teachers and innovative use of ict a marriage searching for quality elsebeth k. sorensen aalborg...
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Teachers and Innovative use Teachers and Innovative use of ICTof ICT
Teachers and Innovative use Teachers and Innovative use of ICTof ICT
A Marriage Searching for QualityA Marriage Searching for Quality
Elsebeth K. SorensenElsebeth K. Sorensen
Aalborg University, Denmark (Aalborg University, Denmark ([email protected]))
Gunilla Jedeskog Gunilla Jedeskog
Linköping University, Sweden (Linköping University, Sweden ([email protected]))
Daithí Ó MurchúDaithí Ó Murchú
Gaelscoil Ó Doghair, Innovative e-Learning/e-Tutoring, Hibernia College, Ireland (Gaelscoil Ó Doghair, Innovative e-Learning/e-Tutoring, Hibernia College, Ireland ([email protected]))
A Marriage Searching for QualityA Marriage Searching for Quality
Elsebeth K. SorensenElsebeth K. Sorensen
Aalborg University, Denmark (Aalborg University, Denmark ([email protected]))
Gunilla Jedeskog Gunilla Jedeskog
Linköping University, Sweden (Linköping University, Sweden ([email protected]))
Daithí Ó MurchúDaithí Ó Murchú
Gaelscoil Ó Doghair, Innovative e-Learning/e-Tutoring, Hibernia College, Ireland (Gaelscoil Ó Doghair, Innovative e-Learning/e-Tutoring, Hibernia College, Ireland ([email protected]))
OutlineOutlineAim of paperAim of paper: A conceptual model of pedagogical quality for : A conceptual model of pedagogical quality for
thinking about teaching and learning in the 21st centurythinking about teaching and learning in the 21st century
OutlineOutlineAim of paperAim of paper: A conceptual model of pedagogical quality for : A conceptual model of pedagogical quality for
thinking about teaching and learning in the 21st centurythinking about teaching and learning in the 21st century • Analytical perspectives on innovation and qualityAnalytical perspectives on innovation and quality
– Keywords of quality in general practiceKeywords of quality in general practice– Perspectives of implementationPerspectives of implementation– Teacher educationTeacher education– General practice and trendsGeneral practice and trends
• A conceptual model......A conceptual model......– Learning in the horizon of teachingLearning in the horizon of teaching– Quality in learning and teachingQuality in learning and teaching– The model...The model...
• SynthesisSynthesis– TeachersTeachers– TimeTime– Questions for reflectionQuestions for reflection
• Analytical perspectives on innovation and qualityAnalytical perspectives on innovation and quality– Keywords of quality in general practiceKeywords of quality in general practice– Perspectives of implementationPerspectives of implementation– Teacher educationTeacher education– General practice and trendsGeneral practice and trends
• A conceptual model......A conceptual model......– Learning in the horizon of teachingLearning in the horizon of teaching– Quality in learning and teachingQuality in learning and teaching– The model...The model...
• SynthesisSynthesis– TeachersTeachers– TimeTime– Questions for reflectionQuestions for reflection
Analytical Perspectives on Analytical Perspectives on Innovation and Quality Innovation and Quality
Analytical Perspectives on Analytical Perspectives on Innovation and Quality Innovation and Quality
Keywords of qualityKeywords of qualityKeywords of qualityKeywords of quality
• Learning to learnLearning to learn
• Collaboration (knowledge building)Collaboration (knowledge building)
• Team teaching & learningTeam teaching & learning
• Learning communitiesLearning communities
• Digital literacyDigital literacy
• Lifelong learningLifelong learning
• Learning to learnLearning to learn
• Collaboration (knowledge building)Collaboration (knowledge building)
• Team teaching & learningTeam teaching & learning
• Learning communitiesLearning communities
• Digital literacyDigital literacy
• Lifelong learningLifelong learning
Perspectives of implementationPerspectives of implementation(House & McQuillan, 1998)(House & McQuillan, 1998)Perspectives of implementationPerspectives of implementation(House & McQuillan, 1998)(House & McQuillan, 1998)
• 3 different perspectives:3 different perspectives:
– Technological (top-down)Technological (top-down)• Initiated from actors outside schoolsInitiated from actors outside schools
– Political (?)Political (?)• Some level of negotiations with teachersSome level of negotiations with teachers
– Cultural (bottom-up)Cultural (bottom-up)• Teachers perspectives in focusTeachers perspectives in focus
• 3 different perspectives:3 different perspectives:
– Technological (top-down)Technological (top-down)• Initiated from actors outside schoolsInitiated from actors outside schools
– Political (?)Political (?)• Some level of negotiations with teachersSome level of negotiations with teachers
– Cultural (bottom-up)Cultural (bottom-up)• Teachers perspectives in focusTeachers perspectives in focus
Looking to the past - an example Looking to the past - an example from the USfrom the US(Becker, 1998)(Becker, 1998)
Looking to the past - an example Looking to the past - an example from the USfrom the US(Becker, 1998)(Becker, 1998)
• 1982: to have pupils program computers using BASIC.1982: to have pupils program computers using BASIC.– ““It is the language that comes with your computer”.It is the language that comes with your computer”.
