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SITES-M2

Narrative Report

Case Study DE001

Self dependent and collaborative learning in an interdisciplinary project “school trip newspaper”

Germany

Institute for School Development Research University of Dortmund D-44221 Dortmund, Germany

Narrative Report DE001

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PART I: INNOVATION DESCRIPTION A. Descriptive Background Information

The innovation under examination, namely the use of ICT in project work, is carried out in the third class of a primary school. The primary school is in an old building in the centre of a medium-sized town in Lower Saxony. A total of 217 students attend the school, there are 15 teachers. Approx. 20% of students are of foreign origin. This was one of the reasons for developing the profile of inter-cultural learning in the school. Both inter-cultural learning and learning with ICT have special priority in the teaching. The school has been integrating ICT into lessons since 1993. A third-year class of 25 students (12 girls, 13 boys) is involved in the innovation. The students of the class already have basic skills in ICT. The innovation was developed and integrated by the class teacher and is carried out in the subjects of German, General Studies and Mathematics.

B. Summary of the Innovation

Project work using ICT is an integral part of the course work of the innovation teacher and is carried out several times during the year. The innovation is illustrated using the example “School trip newspaper.” The project lasts for four weeks.

The students produce a newspaper about their school trip, which they spent on a school farm. The newspaper contains reports about their experiences, articles about the farm animals, feature articles and such like. In lessons, the economic aspects (price of the newspaper, financing by advertising) are covered.

From the point of view of the teacher, the innovation promotes in particular independent working and learning amongst students; they can decide, to a certain extent, their role and can integrate their ideas in the project work. Teamwork is promoted since the work is undertaken


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primarily in partnership with others and in small groups. The role of the teacher in charge changes to moderating as well as to accompanying and advising the students in the working and learning process. She also transfers knowledge. The students use CD-ROMs for reference and the Internet for research purposes. The newspaper text and layout is created by the students on the computer using the word processing programme “Word.” The computer is used as another tool in teaching together with the traditional teaching and work methods such as information research in the library.

The normal 45-minute schedule of the teaching day does not apply during the innovation work. The students instead work for the whole day on their tasks.

PART II: ANALYSIS A. Meso-Level Context of the innovation

A1. School Background

The primary school is located in an old building in the centre of a town (128,000 residents) in Lower Saxony. Two hundred and seventeen students are taught by 15 teachers, (1 male, 14 female). 20% of the students are children of foreign origin. 12 nationalities are represented at the school. Many parents choose to send their children to this school, an indication that the school enjoys a good reputation.

In addition to their classrooms, two classes share a “group room” which can be used, for example, for group work or the work with “Wochenplan”1 (weekly plan). Additional tables and chairs are placed in the hallways, which can be used for the “Wochenplan” or for group work. It is noticeable that the students work quietly, the classroom doors often remain open during lessons and rooms can be changed without causing a disturbance.

The school has a library in an outer building. One distinguishing feature of the school is the “inter-cultural learning workshop.” This workshop provides the students with working materials in different languages and fonts (e.g. arabian, chinese), books and pictures of the lives of children in other countries. The workshop was implemented to show the students the diversity of cultural expressions. In this context, it is worth mentioning the establishment of an “inter-cultural action room”. This is used for inter-cultural projects and festivals.

A2. School Culture

The school pursues two central ideas of learning and teaching. In addition to the idea of integrating ICT into the classroom the school also concentrates on inter-cultural learning. The basis for teaching and learning in the school is, according to the school principal, consideration for the different starting conditions of the students. This is supported on the one side by the use of Montessori materials2, on the other side by working with “weekly plan”. Special instruction can be given during normal lessons by having two teachers available in the classroom. Teaching is characterised by using real events for the learning process:

“Today you have seen in the mathematics lesson, [...] that many authentic problems are handled in the classroom. [...] They calculate the costs of the school trip and how much each student must pay. In other words, we try to find tasks with which the children can identify.” (SP, 507ff)


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The development of both these profiles (inter-cultural learning and the use of ICT in lessons) is firmly embedded in the school development process which was started by a small group of the teaching staff and which has since been extended to include all teaching staff. The impetus for the school development process was a school internal training course in 1996 on the subject of “Full half-day school”3 with its educational emphasis on “Montessori educational theory”4 . The main emphasis of Montessori educational theory was not accepted by the teaching staff. The discussion was taken up again at a later date, this time with the educational idea of inter-cultural learning as supported by the teaching staff. A further impetus for the school development process resulted from the application for the competition “Modern Schooling – Computers in Education” in 1997. The idea to participate in the competition was suggested by the heads of the school at the school conference and was agreed by all. A further development milestone for the school was the fact the school was chosen, as part of the World Trade Fair in Hanover in 2000, as an“Expo-school” with the project “Life worlds – learning in the inter-cultural and international context.” Since 1997, the school development process has been accompanied at times by an external consultant, namely a school principal from another school. At regular so-called “educational rounds”, the whole of the teaching staff consults on the further development of the school. This forum is also used to discuss educational problems.

The school principal views her role with regard to the innovations at the school as stimulating the teaching staff to forge new developments and to provide the possibility of working innovatively. A further characteristic of her leadership style is to involve the whole teaching staff in the decision process (e.g. the entry for “Expo-School” or for the competition “Modern Schooling”).

The innovation is an integral part of the main focus of the school to introduce the students to the use of ICT. Amongst the staff there is a consensus of opinion about the main focus of the school’s work. A great many teachers use ICT, at the very least in the preparation of their lessons, but no all use the computer and the Internet during lessons.

