Neus Ferran, Albert Sangrà & Marc Romero

eLearn Center, Universitat Oberta de Catalunya (SPAIN)

Introduction

The current ecological paradigm

Inclusion of ICT in Spanish classrooms

Innovation in teaching methods – Learning with ICT

Impact of ICT on society = Impact on educational context. Schools are different characteristics -> this made significance at schools

Teachers need to be aware because education is:Intentional, planned, designed and made with a specific purpose

New ICTs = new organizational forms

Teachers and students (T&S) = different forms

of information

Conditions of the present:

the resistance the different learn

to understand C H A N G E

The problem is in attitudes from politiciansto support the educational and necessary change

SCHOOLCHANGE??

In the implementation of the reform promoted by the LOGSE digital technologies were only relevant

Every change in the government leads a new educational law

My doctoral thesis focused on methodological and organizational changes as a result of the integration of ICT in the classrooms

In the schools we conserve

the previous organization

forms as management team,

faculty, school board,

administration and services.

ICT involves changes in the

school’ organization and

infrastructure, the media, the

methodologies… and teachers

training.

We have to adapt schools at

SI characteristics: diversity,

flexibility and horizontality.

The e c o l o g i c a l p a r a d i g m is what bestdefines the reality of the current schools’organization because it includes the externalenvironment.

THERE HAS TO BE A C H A N G E IN THE M E T H O D O L O G Y

Every year the proportion of computers per student increases but the use of ICT by teachers and students for education is still low because aren’t regarded as important to develop in students (Plan Avanza I and II)

The education lives a tension between two functions:

• Make and transmit what is known

• Encourage creativity and the shift towards the unknown

The student – centred activities stimulated by ICT don’t match by the traditionally designed schedules

The teachers’ role need to change to more active participation of students in class

The i n n o v a t i o n influence and determine the characteristic aspects of work in the classroom

Teachers are the ones to use resources and promote the learning on all kinds of students

Each resource can be justified in terms ofthree parameters shown in the figure.

At this point it is important:

• to design learning situations in whichICTs are used as a common tool

• not only transferable in a linear form

• but that also allowed to transfer thetechnological process

• To be adapted to other contexts andused to solve problems

• or rethink the problems that appear inthe new context.

OWN

T E C H N I C A LQUALITY

C O N T E X TOF USE

C U R R I C U L A RFUNCTIONALITY

+

History

Working methodology

Case studies

First conclusions

Sant Josep de Calassanç opened

in 1597 a school for all children

He wanted a school for everyone

He defended the childrens’ right to

education

He founded the religious order of the Escoles Pies

Escoles Pies has a more than 400 years history

behind

It was the first public school in

Europe

Has 20 educational institutions

The effect of the economic crisis

=

impossible in all schools

CONSEQUENCE

process lengthened

+

need otherviable

alternatives

=

development ≠ ICT plans in

schools

1993 Methodological

Style

+

1998/99 Started Internet as a

teaching resource

+

2000/01 Orientation to the Internet

In 2009/10 the ICT plan was

initiated in some schools

O p e n i n gEPC to society

1597 1993 – 2009 2011

Mission

Educate children and young people to grow free and autonomous, critically, to live in community and feel committed to building a more just, sustainable and

peaceful world

Vis

ion

Work emotional aspectsDesign organization flexibleEncourage an open model

"Implementation of ICT in the classroom"

The model of the Education

Department in order to be a guide for all

Catalan schools

The pedagogical model within the

Escoles Pies

Training of teachers

The introduction of 1x1 and a IWB

in every classroom

THE EPC COMBINES THE INTEGRATION OF ICT IN THE CLASSROOM AND IN THE TEACHING-LEARNING PROCESS.

From the data gathered through qualitative and quantitative techniques a subsequent triangulation of results is allowed.

DocumentsEPC

Schools

Interviews face to faceGeneral Secretary

Heads Pedagogical and ICT from EPCHeads of schools

Coordinator of ICT in schools

Surveys

Teachersof

Schools

QUALITATIVE DATA QUANTITATIVE DATA

The research seeks to u n d e r s t a n d a n d i n t e r p r e t :• The reality of education• the meanings of the actors involved: perceptions, intentions & actions• with a holistic focus of the case analysed

CA

SE STU

DIES

OG1: Analyze and describe the process of integrating ICT in Escoles Pies ofCatalonia (EPC) from 4 selected cases

• Analyze evolution of different levels at schools

• Describe the organizational change and different strategies

• Describe the types of ICT training relevantOG2: Identify, based on the perceptions of stakeholders in the schools studied, factors facilitating integration of ICT that can base the design improvement suggestions

• Identify elements of educational innovation with ICT

• Discover the perception of stakeholders: possibilities and limitations

• Design methodology to improve the implementation

5: Final conclusions

4: Process and interpret

data

3: Type of design, choose methods and

instruments and collect data

2: Drafting on the theoretical

framework

1: Defining the object of investigation

The research was divided into 5 phases and it’s currently going between stages 3and 4 that take place in parallel way.

C A S E S T U D Y is appropriate to achieve the objectives: describe and interpret

with the deployment in the real scenario, we can determine the critical factors

Involves the participants in the co-construction of the reality

Allows to adopt a self-reflexive approach to understand the case

Specific case with four different cases chosen before the investigation starts

Each school formed by learning community: T&S, admin &services, S’ families

The choice: number of educational lines, and the level of ICT implementation:introduction, growth and maturity from OCDE

Context 4: 2 lines

EP Olot

Context 3: 4 lines

EP Sarrià-Calassanç

Context 1: 3 lines

EP Calella

Context 2: 3 lines

EP Sabadell

- introduction +/- application or growth + proper Integration or maturity

1x1 was an opportunity for all the schoolsIt had a financial difference between publicand private schoolsMany private schools found the projectattractive and financed themselves (Head, 1&2)

Two years ago = scratch + withouthelp = difficult: one of the cuts wasthis project. EPC:

• Continuing with a part beingfinanced by families

• Reconsider all contracts withsuppliers

• Allowing many investments: If aschool needs liquid to invest it canbe given by the other schools (Head, 1)

"Catalonia's schools have computer infrastructures and equipment facilitated bythe administration or acquired by themselves that allow to deploy technologies forteaching and learning“ (Head, 1)

Each school has different ways

They have a common space to share experiences

Educational change and innovation are associated with words like excitement, enthusiasm and desire (Head, 3) Head 1, 2 and 3 are the interviewees

Change to a more democratic educational platform against a previous payment platformimply that almost all the entire staff of the EPC uses ICTHelps schools to adapt to the current crisis context(Head, 1)

One computer per classroom, or smallclassrooms with computersGood external indicator is the fact of havingWi-Fi in schoolsProblems with these facilities, such as Wi-Ficonnecting or poor infrastructure (Head, 1 &2)

Teachers are more motivated but they fear: students know morethan them, a lack of security against using the ICTAt this time there are no words such as I will not, I cannot, or I donot know ,…these words correspond to the past (Head, 3)

The main conclusion from the early findings is that schools in times of crisis are used to work cooperative and collaboratively and find ways to share and

continue using ICT in their everyday and within the teaching – learning process

Moreover, the important role played by the Secretariat of Escoles Pies of Catalonia provides and encourages schools to improve ICT and gives security to

them

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nferranb@uoc.eduneus.ferran@escolapia.cat