• 1984: to have pupils program in Logo.1984: to have pupils program in Logo.– ““Teach pupils to think, not just program”.Teach pupils to think, not just program”.
• 1986: to use “integrated” drill-and-practice systems.1986: to use “integrated” drill-and-practice systems.– ““Use networked systems that individualise instruction and focus on Use networked systems that individualise instruction and focus on
increasing test scores”.increasing test scores”.• 1988: to do word-processing.1988: to do word-processing.
– ““Use computers as tools, like adults do”.Use computers as tools, like adults do”.• 19901990: : to use curriculum-specific tools such as history databases and science to use curriculum-specific tools such as history databases and science
simulators and data acquisition probes. simulators and data acquisition probes. – ““Integrate the computers with the existing curriculum”.Integrate the computers with the existing curriculum”.
• 1992: to do multimedia hypertext programming.1992: to do multimedia hypertext programming.– ““Change the curriculum – pupils learn best by creating products for an Change the curriculum – pupils learn best by creating products for an
audience”.audience”.• 1994: to use electronic-mail.1994: to use electronic-mail.
– ““Let students be part of the real world”.Let students be part of the real world”.• 1996: to publish students’ work to a world-wide audience via www.1996: to publish students’ work to a world-wide audience via www.
• 1982: to have pupils program computers using BASIC.1982: to have pupils program computers using BASIC.– ““It is the language that comes with your computer”.It is the language that comes with your computer”.
• 1984: to have pupils program in Logo.1984: to have pupils program in Logo.– ““Teach pupils to think, not just program”.Teach pupils to think, not just program”.
• 1986: to use “integrated” drill-and-practice systems.1986: to use “integrated” drill-and-practice systems.– ““Use networked systems that individualise instruction and focus on Use networked systems that individualise instruction and focus on
increasing test scores”.increasing test scores”.• 1988: to do word-processing.1988: to do word-processing.
– ““Use computers as tools, like adults do”.Use computers as tools, like adults do”.• 19901990: : to use curriculum-specific tools such as history databases and science to use curriculum-specific tools such as history databases and science
simulators and data acquisition probes. simulators and data acquisition probes. – ““Integrate the computers with the existing curriculum”.Integrate the computers with the existing curriculum”.
• 1992: to do multimedia hypertext programming.1992: to do multimedia hypertext programming.– ““Change the curriculum – pupils learn best by creating products for an Change the curriculum – pupils learn best by creating products for an
audience”.audience”.• 1994: to use electronic-mail.1994: to use electronic-mail.
– ““Let students be part of the real world”.Let students be part of the real world”.• 1996: to publish students’ work to a world-wide audience via www.1996: to publish students’ work to a world-wide audience via www.
Teacher education: Status quo Teacher education: Status quo & challenges& challengesTeacher education: Status quo Teacher education: Status quo & challenges& challenges
• Education for the future - and the future is NOW!Education for the future - and the future is NOW!
If we wish to provide our students with a If we wish to provide our students with a qualityquality education, as previously defined, education, as previously defined, we must consider more than mere transmission of information and facts. we must consider more than mere transmission of information and facts. We must We must take account of what the educational research tells us about learningtake account of what the educational research tells us about learning; namely that ; namely that students learn best by: building on pre-existing knowledge; active learning; students learn best by: building on pre-existing knowledge; active learning; learning with understanding; and adopting a metacognitive approach learning with understanding; and adopting a metacognitive approach (Hollingworth, 2002).(Hollingworth, 2002).