Participation in professional further educationis a matter for each individual teacher. The whole staff have the possibility to attend a ICT course once a week which is organised by the school and run by one of the teachers. Furthermore, the teaching staff are more than willing to take part in external courses. The school administration keeps the teachers informed and actively encourages participation in training courses.

There is a very active culture of co-operation and communication between the teachers. Even before the application as an“Expo school”, there was team work across subjects, though less in direct education projects. Partnership with parents on school matters is regarded highly, in particular in the area of inter-cultural activities parents take an active role in lessons. All parents of foreign origin are invited along to lessons to talk about their native countries. In addition they play a part in after school clubs.

A further example of co-operation in the past worthy of mention was in the form of the “Medienzentrum 5” who provided above all the technical knowledge needed to carry out projects using ICT and who took on the production of CD-ROMs. In this way, the students of a fourth year class compiled a CD-ROM with stories about “Susi” – a large wooden hippopotamus.


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A3. ICT in the School and Beyond

About 75% of the staff use to a varying degree ICT in their lessons, about 25% of the staff use ICT regularly during lessons. Above all, learning programmes (mathematics learning programmes “Blitzrechnen” [“Flash-computing”], “Pusteblume” [“Dandelion”]) are used by the students in the individual work lessons and also during the “Wochenplan”. The use of ICT is especially prevalent in the subjects German, General Studies and Mathematics.

There is no school curriculum which prescribes the use of ICT. Instead, ICT are used during teaching according to the situation involved. Two teachers have decided to develop didactic teaching modules for the use of media in lessons, which can then be used as a guide and stimulus for other colleagues.

According to the school assistant6, a break is now important for the future use of ICT to allow further purchases and application possibilities for ICT to be implemented in the most meaningful way. The development of a basic educational concept respectively the integration of ICT into the curriculum must now be undertaken. At the time of our visit at the school it was planned to extend the existing internal network to encompass the whole school including the possibility to access the Internet from all computers. Meanwhile this extension is completed.

The ICT skills of the individual teachers vary. Three teachers are very expert in ICT (for example, they have just created a CD-ROM with the students using “PowerPoint”). The less experienced teachers who, however, have a basic knowledge of how to use the computer and the Internet are not afraid to use ICT in their lessons.

The computer facilities can be used by students only during lessons. The ICT resources are not available to other persons (e.g. parents). As the school assistant is always present in the computer room, the children can use the computer room during lessons without a teacher having to be in attendance. There are defined rules and agreements between the teachers and the students about ICT use, e.g. the students cannot use the computer room unless a teacher or the school assistant is present. Students are only allowed to surf the Internet with the permission of the teacher involved. One teacher estimates that around 50% of students have access to a computer at home, around 25% have access to the Internet.

A4. ICT Support Structure in the School

There are a total of 24 computers at the school; at the time of our visit, 14 of these are in the computer room and are networked, 22 have multimedia capabilities. Each classroom has at least one computer. The computers in the classrooms are not networked and have no Internet access. Meanwhile, all computers have been integrated in the network. The school received free of charge software from Microsoft (Office, Encarta) because it is a Microsoft Partner school.

The only negative comment given by students is the low number of computers in the classroom and in the computer room. In the classroom, an additional problem is that no more computers can be installed due to lack of space.

Technical support for teachers is given initially by the school assistant who is also responsible for systems maintenance. Three more teachers are able to offer help to other teaching staff with regard to using ICT. In the past, the school was able to call on the support of the KKI


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(“Kompetenz Kreis Internet” = “Internet experts group”). This committee, comprising highschool and university students, existed since 1996 and , in conjunction with the local school board, aimed at building a network of all schools in the town as well as at training teachers and students. This support group is no longer available to the school as the co-operation between KKI and the school board has ended.

The school board also offers a support facility for technical equipment, which, however, is hardly ever used by the school: an employee is responsible for the technical problems of all schools in the town. However, he is so overburdened that a quick solution for technical problems cannot be offered.

There is general satisfaction with the technical support given by the school assistant. The technical support offered by the school board is viewed as inadequate.

B. Macro-Level Context of the innovation

B1. National Policies

The council recognises the necessity of supporting schools in their work with new technology, however is not in a position to do so due to its dire financial situation. Positive support existed in the KKI (Internet experts group) which gave technical advice in conjunction with the council to the schools. The school has applied for the state wide programme “N-21: Schools in Lower Saxony online7” and hopes to receive support in the hardware area as a result of its participation.

From the point of view of the teachers, there is a lack of educational starting points and ideas regarding how best to use ICT in education. How ICT are used in lessons and whether further education courses are attended remains a matter for the individual teacher and is determined by his/her motivation and interest.

C. Thematic Analysis of the innovation

C1. Curriculum Content, Goals, and Assessment

The innovation has as its aim to animate the students by project orientated methods to learn by themselves in small groups. In addition to learning to work independently, it also aims to teach the students how to use ICT. The students produce a newspaper about their school trip, which was spent on a school farm. The newspaper contains reports of their experiences, articles about the animals, and feature articles with jokes. In lessons, students are also taught the economics of a newspaper (printing costs, financing by advertising). Different subjects are involved in the innovation (German, General Studies and Mathematics).

The innovation is a project with a fixed time scale. Project work using ICT is carried out by teachers several times a year. The innovation is not carried out in the normal 45-minute rota of lessons but where required students can work for a whole day on their tasks.

There exist no particular assessment strategies for the students’ work during the innovation. The report mark results from the performance in individual subjects which is measured by marks given for dictations, essays and oral presentations. The innovation teacher is however of the opinion that it would be sensible to evaluate, for example, the text contributions of the students:


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“If I am working for example on the project “School trip newspaper”, [...] I can decide on the German marks on this basis because I know the children have written their texts and I know how motivated they were. But, in line with the guidelines, I must set a certain number of essays by the end of the year.” (T, 636 f.)

