elfe 0511211 european e-learning forum for education – elfe summary of findings tjeerd plomp...
TRANSCRIPT
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European e-Learning Forum for Education –
ELFE
Summary of findings
Tjeerd Plomp
University of Twente
Enschede, the Netherlands
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Three Aims:
#1: Analyse and share good experiences and identify good practices in using ICT in schools – ELFE teams to schools
#2: Study the possibilities of transferring these good practices to other schools and countries – school-to-school visits
#3: Create a debate on how a European policy on e-Learning and use of ICT in education - conferences
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This presentation:
- Conceptualization
- School visits
- Selection of schools
- Findings:
1. ICT use and infrastructure
2. Experiences of/in schools
3. School-to-school visits
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Some general ‘wisdom’
• ICT is means, not goal in itself
• Our society has transformed from an industrial society into an information or knowledge society
=> Have consequences for education and for how schools function and teachers teach
• In 21st century our perception of what is ‘good’ education has to change – this pertains to all components of the teaching-learning (T/L) process
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Components of the Teaching/Learning process
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•Rationale/vision
•Aims-objectives
•Content
•Learning activities
•Teacher role
•Materials & resources
•Grouping
•Location
•Time
•Assessment
Metaphor of spiderweb: it is as strong as its weakest axe!
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content
student teacherlearning process
materials& infra structure
aims
and c n s u lo
c o a c h i n gandtnemeg
n aam
p l a n n i nt i n g
g
Learning: interaction between actors and goals of education
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Good education for 21st century:• may mean different things dependent on
context and choices made, e.g.,
– existing goals and content, but ‘innovative’ pedagogy
– new goals and content, with new pedagogy (e.g. ‘non-traditional’ grouping, location, time and/or assessment)
– ICT as instrument in realizing changes
Important:
change is a PROCESS not an EVENT
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Possible shifts in pedagogy (adapted from Kozma et al., 1999)
Less MoreSchool Isolated from society Integrated in society
Most information on school functioning confidential
Information openly available
Teacher Initiator of instruction Helps students find appropriate instruct path
Evaluates student Helps student to evaluate own progress
Places low emphasis on communcation skills
Places high emphasis on communcation skills
Mostly passive More active
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Possible shifts in pedagogy (contd)(adapted from Kozma et al., 1999)
Less MoreStudent Mostly passive More active
Learns at school Learns also outside school
Hardly any teamwork Much teamwork
Takes questions from books or teachers
Asks questions OR generates them (projects)
Learns answers to questions
Finds answers to questions
Learning outcomes
Emphasis on reproductive skills
Emphasis on productive skills
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Good education for 21st century:
A good balance between what is traditionally valued and what is needed in an information society.
as stated - it may mean different things in different schools and in different countries, dependent on context and choices made.
But we believe that using ICT is key in realizing changes
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Criteria for selecting schools
General:- ‘normal’ schools, i.e. no specific ICT
projects- Mixture of primary & secondary schoolsSpecific:- ICT use aimed at pedagogical
innovation – new methods and/or new goals
- ICT intensively used in teaching-learning in school as a whole
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Implications for project
Great variation in 15 schools selected:
- in pedagogical approaches and in ICT applications
- in degree of dissemination and use of ICT,
BUT:
- all school have policy aimed at integrating ICT in teaching & learning
See Summary – Table on p.3
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Implications for project
The small number of schools does not allow for any statistical generalisation
But:
the analysis of the cases form a rich input for discussions, reflections and recommendations on use of ICT in education recommendations.
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Approach for school visits
AIM #1: identify good experiences and good practices in using ICT in schools
Data collection and reporting structured according to two perspectives:
1. ICT use and infrastructure
2. Experiences of/in schools
Each perspective elaborated in a a number of analysis questions.
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Approach for school visits
ELFE team visited schools for 1 dayInterviews with:- Principal- Innovative teachers and ICT coordinator- ‘other’ teachers- StudentsQuestionnaires to Principal and ICT
coordinator(adapted from IEA SITES-M2 study)
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Approach for school visits
Data collection and reporting structured according to analysis questions.
Per school:
- Narrative report: for use by school and to be placed on ELFE website
- Structured data report: for cross-case analysis
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Findings – ICT use & infrastructure
Important educational goals for using ICT:(i) to develop students’ independence and
responsibility for own learning
(ii) to promote active learning strategies (individualizing, projects, etc)
(iii) to improve student achievement
(iv) to prepare students for future jobs.
school leaders: good balance between what is traditionally valued and what is considered important in the 21st century
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Findings – ICT use & infrastructure
ICT related policies:- Students can access external databases via
WWW- Majority of schools: teachers and students can
email via school- Many schools relieved teaching load for few
teachers to support colleagues (10/14)- Most schools address issue of norms and
values in using Internet/WWW (12/14)
Only 8/14 schools have written policy!