• As the pace of change increases the more important it will become to ensure that As the pace of change increases the more important it will become to ensure that teachers and students acquire a breadth of thinking skills and attitudesteachers and students acquire a breadth of thinking skills and attitudes to keep to keep pace with innovations and developments (Sorensen, Jedeskog, pace with innovations and developments (Sorensen, Jedeskog, Ó Murchú, 2005)Ó Murchú, 2005). .
• Education for the future - and the future is NOW!Education for the future - and the future is NOW!
If we wish to provide our students with a If we wish to provide our students with a qualityquality education, as previously defined, education, as previously defined, we must consider more than mere transmission of information and facts. we must consider more than mere transmission of information and facts. We must We must take account of what the educational research tells us about learningtake account of what the educational research tells us about learning; namely that ; namely that students learn best by: building on pre-existing knowledge; active learning; students learn best by: building on pre-existing knowledge; active learning; learning with understanding; and adopting a metacognitive approach learning with understanding; and adopting a metacognitive approach (Hollingworth, 2002).(Hollingworth, 2002).
• As the pace of change increases the more important it will become to ensure that As the pace of change increases the more important it will become to ensure that teachers and students acquire a breadth of thinking skills and attitudesteachers and students acquire a breadth of thinking skills and attitudes to keep to keep pace with innovations and developments (Sorensen, Jedeskog, pace with innovations and developments (Sorensen, Jedeskog, Ó Murchú, 2005)Ó Murchú, 2005). .
Teacher education: Status quo Teacher education: Status quo & challenges& challengesTeacher education: Status quo Teacher education: Status quo & challenges& challenges
• How advances in technology might influence teaching and How advances in technology might influence teaching and learning must be of special importance to all teachers and learning must be of special importance to all teachers and learners. (...) teachers need to reflect carefully and learners. (...) teachers need to reflect carefully and professionally on their teaching practicesprofessionally on their teaching practices, preferably with the , preferably with the benefit of a conception of teaching and learning well informed benefit of a conception of teaching and learning well informed by educational research.by educational research.
• Remember we are preparing students for the society which Remember we are preparing students for the society which does not, as yet exist !does not, as yet exist !
• How advances in technology might influence teaching and How advances in technology might influence teaching and learning must be of special importance to all teachers and learning must be of special importance to all teachers and learners. (...) teachers need to reflect carefully and learners. (...) teachers need to reflect carefully and professionally on their teaching practicesprofessionally on their teaching practices, preferably with the , preferably with the benefit of a conception of teaching and learning well informed benefit of a conception of teaching and learning well informed by educational research.by educational research.
• Remember we are preparing students for the society which Remember we are preparing students for the society which does not, as yet exist !does not, as yet exist !
General practice & trendsGeneral practice & trendsGeneral practice & trendsGeneral practice & trends
• InnovationInnovation and and collaborationcollaboration as a result of implementation of as a result of implementation of ICT are not frequentICT are not frequent– student-studentstudent-student collaboration collaboration– student-teacherstudent-teacher collaboration collaboration– innovative innovative teaching-learning methodologyteaching-learning methodology– and change of and change of rolesroles and and power structurespower structures between teachers and between teachers and
learnerslearners
• The The Elfe projectElfe project in general confirms this, also from the in general confirms this, also from the teachers’ perspective:teachers’ perspective:– integration of ICT had not led to a real change in practice and integration of ICT had not led to a real change in practice and
innovation in teaching and learning methodologyinnovation in teaching and learning methodology– or to alterations of teacher authority, teacher-student roles and power or to alterations of teacher authority, teacher-student roles and power
relationships within the learning processes.relationships within the learning processes.