C2. Teacher Practices and Outcomes

During the supervised lesson, the lesson commences with the introduction by the teacher of the individual work tasks, which are then divided amongst the individual groups. The groups can choose their work tasks. During the work phase, which is carried out in partner and group work, the teacher supports students in realising their tasks: she goes from group to group, answers questions and suggests solutions for the tasks. If, for example, some students are unclear about individual work stages, the teacher will explain these. Other students who cannot find their text files, which were previously saved, are shown how to retrieve the information and how to manage their documents in future. Many students are unfamiliar with the saving of documents and the teacher explains at the end of the lesson how to save; she writes the steps involved on the blackboard.

During project work, students work on different tasks, meaning the teacher is faced with a variety of questions. This demands a high level of flexibility and concentration from the teacher to be in a position to answer the students’ questions. In addition to this expertise which is required to carry out project work the teacher must also be competent in the use of ICT (software use, Internet navigation, use of search engines, etc.) in order to be able to communicate to the children how to handle this medium.

The teacher sees herself as a moderator, who accompanies the independent working and learning of the students in small groups. However, didactic teaching still takes place in her lessons.

The interaction of the participants can be characterised in various ways; firstly, the teacher gives instructions as to the various tasks that need to be done, which are sometimes written out on worksheets. The students are allowed to select their tasks, although this process is driven by the teacher who, for example, makes suggestions as to who could work on which particular tasks. In the subsequent phase, where the students work together in small groups, interaction between the students is prevalent. The interaction of the teacher serves to answer questions from the groups and to advise them during their tasks. A further interactive partner during the innovation in the computer room is the school assistant, who explains and advises on problems concerning the use of the computers and also helps to create a disciplined behavioural atmosphere.

The teacher herself does not use ICT during the observed lesson. She helps the students to use the software.

One of the disadvantages of the innovation for the teacher is the fact that project work is more tiring and requires a greater level of concentration than didactic teaching. On the positive side, the teacher gains greater knowledge in the use of new technologies.

The teacher pursues the following approaches for teaching and learning. On the one hand she wants to enable her students to “learn to learn”. In her opinion, this can best be achieved through project based teaching. ICT can be integrated easily into project work. They aid knowledge acquisition and can be used as a tool to prepare knowledge. On the other hand, she


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finds it necessary to pass on certain cultural assets (e.g. learning poetry) that play a role in bringing up the children as well. These approaches are, in her opinion, rather incompatible if project orientated working takes place, mainly due to the of lack of time, as the following comment makes clear:

“On the one hand I want to get cultural assets across, to teach poetry and so on. But I am repeatedly faced with the fact that we are not doing enough of this, because currently, the morning lessons are taken up with the project.” (T, 608f.)

The teacher studied the subjects of Biology, Mathematics and Chemistry, at the moment she teaches all subjects except sport. The work with the computer is at the heart of her work and she has already attended various computer courses. On top of this she has used self-teaching methods to improve her ICT knowledge.

The teacher takes the innovation class alone. The planned model of having two teachers present in the classes can not be implemented often, because the colleague must substitute other teachers in instruction. There is, however, an active dialogue with another teacher at the school about educational possibilities to use ICT in lessons.

C3. Student Practices and Outcomes

A third-year class with 25 students (12 girls, 13 boys) is involved in the innovation. The students in this class already possess very basic skills in the use of computers and the internet (turning the computers on and off, starting software, text writing using “Word”, creating tables, saving data, simple navigation in the Internet, text layout):

“The (students of the) classes taken by both my colleagues, who work often in the room, naturally have more skills. They can put things together themselves or react differently to certain situations.” (TC 641f.)

During our observation, however, several students had to have the most basic working knowledge of the computers explained to them, such as saving and retrieving data or the filing systems of Windows,.

At the outset of the project, the task for the students comprised the analysis of a daily newspaper, in order to get to know the columns and topics within a newspaper and to subsequently transfer them to their own newspaper. The individual topics in the newspapers, which are compiled and decided upon with the teacher, are worked on in pairs and small groups. The students write the texts and design the layout of the newspaper on the computer using “Word”, they use the Internet (the Internet addresses are supplied by the teacher) and CD-ROMs for information research. In addition, the students try to sell advertising space in the newspaper to local business and restaurants in order to finance its publication.

One advantage of the innovation, in the opinion of the teacher, is that the students are responsible for their own work and can decide things for themselves. They take on more responsibility for their own learning process, as shown by the fact that they are involved in the planning and listing of tasks for the project (e.g. their idea to sell advertising space in the newspaper).

“I think the advantage is that the children can see what they are working for, nothing is forced on them from above but rather they work under their own motivation. All of the subjects have been suggested by them. This is entirely their own work. I would assert that


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the majority of children like coming to school and enjoy the work they do here.” (T, 430f.)

She had not, however, observed a generally higher level of motivation through the use of ICT during lessons:

“In the beginning, I thought it might motivate the children more. Now I see things more relatively, because nowadays it is nothing new for most of the children. Low-performing students experience just as much frustration on the computer as they did at their desks. The advantage is that children whose handwriting is not good can present their work in a more orderly fashion. Using the software allows them to work without the inhibition of worrying that others might see that they have made another mistake.” (T, 408f)

Teaching differs in comparison to didactic teaching because during the newspaper project, project-orientated, student-focused teaching takes place. A further difference is that the students work during the innovation in pairs or small groups. Through the aforementioned method of teaching and also through the use of ICT collaborative work practices are encouraged:

“I find that partnerships work better in front of the computer, they can help each other. I find the communication process in front of the computer particularly meaningful. It never fails to give me pleasure when a child, who might normally be an outsider in the class, can pass on their skills on the computer to the other children and thereby improve their standing in the classroom a little. I find this important and good.”(T, 723f)

Text work on the computer is described by the teacher as the only problem related to working with the computers. The typing of texts is, in her experience, a very time-consuming process for the children involving an arduous search for the correct computer keys.