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Findings – ICT use & infrastructureHardware
- Most schools stud:comp ratio <6- Mostly multimedia computers in LAN
with access to Internet and WWW- Placed in various locations – special
areas for individual and small group work important! – often a problem
- Peripherals adequate for useNOTE: innovativeness of ICT use not
dependent on amount of ICT!
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Findings – ICT use & infrastructureSoftware
All schools software according to need:(i) general application software(ii) digital learning resources (esp for math,
sciences, languages, informatics)(iii) network/communication tools, (iv) computer and digital tools:Learning and communication platforms (like
Digital Brain, ClassFronter, First Class) are crucial in realising major innovations
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Findings – ICT use & infrastructureSupport
Support a key factor!- Integration of ICT in T/L evokes need
for new type of support (staff) in schools
- Both technical and pedagogical support staff needed
Sometimes: techn support at municpl/ regional level, but also schools without
Often: relieved teaching load for few teachers to support colleagues (10/14)
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Findings – ICT use & infrastructureStaff development
Another key factor!
- Almost all schools (13/14) have policies and provide facilities
- often outside school
- often regionally/locally co-ordinated
- In most schools distinction between focus on ICT (ECDL) and pedagogical use of ICT (PCDL)
- In DK, EN, NW: national policy!
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Findings – Experiences of schools
Not school descriptions!
But:
Observations and conclusions from interviews and questionnaires
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Findings – Experiences of schools
Does use of ICT make a difference?
Learning goals changed to some extent: next to ‘traditional’ subjects, new ones such as promoting active learning, and developing independent learning skills, information handling skills, communication and collaboration skills
Content changed to some extent: - ‘new methods become new content’- also integration of subjects in project-based
learning
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Findings – Experiences of schools
Does use of ICT make a difference? (cont)New materials and resources: web-based,
via systems like Digital Brain, via communication with experts, teacher development and exchange, etc.
Changes in grouping: indiv and small grp learning – communctn facilitated by ICT!
NOTES:- variation in methods increases with use of ICT- studs in one school: small group work more on
how to work, less on content part
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Findings – Experiences of schools
Does use of ICT make a difference? (cont)Changes in location and time: - project-based and independent learning
supported by ICT often outside classroom; also often not according to school time table (e.g. project weeks/days)
Infrastructure important:- Learning & communication platforms- Physical environment of/in school
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Findings – Experiences of schools
Does use of ICT make a difference? (cont)
Also totally new forms of arranging T/L:
e.g. in Norway: distance education approaches – form of ‘distributed learning’ in upper 2nd vocational educ:
students work from home and do internships at local busineses, whilst communicating with teachers via @ - only few times per year to the school.
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Findings – Experiences of schools
Does use of ICT make a difference? (cont)
Changes in student assessment & evaluation
Not much changed!
Although examples:
- electronic portfolio’s (projects, indiv tasks)
- software tools for formative evaluation
- in DK use of computer in final exams
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Findings – Experiences of schools
Does use of ICT make a difference? (cont)Changes in student assessment &
evaluationBut also in number of schools:
national paper and pencil examinations ‘conserve’ traditional methods of teaching and assessing students’ progress!
NW school: no approval from govt to use ICT in final exams, where all stud evaluation is ICT-based => experienced as problem!
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Findings – Experiences of schools:Teachers’ perspective
Important to realise:
Integration of ICT in T/L combined with adapting to needs of 21st century (new competencies) is complex, multidimensional change:
- change in materials
- change in pedagogical methods
- change in beliefs of what is good education
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Findings – Experiences of schools:Teachers’ perspective
Vision on teaching and learning:- teachers clearly support 21st century
goals (such as acquire 'productive' skills, problem solving skills, independent learning skills and/or skills for life long learning such as information handling, collaboration and communication skills)
- where management & communication platforms are used ICT also used to enhance teaching (e.g. less admin tasks)
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Findings – Experiences of schools:Teachers’ perspective
Approaches to teaching and learning – one scenario emerges:
project-based learning: small groups or indiv tasks with teachers in role of facilitator:
- ICT provides studs with access to a variety of resources (via Internet &WWW).
- often multidisciplinary projects in which teachers of various subjects are collaborating in supporting and coaching
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Findings – Experiences of schools:Teachers’ perspective
Approaches to teaching and learning –
project-based learning scenario :
- students are ‘challenged’ to develop and/or apply new skills, such as
information handling – problem solving -collaboration, communication & presentation
skills
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Findings – Experiences of schools:Teachers’ perspective
Approaches to teaching and learning
project-based learning – a observations:
- Teachers using ‘platforms’ consider these indispensable!
