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ICT-integration in education: A multidimentional approach Jo Tondeur Ghent University University of Alcala: 12 March 2013
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ICT-integration in education:A multidimentional approach
Jo TondeurGhent University
University of Alcala:12 March 2013
Aim of the workshop (?)
• Focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of ICT integration in education.
• Differential types of ICT use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies.
• We provide “good” practices and reflect about the participants own beliefs about education related to their use of technology, the development of an ICT policy plan, etc.
• For researchers the focus can be on the different research methods used.
IT’(s) about Education!
Meet & greet
Educational technology?
TPACK workshop
Complex innovation
Knowledge & beliefs
Evidence
Twitter #ICTalcala@jtondeur
Célestin FreinetIn Ghent
- Pédagogie du travail- Tâtonnement expérimental- Travail coopératif - Complexe d'intérêt- Methode naturelle- Democracy
Freinet in the 21st century?
IT’(s) about Education!
Meet & greet
Educational technology?
TPACK workshop
Complex innovation
Knowledge & beliefs
Evidence
Technology?
Bron: http://www.apple.com/nl/education
EDUCATIONAL? TECHNOLOGY
To illustrate: Exploring the potential of tablets in education
#tablets360
Mobile (light)
Quick start
Wireless connection
Multimedia & Apps
Small
Characteristics (Looi et al., 2009; Oakley et al., 2012)
Mobile and wireless communication technologies could play an important role in transforming the
ways in which we teach and learn
(Liu & Hwang, 2010)
◗ Help teachers in adapting instruction and facilitate richer interactions (Roschelle et al., 2007)
◗ Allow teachers and students to access and create multimedia materials (Oakley, Pegrum, Faulkner & Striepe, 2012)
◗ Learn in a multiplicity of (formal and informal) settings (Kearney et al., 2012)
◗ Contribute to the development of digital literacy competences (e.g. Oakley, Pegrum, Faulkner & Striepe, 2012)
What about architecture, engeneering, medicine?
Self-evaluation
New trends
Conclusion (1)
1. multidimensional approach to look at ICT use in class
[More info: Tondeur, J., van Braak, J., & Valcke, M.(2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23, 197-206]
Metaplan > green cardOpportunity
Technology? According to Koehler & Mishra, (2008): YES!
Metaplan: red card > difficulty
IT’(s) about
Education!
Meet & greet
Educational technology?
Institutional level
Knowledge & beliefs
Technological Pedagogical Content Knowledge (see Koehler & Mishra, 2008)
Voogt, J. Fisser, P. , Pareja Roblin, N., Tondeur, J.& Van Braak, J. (2012). Technological Pedagogical Content Knowledge (TPACK) - a review of the literature. Journal of
Computer Assisted Learning.
It’s not so much the program;more what you do with it
[Jones, 1986]
Linking ICT use and educational beliefs
• ICT integration cannot be restricted to merely technology-related factors, such as computer attitudes (Albirini, 2006; Hermans et al. , 2008)
• Teachers more easily accept innovations that are in accordance with their educational beliefs (Ertmer, 2005)
• Constructivist beliefs foster computer use in education (e.g., Becker, 2001)
• Which teacher beliefs are connected to which types of computer use?
Teacher Beliefs Scale (Woolley, Benjamin, & Woolley , 2004)
•“I like to make curriculum choices for students because they can’t know what they need to learn.”
•“For assessment purposes, I’m interested in what students can do independently”
"Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers,
memorizing prepackaged assignments, and spitting out answers.They must talk about what they are learning,
write reflectively about it, relate it to pastexperiences, and apply it to their daily lives.
They must make what they learn part of themselves”
(Chickering & Gamson, 1987)
How active is your lecture?
Teacher Beliefs Scale (Woolley, Benjamin, & Woolley, 2004)
•“I believe that expanding on students’ ideas is an effective way to build my curriculum.”
•“I involve students in evaluating their own work and setting their own goals.”
•“I make it a priority in my course to give students time to work together when I am not directing them”
Traditionalism
Con
stru
ctiv
ism
Cluster 1
Cluster 3Cluster 4
Cluster 2
15
20
25
30
35
40
45
Information Tool Learning Tool Basic Skills
Cluster 1: Constructivist &Traditional Teaching profile
Cluster 2: Constructivist Teaching profile
Cluster 3: Traditional Teaching profile
Cluster 4: Undefined profile
Conclusion (2)
1. multidimensional approach to look at ICT use in class
2. IT’s about education
[More info:Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers educational beliefs profiles and different types of computer use in the classroom: The impact of teacher beliefs Computers in Human Behavior(24), 2541-2553]
Twitter #ICTalcala@jtondeur
IT’(s) about
Education!
Meet & greet
Educational technology?
TPACK workshop
Complex innovation
Knowledge & beliefs
Evidence
ICT & Education: two worlds apart?
http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/129EN.pdf
Funding of ICT actions in education
1st 2nd 3th 4th 5th 6thGrade level
0.00
2.00
4.00
6.00
8.00
10.00
12.00 Supportive use of ICT
Class use of ICT
To illustrate: 6 teachers in one school
Types of computer
use
Cultural teachercharacteristics
Structural teachercharacteristics
Cultural schoolcharacteristics
Contextual schoolcharacteristics
Wikispaces
1 6 11 16 21 26 31 36 41 46 51 56 62
Schoolnummer
1.00
2.00
3.00
4.00
5.00
Differences between institutions
Institutional characteristics?