C4. Kinds of Technology and Ways They are Used

The innovation class has a computer in its classroom, which however had at the time of our visit no internet access. The students work in the computer room, depending on their tasks. The students use reference works (CD-ROM) such as “Explorapedia: interactive multimedia encyclopaedias – The World of Nature”. Further information on a particular topic is taken from the internet. For the writing of the newspaper articles and the newspaper layout, the text programme “Word” is used.

An increase in the number of computers available would be seen as an improvement by the teacher, as not all the students can work on the computers at the same time. Individual groups concern themselves during these times with other work tasks. The school is making every effort to better equip the computer room, so that the class can work in the computer room with at the most only two people at each computer. The ICT resources are, however, in the view of the teacher adequate to implement the innovation.

The use of ICT is a part of the innovation. Against the background that in this age of information, new technology has an essential role to play, the teacher finds that the use of computers in the lessons is very important. The computer and the internet are regarded as new tools like any other, and conventional working methods are still evident in her teaching:

“The innovation is for me just another method of obtaining knowledge, such as research in the Internet. It is just another medium. Some of the children also went to the library, because they could find nothing in the Internet. (… ) I do not regard the computer as


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anything special. It is a piece of equipment, which I use selectively. Important work is often carried out using the old methods. The children gain the knowledge they need and come back to the classroom, then we structure it, put it in order and write it anew. It is just another, new way of working. “ (T, 378f.)

C5. Problems and Solutions Related to the innovation

There have never been any problems worth mentioning which were connected with the innovation. Problems not connected with the innovation, but with the use of ICT in general, initially existed amongst the teaching staff. Not all teachers were prepared to take this development step with the school.

“Some of my colleagues were very reserved, unable to commit themselves to this medium. They were gone very quickly. We had in any case too many teachers. They went to other schools. They said it was no longer their school, which I think is OK.” (SP, 1040f.)

Additionally, the small number of computers and the initial limited financial possibilities were seen as problematic.

“During the introduction of ICT, we initially had absolutely no money. Through the “Modern School”, a state wide competition, we were put in a better position. The big breakthrough came due to the EXPO, where we were able to equip the computer room and through the money we received additionally”. (SP, 1015f.)

Through the efforts of the School principal the initial financial problems were solved. Problems of a technical nature, which occurred during the innovation, were competently dealt with by the school assistant.

Further problems were not mentioned, the co-operation between the teacher and a colleague was mentioned as being very positive.

C6. Sustainability

The use of ICT during lessons has been encouraged since 1993. The goals of the innovation, in particular learning to use computers, were accepted by the members of the staff.

“I think the children need targeted education on the use of computers and this should begin as early as possible. They should first of all learn the purely technical aspects of the computer.”(OT, 312f.)

From the point of view of a teacher who is not involved, it is important that the new technologies be integrated into the social processes. In her opinion, the teaching of skills in the area of new media should not take precedence over the teaching of social competence in the school.

“I try not to place too much importance on the new technologies, instead it is important for me that they be integrated into the social processes and that the children do not neglect their social skills when using the computer. I see this as a danger. And as a school I believe we should not succumb to this danger. This is something I am working on. I am not anti-computer, one shouldn’t misunderstand me, I just feel these things have to go hand in hand. Everything that is taught in the primary school concerning social awareness


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or social competence must not be lost through working with the new technology.” (OT, 257f.)

The teaching staff receive positive feedback from the parents and also in part from other schools for their work on the innovation. This motivates the staff to continue their work in this way. The extra workload which results is accepted by the innovation teacher.

“We all moan about the heavy workload, but we actually enjoy it. Otherwise we wouldn’t do it.” (T, 211f.)

The demands on the technical infrastructure needed for the innovation is accepted throughout the school. The technical resources are available for all the staff, it is often the case that several classes share the computer room during lessons. This is made possible because during the group working phases or the ”Wochenplan-work”, not all the students are given the same tasks, and therefore various working methods are necessary.

The school principal keeps the innovation going. She supports and encourages the innovative work of the teachers, informs them about further education classes and finds the financial backing for the technological infrastructure. The strong public relations work of the school principal helps to promote innovative work practices at the school. Furthermore, the innovation is kept alive by the motivation of the teaching staff who are prepared to work with new methods and according to aims of media education.

The school assistant, financed by the state of Lower Saxony, can also be judged an important factor in maintaining the innovation. The financing of the technical resources, made possible by the school board, sponsors and prize monies, is another vital factor in keeping the innovation alive. A negative point is the lack of support with regard to didactic considerations by the state of Lower Saxony.

C7. Transferability (within the school and to other schools)

There is general consensus about the work with ICT at the school. The aims which are linked to the innovation are viewed as very important by the teaching staff. However, one teacher mentions that she misses a general discussion about how best to use the computer in the class room.

The “teaching modules” for the use of ICT , which is being developed by two teachers, can and should help to integrate new teachers more closely into the work with ICT in future. Despite the willingness to accept innovation by the teaching staff, there are some teachers, who have no knowledge in the use of ICT.

“The teaching staff at this school is prepared to make innovations and everyone does so to the best of his/her ability. However, there are colleagues who have problems with the new technology. This starts with the fact that they have no computer at home, though this really is a necessity.” (T, 503f.)