• InnovationInnovation and and collaborationcollaboration as a result of implementation of as a result of implementation of ICT are not frequentICT are not frequent– student-studentstudent-student collaboration collaboration– student-teacherstudent-teacher collaboration collaboration– innovative innovative teaching-learning methodologyteaching-learning methodology– and change of and change of rolesroles and and power structurespower structures between teachers and between teachers and
learnerslearners
• The The Elfe projectElfe project in general confirms this, also from the in general confirms this, also from the teachers’ perspective:teachers’ perspective:– integration of ICT had not led to a real change in practice and integration of ICT had not led to a real change in practice and
innovation in teaching and learning methodologyinnovation in teaching and learning methodology– or to alterations of teacher authority, teacher-student roles and power or to alterations of teacher authority, teacher-student roles and power
relationships within the learning processes.relationships within the learning processes.
A conceptual model of pedagogical A conceptual model of pedagogical quality for thinking about teaching quality for thinking about teaching and learning in the 21st centuryand learning in the 21st century
A conceptual model of pedagogical A conceptual model of pedagogical quality for thinking about teaching quality for thinking about teaching and learning in the 21st centuryand learning in the 21st century
A double valueA double valueA double valueA double value
• A conceptual pedagogical model for A conceptual pedagogical model for understanding and cultivating teachers’ learning understanding and cultivating teachers’ learning as well as students’ learning (as the same as well as students’ learning (as the same criteria of meaningful learning apply)criteria of meaningful learning apply)
• A mutual learning process in a shared endeavor A mutual learning process in a shared endeavor
• In a blended environmentIn a blended environment
• A conceptual pedagogical model for A conceptual pedagogical model for understanding and cultivating teachers’ learning understanding and cultivating teachers’ learning as well as students’ learning (as the same as well as students’ learning (as the same criteria of meaningful learning apply)criteria of meaningful learning apply)
• A mutual learning process in a shared endeavor A mutual learning process in a shared endeavor
• In a blended environmentIn a blended environment
Learning in the horizon of Learning in the horizon of teachingteachingLearning in the horizon of Learning in the horizon of teachingteaching
• We are We are social beingssocial beings. Far from being trivially true, this fact is a . Far from being trivially true, this fact is a central aspect of learning.central aspect of learning.
• KnowingKnowing is a matter of participating in the pursuit of such is a matter of participating in the pursuit of such enterprises, that is, of enterprises, that is, of active engagementactive engagement in the world. in the world.
• MeaningMeaning – our ability to experience the world and our – our ability to experience the world and our engagement with it as meaningful – is ultimately what learning engagement with it as meaningful – is ultimately what learning is to produce.is to produce.
• PracticePractice – a way of talking about the shared historical and – a way of talking about the shared historical and social resources, frameworks, and perspectives that can social resources, frameworks, and perspectives that can sustain mutual engagement in action. sustain mutual engagement in action.
• We are We are social beingssocial beings. Far from being trivially true, this fact is a . Far from being trivially true, this fact is a central aspect of learning.central aspect of learning.
• KnowingKnowing is a matter of participating in the pursuit of such is a matter of participating in the pursuit of such enterprises, that is, of enterprises, that is, of active engagementactive engagement in the world. in the world.
• MeaningMeaning – our ability to experience the world and our – our ability to experience the world and our engagement with it as meaningful – is ultimately what learning engagement with it as meaningful – is ultimately what learning is to produce.is to produce.
• PracticePractice – a way of talking about the shared historical and – a way of talking about the shared historical and social resources, frameworks, and perspectives that can social resources, frameworks, and perspectives that can sustain mutual engagement in action. sustain mutual engagement in action.
Quality:Quality:Genuine learning through collaboration Genuine learning through collaboration and dialogueand dialogue
Quality:Quality:Genuine learning through collaboration Genuine learning through collaboration and dialogueand dialogue
• Genuine learningGenuine learning is individual, is individual, but stimulated collaboratively;but stimulated collaboratively;
• It is situationally unpredictable;It is situationally unpredictable;
• It has an extension in time and It has an extension in time and can never be fully finished;can never be fully finished;
• It creates existential It creates existential commitment (with an element of commitment (with an element of risk) as it has to do with the risk) as it has to do with the meaning of life;meaning of life;
• It is authentic learning;It is authentic learning;
• Genuine learningGenuine learning is individual, is individual, but stimulated collaboratively;but stimulated collaboratively;
• It is situationally unpredictable;It is situationally unpredictable;
• It has an extension in time and It has an extension in time and can never be fully finished;can never be fully finished;
• It creates existential It creates existential commitment (with an element of commitment (with an element of risk) as it has to do with the risk) as it has to do with the meaning of life;meaning of life;
• It is authentic learning;It is authentic learning;
• Collaborative learningCollaborative learning is a is a powerful but at the same a powerful but at the same a fragile processfragile process
• Collaboration creates a Collaboration creates a positive commitment that positive commitment that motivates participation and motivates participation and drives the learning processdrives the learning process
• Collaboration engages the Collaboration engages the participants in learning.participants in learning.
