiis Kriminaliteit Ferfeling pest
- 39. Identifying ideas, demands and wishes for a new set of learning materials for Frisian language learning
- 40. • Secondary schools offer the subject in the lower grades • In higher grades possibility as a subject with exam in all types of s.e. • Frisian as instruction language is permitted, but rare. Today: 3-language schools project…
- 44. • Eight dimensions of effective Web-based learning environments (Reeves, 2002).
- 50. Used for: • Specific software • searching • Communication Not for: • Simulation/gam es • Testing
- 52. Curriculum oral language 1. The students develop a positive attitude towards the use of Frisian by themselves and others . 2. The students learn to acquire information from spoken Frisian language. Through texts, opinions or instruction on subjects familiar to them . 3. The pupils learn to process information in Frisian to express situations in their daily lives. written language 4. The students learn to acquire information from texts in Frisian in text types such as leaflets, brochures , articles , webites , lyrics. 5 . The students learn to write about everyday topics with the aim to be able to communicate with others about those subjects . Linguistics, including strategies 6. The students acquire a vocabulary of frequently used words and acquire strategies for understanding unfamiliar words .
- 53. Offer options and help selecting…
Editor's Notes
- Flexible ICT options for language learning in primary education Dr. Wim de Boer Afûk Institute for the Frisian Language The Netherlands w.deboer@afuk.nl Using technology for teaching and learning in the classroom doesn’t seem to be so obvious and easy. Kennisnet, the Dutch research institute for ICT and learning, shows in her yearly monitor that although 80% of primary education classroom have a digital blackboard and every five pupils share a computer, its use stays rather limited[1]. An important complain of teachers is that there is a lack of quality digital educational resources. Today’s promises for ICT seem more down to earth and focused on results. Projects with titles that include `evidence based` demonstrate that, and teachers ask for it. ICT should be working, and should give a benefit, an extra. So, new flexible ICT options for language learning should be based on these principles as well. The new learning and teaching series of learning materials for Frisian language in primary education in the province of Fryslân in the Netherlands are being developed according to a design research approach[2]. Primary school teachers are part of the team designing and testing the educational resources and environment. Based on research findings design decisions towards where and how ICT will be used are made. An important principle is flexibility as is defined by De Boer and Collis[3], which focuses on the organization and the curriculum part of learning. ICT can play an important part in the specific design of the curriculum of a program, which may differ from school to school. Also, the way schools use different media may differ: some schools like books, some their digital blackboard, some their tablets and others the mix of it all. Another example is de use of specific language games that can be part of the curriculum, or not. Also, the way schools want to offer their pupils personal learning tracks for parts of the curriculum is a choice. Teachers and schools work together with language, educational and ICT specialist in the design of the (digital) learning and teaching environment. It offers teachers choices. ICT is used, but books and paper as well. Based on the needs and conditions of teachers a suitable design for their teaching. The goal of this project is to include ICT in an offer towards schools and teachers, in such a way that ICT is used for the benefit of teaching and learning the Frisian language in primary education.
- The Frisian language in education in the Netherlands only 15-20 % of prima-ry schools regularly use Frisian as medium of instruction insofar as ‘world studies’ and ‘arts’ 67 % of primary school teachers are qualified to teach Frisian. 21 % of all Frisian lessons are taught by unqualified teachers. Fryslân is a province in the North of the Netherlands. Within the Netherlands, two official languages are spoken: Dutch and Frisian. The Frisian language is characterized as an autochthonous minority western Germanic language, closely related to Dutch[4]. Of the 620,000 inhabitants of Fryslân, 94% understands, 74% speaks, 65% reads and 17% writes (in) the Frisian language. About 55% consider Frisian as their mother tongue[4]. Primary schools in Fryslân are not that different than those in other parts of the Netherlands, with regard to curriculum. Schools are responsible for the quality of education and have a great deal of curricular autonomy[5]. They are for example able to select learning materials that relate to their educational visions, with budgets for which they have responsibility. An important difference is however that within the curriculum in Fryslân, the subject Frisian language is an obligatory part of the curriculum. Another characteristic is that schools in this part of the country are rather small. The (about) 450 schools have an average of 125 pupils, of which 24% have less than 60 children and only 3% of the schools have more than three hundred children[4]. The majority of primary schools in Fryslân spend 30-60 minutes on one lesson of Frisian per week and about 15-20% of the schools regularly use Frisian as medium of instruction[6]. obligatory part of the curriculum in primary education and in early secondary education. Afûk is the publisher of educational materials for Frisian language learning in education. They provide coherent packages of subject-related paper based learning materials, but also a digital learning environment.
- Frisian became an obligatory subject in the lower grades of secondary education Frisian is an optional exam subject in the higher grades of all three types of secondary education. It is permitted to teach using Frisian as medium of instruction in all types of secondary education. However, the use of Frisian as medium of instruction is rare.