The training courses offered by the school for the use of ICT are attended by some of the teaching staff. Depending on their level of skills, the teacher integrate the medium into the lessons. The support given by experienced teachers is essential for the transfer of the innovation through the school.

The technical resources are available to the whole school. This means other teachers could


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carry out the innovation. Essential for the transfer of the innovation is the maintenance and administration of the systems by a technician and this is the case in the school. It becomes more difficult when considering transferring the innovation to other schools since the financing of a technician is often not possible in other schools.

Much of the hardware was paid for by sponsor money and prize monies. To what extent this can be transferred to other schools depends on the motivation of the school administration in acquiring money for hardware.

Glossary 1 „Wochenplan“ („Weekly plan“) is a special teaching method: The students are provided with some tasks at the beginning of the week, normally in form of one or several task sheets. The students have to present their results at the week’s end. In the course of the week, some lessons are at the students disposal for completing this work. There are no further guidelines for the students how to organize their work or in which order to work on the tasks. 2 Montessori materials are certain learning materials which are used in Montessori teaching (explanation see below). 3 The full half day school is an educational concept for the primary school. The students of a full half-day school attend the school regularly for the whole morning. The educational work lasts for 5 hours. 4 Montessori education is a teaching concept going back to the doctor and teacher Maria Montessori which places emphasis on the training of the sensory activity of the child as well as self-education and independence. 5 A “Medienzentrum” is a district establishment that provides subject materials in audio and video storage devices, CD-ROMs etc. as well as technical devices such as cameras and recorders, which they lend to the teachers. They also advice the schools in technical questions and support the use of the new media (computer, internet). 6 The school assistant is not a member of the teaching staff. Usually, the school assistant is responsible for the administration of the audio-visual media. In this primary school he has the function of a systems administrator. He is financed by the state of Lower Saxony. 7 In the context of "n-21: Schools in Lower Saxony online ", activities are co-ordinated for the development of didactical concepts and multimedia learning environments, for vocational and advanced training by teachers, for the questions of the system administration and for the intensification of the training in the use of ICT.

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APPENDICES

1. Data Matrix

2. Layout Plan of the Computerroom

3. Photographs

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Appendix 1: Data Matrix

C2. TEACHER PRACTICES AND OUTCOMES C2.1. Analysis question: What are the activities of the teachers in the innovation?

Statement or claim

The teacher explained the individual tasks and distributed amongst the working group. The teacher supports the students in their duties. She goes from group to group, answering questions and making suggestions as to possible solutions. She explains how to use ICT. The teacher supplies the students with brief instructions for the creation of tables. For research in the Internet the students are given various Internet addresses.

Data specification that supports the statement/claim

• “Sometimes we do it together. Ms. L explains what and where we must click. Once we had to do a table, for this she gave us a work sheet with the instructions on it.” (S, 178f.)

• “I have to correct the spelling mistakes and then, when the texts are more or less ready, we will format it. Font size, column size, etc. (… ) I demonstrate it and they then have to do it.” (T, 165f.)

• At the beginning of the lesson the individual tasks are explained by the teacher and distributed amongst the working groups. The individual groups are also able to select which tasks they want. During the lessons, which are carried out either in pairs or groups, the teacher supports the students in their duties. She goes from group to group, answering questions and making suggestions as to possible solutions. For example, perhaps some of the students have not understood the questions; the teacher will clarify these. Other students may not be able to find the data they have saved; these students will be shown how to find it and how to keep track of such documents in the future. Many students do not actually know how to save a document; this is explained by the teacher at the end of the lesson who will write the step-by-step process on the blackboard. (Obs.)

C2.2. Analysis question: What are the required key teacher competencies for carrying out the innovation?

Statement or claim

During project work, students work on different tasks, meaning the teacher is faced with a variety of questions. This demands a high level of flexibility and concentration from the teacher to be in a position to answer the students’ questions. In addition to this expertise which is required to carry out project work the teacher must also be

Appendices DE001

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competent in the use of ICT (software use, Internet navigation, use of search engines, etc.) in order to be able to communicate to the children how to handle this medium.


• “Because the children work on so many different things there are in effect no two tasks that are the same. This results in an endless stream of questions, you have to be on your toes the whole day to come up with an answer time after time. This demands complete concentration.” (T, 465f.)

• The teacher is competent in the use of ICT (use of software, Internet navigation, use of search engines, etc.). (Obs.)

C2.3. Analysis question: Which roles does the teacher have in the innovation? Are these roles different from the roles the teacher usually has?

Statement or claim

The innovation teacher sees herself as a moderator, who accompanies the independent working and learning of the students in small groups. However, instructional teaching still takes place in her lessons.


• “I no longer stand in front of the children, they must work even if they can’t see me. I am perhaps more like a moderator. That’s how I see myself, at least partly. Naturally there are lessons where I stand in front of the class and teach.” (T, 626f).

• Instructional teaching takes place in the teacher’s lessons as well as student-centred work. (Obs.)

C2.4. Analysis question: How can the teacher-student interaction in the innovation be characterized? Is the teacher-student interaction different from the interactions the teacher usually has with students?

Statement or claim

The teacher gives instructions as to the various tasks that need to be done, which are sometimes written out on worksheets. The students are allowed to select their tasks, although this process is driven by the teacher who, for example, makes suggestions as to who could work on which particular tasks. In the small group phase, interaction between the students is prevalent. The teacher answers questions from the groups and advises them during their tasks. The school assistant, who is also present in the room, also explains and advises on problems concerning the use of the computers and also

Appendices DE001

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helps to create a disciplined behavioural atmosphere.