- in some countries this approach part of natl policy – but ELFE teachers convinced!
Some warnings by students:- Teacher is ‘not as rich’ in comp room- Tchers assume studs can work in projects
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Findings – Experiences of schools:Teachers’ perspective
Perception of impact of ICT(i) students are better motivated, having
increased self-esteem and developing new competences
(ii) in some cases better learning results are mentioned (often impressions)
(iii) the more open relationships with students is much appreciated, and
(iv) teachers experience the collaboration with other teachers as enriching.C
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Findings – Experiences of schools:Teachers’ perspective
Perception of impact of ICT
- Warning: students who cannot organize themselves have problems with project-based learning – need extra attention!
- in many schools: teachers mention lack of interest or even disagreement of number of colleagues
- gender issue: ‘technology not for women’?
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Findings – Experiences of schools:Students’ perspective
Students say that they do the following:
- collaborative learning (projects) with ICT
- communication (with teachers, sometimes with peers in other countries)
- use WWW for searching information
- sometimes: teach teachers and help peers
Students like using ICT and have no problems working with it
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Findings – Experiences of schools:Students’ perspective
Some concerns:
- Students in one school: evaluation of own work when working in small groups!
Some principals and teachers about studs:
- Students copy from websites and each other
- Skills to evaluate quality of web-based materials have to be developed
- Students tend to forget other (non-ICT) learning resources
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Findings – Experiences of schools:Students’ problems
on ICT skills:
- Introduction to computers and (complicated) software only at beginning of school year is not enough!
- Keyboard skills lacking
- Differences in ICT skills may frustrate collaboration in projects
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Findings – Experiences of schools: Students’ problems
on motivation and methods:
- Too much ICT may become boring – mixed methods preferred (UK school)
- Methods of working on ICT-related task too prescribed (PT school)
BUT dominant feature: students like working with ICT!
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Findings – Experiences of schools: Students’ problems
on infrastructure:
- In some schools: wish to have more computers and copies of software
- In some schools: computers old and system slow
General: schools may have problems to keep infrastr up-to-date, whilst many students have at home newest equipmt
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Findings – Experiences of schools:Influencing factors
Already mentioned:
- Good infrastructure
- Support for teachers (technical, pedagog)
- Staff development: policy + facilities (e.g. tims for external course, site visits, etc)
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Findings – Experiences of schools:Influencing factors
Further:
- Clear vision, policy and strategy of what school want to accomplish
- Supportive leadership in school
- Monitoring the processes of change
- ICT becoming part of school’s culture
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Findings – Experiences of schools:Influencing factors
ICT becoming part of school’s culture
- not fully realized in all schools
BUT esp in schools with learning mangmt & communication platforms ICT has contributed to new school culture and to school development
e.g. other communication patterns, other relationships between teachers, and teachers and students.
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Findings – Experiences of schools:Influencing factors
External factors:
- national, regional and/or local policies and support (financial, facilities)
- parents and (in some cases) local communities supportive- although not always clear how this goes beyond ‘liking and welcoming’ developments
- BUT vocational schools much support from local business and industry (NW & GM)
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Findings – Experiences of schools:Sustainability
Developments in all schools are sustainable:- intensive use of ICT for teaching and
learning is accepted in the school and has a fixed position in it;
- whilst there are no outside obstacles for keeping this situation alive.
Although some concerns in some schools
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Findings – Experiences of schools:Sustainability
Some concerns mentioned:
- Part of teachers has ‘not for me’ attitude
- Sufficient freedom in developing innovative pedagogy centralizes systems?
- Sufficient structural budgets to update and expand infrastructure?
- Not only for hardware/software, but also to develop proper support structure
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Aim #2: transferring good practices to other schools and countries
Method: school-to-school visits (2 teachers)- Good first step in disseminating good
practices, but too soon to observe effects
- Visits illuminating for most schools:- Could see other policies and practices- Could value own position – often not
only different, but also ‘better’ on certain aspects.
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Aim #2: transferring good practices to other schools and countries:
a few observations
from countries with centralized educ system:
- EN teachers in NW:
“pupils greater independence from teachers, and teachers greater independence from national curriculum: it can work!”
- PT teachers: centralized education system limits developing flexible and multidisciplinary T/L environments
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Aim #2: transferring good practices to other schools and countries:
a few observations
- Importance of schools having a policy and strategic plan to guide educational renewal and utilization of ICT
- With good technical and pedagogical support teachers can indeed focus on their core task: teaching utilizing ICT
Also: admiration and contradictions
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Thank you!
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