• Collaborative learningCollaborative learning is a is a powerful but at the same a powerful but at the same a fragile processfragile process
• Collaboration creates a Collaboration creates a positive commitment that positive commitment that motivates participation and motivates participation and drives the learning processdrives the learning process
• Collaboration engages the Collaboration engages the participants in learning.participants in learning.
Both emphasize learning as an individual and a social phenomenonBoth emphasize learning as an individual and a social phenomenonBoth argue for shared, collaborative and democratic learning efforts, stimulated Both argue for shared, collaborative and democratic learning efforts, stimulated through participation, engagement, motivation, and ownership.through participation, engagement, motivation, and ownership.
““Bildung” with ICT - Bildung” with ICT - through through collaboration and dialoguecollaboration and dialogue““Bildung” with ICT - Bildung” with ICT - through through collaboration and dialoguecollaboration and dialogue
• Developing Developing global democratic values and attitudesglobal democratic values and attitudes::– A critical mind A critical mind – Ability to listenAbility to listen– Ability to consider and/or incorporate other’s viewsAbility to consider and/or incorporate other’s views
• Practicing qualificationsPracticing qualifications of modern work life: of modern work life:– Ability to collaborate and teamworkAbility to collaborate and teamwork– Ability to practice knowledge building and sharingAbility to practice knowledge building and sharing– Ability to learn continuously (learning to learn) Ability to learn continuously (learning to learn)
• Developing Developing global democratic values and attitudesglobal democratic values and attitudes::– A critical mind A critical mind – Ability to listenAbility to listen– Ability to consider and/or incorporate other’s viewsAbility to consider and/or incorporate other’s views
• Practicing qualificationsPracticing qualifications of modern work life: of modern work life:– Ability to collaborate and teamworkAbility to collaborate and teamwork– Ability to practice knowledge building and sharingAbility to practice knowledge building and sharing– Ability to learn continuously (learning to learn) Ability to learn continuously (learning to learn)
The power of collaborative learningThe power of collaborative learningThe power of collaborative learningThe power of collaborative learning
• A social, A social, collaborativecollaborative phenomenon taking phenomenon taking place through place through ”negotiation of meaning””negotiation of meaning” (Wenger, 1998) in the interplay between (Wenger, 1998) in the interplay between reflectionreflection and and interaction/dialogueinteraction/dialogue
• A social phenomenon happening when A social phenomenon happening when knowledge has been knowledge has been applied in critical applied in critical dialoguedialogue with others with others
• A social, A social, collaborativecollaborative phenomenon taking phenomenon taking place through place through ”negotiation of meaning””negotiation of meaning” (Wenger, 1998) in the interplay between (Wenger, 1998) in the interplay between reflectionreflection and and interaction/dialogueinteraction/dialogue
• A social phenomenon happening when A social phenomenon happening when knowledge has been knowledge has been applied in critical applied in critical dialoguedialogue with others with others
ResearchPapers
ResearchPapers
Multi-mediabased resources
simulations
Coursereadings
Previousdialogue
Instantaneouspractical
experience with course
WebSearch
WebSearch
Personal Knowledge
andexperience
TheCollaborative
Dialogue space
TheCollaborative
Dialogue space
The MMD Model - A Collaborative Dialogue Space (Sorensen & Ó The MMD Model - A Collaborative Dialogue Space (Sorensen & Ó Murchú, 2005)Murchú, 2005)
Features of learning qualityFeatures of learning qualityFeatures of learning qualityFeatures of learning quality
• Awareness: Awareness: We cannot design learningWe cannot design learning - only (V)LEs of good - only (V)LEs of good pedagogic qualitypedagogic quality
• The collaborative pedagogy - POPPThe collaborative pedagogy - POPP– Problem-orientationProblem-orientation– TransparencyTransparency– Cross-disciplinaryCross-disciplinary– Collaboration/interaction (shared construction of meaning, mutual Collaboration/interaction (shared construction of meaning, mutual