• “Sometimes we do it together. Ms. L explains what and where we must click. Once we had to do a table, for this she gave us a work sheet with the instructions on it.” (S, 178f.)

• The teacher goes around, reading what the students have written and makes suggestions on how it can be improved. (Obs.)

• The tasks are fixed at the beginning of the lesson. Exact instructions on the tasks re given. Certain elements are written on work sheets. During the group work the teacher goes from group to group explains how to use the software and answering the children’s questions. Problems relating to ICT during the lesson are handled by the school assistant. (Obs.)

C2.5. Analysis question: Which instructional approaches does the teacher apply in the innovation? Are these instructional approaches different from the instruction methods the teacher usually applies?

Statement or claim

The teacher gives a project-orientated lesson. The standard 45 minute lessons are discarded, so that the subject can be worked on throughout the day. During the lesson the computer is regarded as just another medium.


• “The teaching methods have, as far as I am concerned, changed. I do not think all my colleagues can or want to follow suit. It is plain to me that when I work on these projects, it is impossible to keep to the 45 minutes lesson periods. It is sometimes the case that we work all day on one subject, but that includes everything; the written work, reading, working together, working in groups, individual work and working with various media, amongst others things on the computer. The computer is for me just another medium and nothing special. (T, 89f.)

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C2.6. Analysis question: What classroom management strategies have been applied in the innovation by the teacher? Do they differ from the classroom management strategies the teacher usually applies?

Statement or claim

The work during the innovation requires the teacher to have a different approach compared with conventional teaching. It requires the flexibility to be able to deal with the respective questions of the students. Teaching with ICT cannot, on the whole, be planned in the same way as before, this means that the teacher must be generally well prepared and be able to guide the students through the lesson.


• “Because the children work on so many different things there are in effect no two tasks that are the same. This results in an endless stream of questions, you have to be on your toes the whole day to come up with an answer time after time. This demands complete concentration.” (T, 465f.)

• “I don’t know if my methods are correct in not allowing the children so much freedom when it comes to working with computers, at least during lessons. It makes no sense. All the work on the computer must be directed. It is a new thing for us to let the children go into the Internet. This really must be well prepared in advance by the teacher.” (T, 955f.)

C2.7. Analysis question: What are the teacher(s)' activities with ICT in the innovation, if any?;

Statement or claim

The teacher herself does not use ICT during the observed lesson. She helps the students to use the software.


• The teacher does not use ICT during the observed lesson. She explaines the students how to use the software. (Obs.)

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C2.8. Analysis question: What is the positive or negative impact of the innovation on teachers, if any? (e.g. new knowledge or skills in content, technology, pedagogy, attitudes of teacher(s), other)

Statement or claim

One of the disadvantages of the innovation for the teacher is the fact that project work is more tiring and requires a greater level of concentration than didactic teaching. On the positive side, the teacher gains greater knowledge in the use of new technologies.


• “One disadvantage for me is that I find it enormously nerve-racking. One is under a lot of strain. I have much more to do than when I stand in front of the class, write something on the blackboard and the children copy it into their books. Then you have a break, but now you have to be everywhere.” (T, 436f.)

• Asked if she had acquired greater knowledge through the innovation, a teacher replied. “I would describe it as my personal enrichment.” (T, 715f.)

• “I don’t know if my methods are correct in not allowing the children so much freedom when it comes to working with computers, at least during lessons. It makes no sense. All the work on the computer must be directed. It is a new thing for us to let the children go into the Internet. This really must be well prepared in advance by the teacher.” (T, 955f.)

C2.9. Analysis question: What is the vision on teaching and learning of innovation teacher(s); how is ICT related to this vision?

Statement or claim

The aim is to teach the children about ICT. ICT is used for knowledge transfer and practise. The teachers’ aim is to enable the children to learn how to learn. On the other hand it is also important to learn about culture assets (learning poetry), which is sometimes neglected when working in the project groups. In the area of ICT the teacher wants an freely accessible computer which the children can also work on in private, which she hopes will lead to an expansion of the computer work in her school. For the work with the Internet during the lessons, the teacher would like to see the development of a search engine especially for primary school children.


• “One start would certainly be a work station accessible to all children on which they can work in private. Otherwise more colleagues should go there and work with the children from scratch. This is something I would like to see more of.” (T,

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9037f.)

• “I would like to see search engines aimed at this particular target group, that is primary school children. If possible sorted into various areas: “Here you can find out about animals, there about the weather.” Subjects which are relevant to the lessons should have Internet pages which are accessed quickly. Otherwise when the children are left without support, it is without foundation and pointless. This would be a great help to a teacher and the sooner the better.” (T, 967f.)

• “Certain things need to be conveyed as before, also culture technology. It’s a matter of instruction and otherwise. (...) I have worked for a long time now in such a way that the children learn how to learn.” (T, 583f.)

• “ On the one hand I want to get cultural assets across, to teach poetry and so on. But I am repeatedly faced with the fact that we are not doing enough of this, because currently, the morning lessons are taken up with the project.” (T, 608f.)

• “Today I have not handed out one piece of homework. During these lessons is it not always easy to find something to give as homework. It would be easy to say, copy out page so and so from the text book, but I do not want to do that.” (T, 608f.)

• Asked how in her opinion the computers fitted into the scheme of things, a teacher replied, “They fit in very well, to practise, to teach, in these respects they can be used to good effect.” (T, 620f.)