Types of computer
use
Cultural teachercharacteristics
Structural teachercharacteristics
Cultural schoolcharacteristics
Contextual schoolcharacteristics
Basicskills
Learningtool
Informationtool
School characteristics
Availability of computers +++
Computers with Internet +++
Computers in the classroom ++ +++
Innovativeness ++ ++
ICT-policy ++ +++
ICT-training ++
Teacher characteristics
Gender +++
Computer experience ++
Traditionalism + + -
Constructivism + +++
Innovativeness + ++
+ p < .05 ++ p < .01 +++ p < .001
0
10
20
30
40
50
60
70
80
Inno -
vativeness
Supportive
leadership
Goal -
orientedness
ICT
Planning
ICT
support
Infra -
structure
Cluster 1 (N=41)
Cluster 2 (N=27)
0
5
10
15
20
25
30
35
40
45
50
1 2 3
Reeks1
Reeks2
1= Skills 2= Information tool 3= Learning tool
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1. Students have a positive attitude towards ICT, and are willing to use ICT to support their own learning process.
2. Students use ICT in a safe, responsible and effective way.3. Students can work independently in a ICT enriched learning
environment.4. Students can learn independently in a ICT enriched learning
environment.5. Students can use ICT to elaborate their ideas in a creative way. 6. Students can use ICT to search for, process and store digital
information.7. Students can use ICT to present information to others.8. Students can use ICT to communicate in a safe, responsible and
effective way. 9. Students can chose adequately between a number of different ICT
applications, depending on the specific goal to be achieved. 10.Students are willing to redefine their actions after reflection on
their own and others’ use of ICT.
“Vision without action is a daydream.Action without vision is a nightmare.”
(Asian proverb)
Conclusion
1. multidimensional approach to look at ICT use in class
2. IT’s about education
3. Need for a shared vision at Institutional level
[More info:Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: challenging the potential of a school policy. Computers and Education.51, 212-223.]
IT’(s) about
Education!
Meet & greet
Educational technology?
TPACK workshop
Complex innovation
Knowledge & beliefs
Evidence
Are universities doing a better job because of their embrace of technology?
Can universities improve their teaching effectiveness by investing more heavily in technology?
How can universities best use technology? Questions spring up on all sides.
“Although several evaluators found educationally meaningful effects on
student achievement in reading, most studies found only small effects in
this area.”
Meta-analysis
• Letterie (2003)
‣Quality of the research questioned
• Is it possible to comme to a final conclusion about ICT in education?
‣Dependent variables too diverse (scores, time, satisfaction, confidence, feasibility, …)
‣Independent variables too diverse‣Contexts/conditions/audiences too diverse
Richard E. Mayer
Read this:
“When we pull the lever air can pass via the valve in the room between valce and air-valve. When we push the lever, the valve is shut closed and the air-valcve is pressed open so that air is pushed outside via the air-valve into the tire.”
Read this text:
“When we pull the lever air can pass via the valve in the room between valce and air-valve. When we push the lever,, the valve is shut closed and the air-valcve is pressed open so that air is pushed outside via the air-valve into the tire.”
When we pullthe lever,
Air passesalong the valve
And air enters the room betweenThe valve and air-valve
When we pushthe lever
The valvecloses
And air is pressed through theair-valve to the tire.
Air-valve
Valve
lever
Microlevel: Information component• General hypothesis:
ICT supports Information Processing of Learners
Mayer (2001) and Paivio (1986)
Microlevel: Information component• General hypothesis:
ICT supports Information Processing of Learners
ICT fosters information presentation• Practical relevance: imaging, virtual reality,
3D, CAVE-technologies
• Empirical base: convincing impact in variety of content domains (Mayer, 2003)
‣Higher retention‣Better transfer of knowledge
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Application of CAVE technology; walking in bone structure Kral (2004)
ICT fosters information organisation
• Higher education: processing large amounts of complex and interrelated information.
• Information organisation implies structuring, comparing, ordering, relating, and analysing of new information.
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Knowledge integration: games
• Howell (2005) - overview of ICT-based interactive games and evaluative research; some relevant for (para)medical education
• Mann, Eidelson, Fukuchi, Nissman, Robertson, & Jardines (2002) - computer assisted board game to manage patients with breast cancer. Students send the patient to physical examination, mammography, ultrasound, or office procedures, … : significant learning gains about work-up procedures.
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Screendump from the Breast Cancer Detective Game (http://www.med.umich.edu/lrc/breastcancerdetective/)
Conclusions• Relevance of ICT in medical education should consider
the expected outcomes, context, conditions and target audience
• Is ICT effective? Wrong question‣(Jacobsen, 2001) The major question is now: under what circumstances, in
what particular learning environment, with what type of students and in view of what kind of learning tasks, does ICT have an impact?
• ICT impact positive IF …‣Combined with real life experiences‣Sufficient prior knowledge available‣Novice or advanced student‣Staff development
• Most convincing impact: ‣Microlevel: collaborative learning‣Mesolevel: flexibility
IT’(s) about
Education!
Meet & greet
Educational technology?
TPACK workshop
Complex innovation
Knowledge & beliefs
Evidence
Interactive @ workshop?•Do you tweet about the workshop?•Do you share info @ the educational portal?•Do you try Facebook?•Are you on Academia now?•Did you visit the website of out department?•Did you sent an e-mail about the workshop?•Some more interesting videos on you tube?•Perhaps you can create a blog post?•Do you want to develop a mindmap?•Do you want to explore Turning Point?• Scoop It!•Do you like to explore a tablet?•Create a Prezi?
Papers ? Information ?
[email protected]://ugent.academia.edu/JoTondeurhttp://ugent.academia.edu/JoTondeur