engagement)engagement)– Quality (knowledge building process)Quality (knowledge building process)– Reflection, self-reflection, meta-reflectionReflection, self-reflection, meta-reflection– CreativityCreativity– ImprovisationImprovisation– Democratic non-authoritarian processDemocratic non-authoritarian process– Dynamic teacher-student roleDynamic teacher-student role– Student-centeredness, participant-drivenStudent-centeredness, participant-driven::
• Initiative, motivation, leadershipInitiative, motivation, leadership
• Awareness: Awareness: We cannot design learningWe cannot design learning - only (V)LEs of good - only (V)LEs of good pedagogic qualitypedagogic quality
• The collaborative pedagogy - POPPThe collaborative pedagogy - POPP– Problem-orientationProblem-orientation– TransparencyTransparency– Cross-disciplinaryCross-disciplinary– Collaboration/interaction (shared construction of meaning, mutual Collaboration/interaction (shared construction of meaning, mutual
engagement)engagement)– Quality (knowledge building process)Quality (knowledge building process)– Reflection, self-reflection, meta-reflectionReflection, self-reflection, meta-reflection– CreativityCreativity– ImprovisationImprovisation– Democratic non-authoritarian processDemocratic non-authoritarian process– Dynamic teacher-student roleDynamic teacher-student role– Student-centeredness, participant-drivenStudent-centeredness, participant-driven::
• Initiative, motivation, leadershipInitiative, motivation, leadership
SynthesisSynthesisSynthesisSynthesis
The teacher as the keyThe teacher as the keyThe teacher as the keyThe teacher as the key
• The appropriate role of technology depends on the The appropriate role of technology depends on the individual educational designer’s/teacher’s views and individual educational designer’s/teacher’s views and perception of the goals of educationperception of the goals of education
• A conscious choiceA conscious choice
• TimeTime
• The appropriate role of technology depends on the The appropriate role of technology depends on the individual educational designer’s/teacher’s views and individual educational designer’s/teacher’s views and perception of the goals of educationperception of the goals of education
• A conscious choiceA conscious choice
• TimeTime
““Time” is an issueTime” is an issue(Fullan, 2001)(Fullan, 2001)““Time” is an issueTime” is an issue(Fullan, 2001)(Fullan, 2001)
• Three stages:Three stages:
– InitiationInitiation::
• Being informedBeing informed
– Implementation Implementation (change):(change):
• Fear, risk, etc.Fear, risk, etc.
• Pedagogical imaginationPedagogical imagination
• CompetenceCompetence
– InstitutionalizationInstitutionalization
• Three stages:Three stages:
– InitiationInitiation::
• Being informedBeing informed
– Implementation Implementation (change):(change):
• Fear, risk, etc.Fear, risk, etc.
• Pedagogical imaginationPedagogical imagination
• CompetenceCompetence
– InstitutionalizationInstitutionalization
A set of questions for reflectionA set of questions for reflectionA set of questions for reflectionA set of questions for reflection
• Learning - the ultimate goal of teaching?Learning - the ultimate goal of teaching?• Dialogue/collaboration?Dialogue/collaboration?• The role of the teacher/student?The role of the teacher/student?• Incitement - a result of authenticity?Incitement - a result of authenticity?• Meta-learning?Meta-learning?• Methodology?Methodology?• How to balance student initiatives and teachers’ need How to balance student initiatives and teachers’ need
to control?to control?• Imagining appropriate assessment models?Imagining appropriate assessment models?• How to use ICT to foster collaboration?How to use ICT to foster collaboration?
• Learning - the ultimate goal of teaching?Learning - the ultimate goal of teaching?• Dialogue/collaboration?Dialogue/collaboration?• The role of the teacher/student?The role of the teacher/student?• Incitement - a result of authenticity?Incitement - a result of authenticity?• Meta-learning?Meta-learning?• Methodology?Methodology?• How to balance student initiatives and teachers’ need How to balance student initiatives and teachers’ need
to control?to control?• Imagining appropriate assessment models?Imagining appropriate assessment models?• How to use ICT to foster collaboration?How to use ICT to foster collaboration?