C2.10. Analysis question: What are other relevant background characteristics of the teacher(s) involved in the innovation? (Educational background of the innovation teacher(s), their experience with ICT, new skills they needed to acquire, former participation in innovations)

Statement or claim

The teacher studied the subjects of biology, mathematics and chemistry, at the moment she teaches all subjects except sport. She sees the work with the computer as the main focus of her work and has already taken further education classes in the area of ICT. On top of this, she has used self-teaching methods to extend her knowledge.


• “Biology as optional subject, mathematics and chemistry as subsidiary subjects.” IR: “But you teach everything here?” L: “Everything except sport.” (T, 13f.)

• “I see the computer work as my area.” (T, 25f.)

• “Then I started to attend further education classes, the course was called “Opportunities for the use of computers in primary school”. I went there with very high expectations. The course lasted a week. It was very enjoyable, but I came back very disappointed because they did everything on old computers and the

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tutors explained everything using the old technology. Those of us from our school, with its multimedia computers, got no benefit from it. But after the course I was very motivated. In December, for Christmas, my husband and I bought a computer and I have spent many long hours on it since.” (T, 46f.)

• “I have attended two further courses, “E-mail and Internet” as regional teacher training and this year “Powerpoint”. (T, 69f.)

C2.11. Analysis question: Does the teacher experiences any problems when using ICT in the innovation?

Statement or claim

There are problems when using ICT (software, hardware) in lessons. The school assistant, who is in the computer room during the lessons, can solve the problems.


• The school assistant solves the problem caused by the use of ICT. (Obs.)

• There is a problem with the network. The school assistant alters the configuration on the individual computers. (Obs.)

C2.12. Analysis question: With whom and for what purpose did the teacher collaborate in the innovation? Is this different from the collaborations the teacher usually has?

Statement or claim

The teacher works alone during the innovation, the school assistant is present throughout the lesson to deal with any technical problems. The model of two teachers, which can be found in other classes, does not apply in this case. The planned model of having two teachers present in the classes can not be implemented often, because the colleague must represent other teachers in instruction. There is an active dialogue regarding educational methods in respect to the use of ICT with another teacher, who also integrates it extensively in her classes.


• “Yes, we meet frequently for joint work in sub groups, small groups.” (T, 661f.)

• Asked if a second teacher is available to support her work in the classroom, the teacher replied: “No. We do not understand why. My colleague and I, Mrs D and I, we have the feeling that a great deal is expected of us.” (T, 664f.)

• The teacher works alone during the lesson, the school assistant is present throughout the lesson to deal with any technicals problems. (Obs.)

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• The model of two teachers in one class does not apply in this case, because the colleague must represent other teachers in instructions. (FLD)

C2.13. Analysis question: Which other actors participate in the innovation? (e.g. other actors such as outside experts, students from other schools )

Statement or claim

During the observed lessons the school assistant was present and joined in the teaching process when needed (solving of problems with ICT, calling for more disciplined behaviour from the children).


• Problems with the network, school assistant configures some computers. (Obs.)

• School assistant intervenes when the noise level increases and calls for quiet. (Obs.).

• School assistant joins in the teaching process, explains tasks, and clarifies problems connected with ICT. (Obs.)

C2.14 Analysis question: Are there any other remarks on teacher practices or outcomes that are relevant for understanding the innovation?

Statement or claim

None


•

C3. STUDENT PRACTICES AND OUTCOMES C3.1. Analysis question: Which activities have been carried out by the students in the innovation?

Statement or claim

At the outset of the project, the task for the students comprised the analysis of a daily newspaper, in order to get to know the columns and topics within a newspaper and to subsequently transfer them to their own newspaper. The individual topics in the newspapers, which are compiled and decided upon with the teacher, are worked on in

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pairs and small groups. The students write the texts and design the layout of the newspaper on the computer using “Word”, they use the Internet (the Internet addresses are supplied by the teacher) and CD-ROMs for information research. In addition, the students try to sell advertising space in the newspaper to local business and restaurants in order to finance its publication.


• A: “We were on the class trip from Monday until Thursday. We also slept there. We came back and then we thought we’d write about it in a newspaper.” B: “We had to collect newspapers and bring them from home, and study the contents. On the first page the subjects and headline, also that articles are written in columns.” C: “Then we decided that we would also have advertising in the newspaper and that we should print it in colour. Part of our homework was to go into the town and try to find potential advertisers.” (S, 91f.)

• A: “We wrote articles and looked in the Internet.” B: “About animals, there were several animals.” C: “Then some looked in the Internet and on CD-ROMs.” B: “There were several groups, it was the same on the class trip, we did lots of different things there too, for example we baked bread, milked the animals, worked in the kitchen or in the garden and so on.” (S, 116f.)

• “The children wanted to sell advertising space. One of the fathers had a restaurant and the young boy was sure he would help out.” (T, 133f.)

• “Then we format it (the newspaper). Font size, column size, etc. (… ) I demonstrate it and they then have to do it.“ (T, 167f.)

• At the beginning of the lesson the tasks are distributed, several newspaper articles have already been written, others have to be typed out. Several small groups write their newspaper articles on the computer, other research their subject using CD-ROMs. (Obs.)

C3.2. Analysis question: What evidence is available on the positive or negative impact of the innovation on students? (Impact on academic outcomes, attitudes and/or careers skills and orientation, other)

Statement or claim

One advantage of the innovation, in the opinion of the teacher, is that the students are responsible for their own work and can decide things for themselves. This helps the working ambience; the students take more enjoyment from their work. Another advantage is that the results of their work can be presented in an orderly form. The teacher sees however no obvious improvement of performance through the innovation. A higher level of motivation through the use of ICT during the innovation is not noticeable because the media have become an everyday thing for the children.

The work in groups/pairs has the advantage, from the point of view of the children,

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that students can help each other and point out each other’ s mistakes.


• “In the beginning, in ’97, I thought it might motivate the children more. Now I see things more relatively, because nowadays it is nothing new for most of the children. Low-performing students experience just as much frustration on the computer as they did at their desks. The advantage is that children whose handwriting is not good can present their work in a more orderly fashion. Using the software allows them to work without the inhibition of worrying that others might see that they have made another mistake.” (T, 408f.)

• “I think the advantage is that the children can see what they are working for, nothing is forced on them from above but rather they work under their own motivation. All of the subjects covered have been suggested by them. This is entirely their own work. I would assert that the majority of children like coming to school and enjoy the work they do here.” (T, 430f.)

• Asked if she thought the performance of the students’ performance had improved through the innovation, the teacher replied: “I would say not, I cannot imagine that they will get better.” (T, 744f.)

• A: “If you make a mistake when you are by yourself you don’t see it, but if there are two of you, the other person can tell you.” (… ) B: “When you’re typing and you make a mistake the other person can tell you that there’s a mistake and we can correct it.” (S, 370f.)

C3.3. Analysis question: To what extent are the activities of students (with and without ICT) different from the activities students usually do?

Statement or claim

The students work during particular phases solely on the newspaper project. Didactic teaching does not occur during this time. A further change is that the students work together in small groups. Students are encouraged to work independently.


• “We work on it every day. We hardly write at all now. That’s because we don’t have to copy from the blackboard and we are not given worksheets anymore. We only work on the newspaper now.” (S, 202f.)

• Students work in small groups together and independently at their tasks. (Obs.)

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C3.4. Analysis question: Which different roles did the students perform in the innovation? Did roles differ among students and how? Are these roles different from the usual roles students perform?

Statement or claim

Group work during the innovation encourages collaborative ways of working together. Students who are perhaps outsiders in the classroom are integrated more through their computer knowledge. The students work more independently and take on more responsibility for their own learning process.


• “I find that partnerships work better in front of the computer, they can help each other. I find the communication process in front of the computer particularly meaningful. It never fails to give me pleasure when a child, who might normally be an outsider in the class, can pass on their skills on the computer to the other children and thereby improve their standing in the classroom a little. I find this important and good.”(T, 723f.)

• “Overall, the lessons are much more open. The students have more scope in their decision making. The independence and the responsibility of the students for their own education is increasing.” (SP, 1836f.)

C3.5. Analysis question: What responsibilities did the students have in the innovation? (e.g planning of time and/or activities, determining content and goals for learning, assessment). Are these responsibilities different from the responsibilities students usually have?

Statement or claim

The personal accountability of the students is strongly encouraged during the innovation. They are included in the planning of the project. Their ideas are included in the class newspaper. For example, the student’s idea of selling advertising space in the newspaper. Accordingly they are responsible for getting advertising contracts in the town.


• “Overall, the lessons are much more open. The students have more scope in their decision making. The independence and the responsibility of the students for their own education is increasing.” (SP, 1836f.)

• “Today she is going into town with a friend to try and sell some advertising space in the class newspaper. She has a letter with her and she will take it into town this

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afternoon to the local bookshop where she will try to get an advertising contract for the class newspaper. (P, 364f.)

• “All of the subjects have been suggested by them. This is entirely their own work.” (T, 430f.)

C3.6. Analysis question: With whom and for what purpose did the students collaborate in the innovation? Are these collaborations different from the collaborations they usually have?

Statement or claim

The students work in small groups, or in pairs. The groups are chosen by the teacher. Through working together the students support each other.


• “I find that partnerships work better in front of the computer, they can help each other. I find the communication process in front of the computer particularly meaningful. It never fails to give me pleasure when a child, who might normally be an outsider in the class, can pass on their skills on the computer to the other children and thereby improve their standing in the classroom a little. I find this important and good.”(T, 723f.)

• The students work in small groups, or in pairs. The groups are chosen by the teacher. (Obs.)

C3.7. Analysis question: Which students and how many are involved in the innovation? (Number of students involved , their grade level; if different from school student population: social economic background and cognitive ability level). What are the characteristics/ competencies required for students involved in the innovation? (e.g experience with technology, other)

Statement or claim

A third-year class with 25 students (12 girls, 13 boys) is involved in the innovation. The students in this class are more skilled with respect to ICT than other classes. In some cases, the students’ skills are greater than those of the teacher.


• “The (students of the) classes taken by both my colleagues, who work often in the room, naturally have more skills. They can put things together themselves or react differently to certain situations.” (TC, 641f.)

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• “This can only be conjecture, I have no comparison. I would like to stand in and watch other’s teach. Actually we are very proud of what our children can already do. I think they have achieved a lot for their age. The highlight for me was when we made their own CD-ROM with them in only their second school year. We all thought that was great. Admittedly, it took a lot of time and energy but it was a lot of fun. When I think that the children of today at just seven or eight years old can do so much by themselves, I think that’s great. (T, 811f.)

• “Many children have more ability than the teacher, except our three best teachers. They know so much more than the teacher, even at the primary school level.” (SP, 1848f.)

C3.8. Analysis question: Do the students experience any problems in using ICT in the innovation?

Statement or claim

The teachers recognised typing as fairly problematic, which was often too time-consuming for the younger students.


• “One disadvantage is the time factor. The typing alone took a fairly long time with the younger children.” (T, 786f.)

C3.9. Analysis question: Are there any other remarks on student practices and outcomes that are relevant for understanding the innovation?

Statement or claim

None


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Appendix 2: Layout Plan of the Computerroom

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Appendix 3: Photographs

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self dependent and collaborative learning in an ... · side by the use of montessori materials2, on...

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