Regional Innovative Teachers Forum 2008 C.T.SALL 1 ICT AND TEACHING - LEARNING PROCESS: INNOVATION...

Regional Innovative Teachers Forum Regional Innovative Teachers Forum 2008 C.T.SALL2008 C.T.SALL

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ICT AND TEACHING - LEARNING PROCESS: ICT AND TEACHING - LEARNING PROCESS: INNOVATION OR PARADIGM CHANGE ?INNOVATION OR PARADIGM CHANGE ?

Dr Cheikh Tidiane SALLDr Cheikh Tidiane SALL General Inspector of EducationGeneral Inspector of Education

FASTEF/UCADFASTEF/UCAD SENEGALSENEGAL


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SummarySummary

1. About the key-concepts: innovation /paradigm change 1. About the key-concepts: innovation /paradigm change

2. Some considerations about ICT2. Some considerations about ICT

3. Some theoretical approaches of teaching-learning process3. Some theoretical approaches of teaching-learning process

4. What relations between teaching-learning process and 4. What relations between teaching-learning process and ICT ?ICT ?

5. What conditions for paradigm change in teaching-5. What conditions for paradigm change in teaching-learning process by ICT?learning process by ICT?


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1. About the key-concepts: innovation / paradigm change1. About the key-concepts: innovation / paradigm change

SUMMARYSUMMARY

1. About the key-concepts: 1. About the key-concepts: innovation / paradigm changeinnovation / paradigm change

2. Some considerations about 2. Some considerations about ICTICT

3. Some theoretical approaches 3. Some theoretical approaches of teaching-learning processof teaching-learning process

4. What relations between ICT 4. What relations between ICT and teaching-learning process and teaching-learning process ??

5. What conditions for paradigm 5. What conditions for paradigm change in teaching-learning change in teaching-learning process by ICT?process by ICT?

INNOVATION 1. Thing (matter), idea or new process Example: a technical innovation

2. Action to bring or to create something new or to act in a new way Example: educational innovation


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SUMMARYSUMMARY



3. Some theoretical approaches of 3. Some theoretical approaches of teaching-learning processteaching-learning process

4. What relations between ICT and 4. What relations between ICT and teaching-learning process ?teaching-learning process ?

5. What conditions for paradigm 5. What conditions for paradigm change in teaching-learning change in teaching-learning process by ICT?process by ICT?

PARADIGM = dominant conception, set theories, concepts and methods accepted for a given period by the scientific community

Thomas Samuel KUHN (1962): the Structure of the scientific revolutions.The development of the nature sciences is not cumulative, but consist of a succession of paradigms.

Gaston Bachelard: the concept of epistemological breakIn physics: position, time, mass, energy


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INTERPRETATION OF THE PARADIGM APPROACH OF INTERPRETATION OF THE PARADIGM APPROACH OF KNOWLEDGE ACCORDING TO KUHN (1962) KNOWLEDGE ACCORDING TO KUHN (1962)

Normal science 2 Paradigm 2

CRISE

Paradigm 1 Normal science 1

CRISE

Paradigm break

ParadigmParadigm break break


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1. Both concepts convey an idea of 1. Both concepts convey an idea of change change

2. An innovation does not necessary 2. An innovation does not necessary lead to a paradigm change lead to a paradigm change

3. Many innovations are included in a 3. Many innovations are included in a " normal science " period of a given " normal science " period of a given paradigmparadigm

KEY QUESTIONKEY QUESTION:: Do ICT introduce a perspective of Do ICT introduce a perspective of

innovationinnovation within the same paradigm within the same paradigm (normal science), or do they announce (normal science), or do they announce a a paradigm changeparadigm change in teaching- in teaching-learning process?learning process?

SUMMARYSUMMARY


2. Somme considerations about ICT2. Somme considerations about ICT



5. What conditions for paradigm 5. What conditions for paradigm change in teaching learning process change in teaching learning process by ICT?by ICT?


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2. 2. SomeSome considerations about TIC considerations about TIC

SUMMARYSUMMARY 1. About the key-concepts: 1. About the key-concepts:

innovation / paradigm changeinnovation / paradigm change

2. Some considerations about 2. Some considerations about ICTICT

3. Some theoretical approaches 3. Some theoretical approaches of teaching-learning processof teaching-learning process

4. What relations between ICT 4. What relations between ICT and teaching-learning process ?and teaching-learning process ?

5. What conditions for paradigm 5. What conditions for paradigm change?change?

A brief search in the INTERNET- Eberhard Heuel (university of Hagen, Germany) Bibeau, Robert: 2004a; 2004b; 2004c, 2004c)

ICT 3 important components:An equipment (computers + equipment of networking)

Digital resources (online services, software, applications, computing contents, authors program , platforms, Sites, electronic libraries…)

Networks (Intranet, Internet: communication cooperation, educational exchanges of information, organization of program, management of contents of education)


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2. Some considerations about TIC2. Some considerations about TIC

SUMMARYSUMMARY1. About the key-concepts: 1. About the key-concepts:

innovation / paradigm changeinnovation / paradigm change





Four (4) Qualities of ICT according to Eberhard

Multimedia qualities Interactivity

Hypermedia

Ubiquity


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2. Some2. Some considerations about TICconsiderations about TIC

SUMMARYSUMMARY






6 categories of general digital resources:Gates (Portals), search engines and directories, Software tools,

software package, communication and exchange services

General reference documents,

Data base and protected works,

Training applications,

School and educational applications

(Bibeau, 2004) proposed a (Bibeau, 2004) proposed a taxonomy of the digital Resources taxonomy of the digital Resources


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3. Some 3. Some considerationsconsiderations about TIC about TICSeven categories of educational projects with ICT (Bibeau, 2004)Seven categories of educational projects with ICT (Bibeau, 2004) 1. TV-correspondence (school, teleconference , virtual class) 1. TV-correspondence (school, teleconference , virtual class)

2. Edition (Publishing) and publication (build a Web site, publish a newspaper 2. Edition (Publishing) and publication (build a Web site, publish a newspaper produce an on-line radio or television program) produce an on-line radio or television program)

3. Search and documentary management (retrieval system, orientation and choice 3. Search and documentary management (retrieval system, orientation and choice of career, entreprenariat) of career, entreprenariat)

4. Collection, information sharing (mutualization of the information, virtual 4. Collection, information sharing (mutualization of the information, virtual collaboration…)collaboration…)

5. Problem solving, cyber collection, virtual laboratory 5. Problem solving, cyber collection, virtual laboratory 6. Learning and distance training (run (roam), supports of presentation of these 6. Learning and distance training (run (roam), supports of presentation of these

lessons in terms of REA and objects of learning lessons in terms of REA and objects of learning 7. Thematic projects and transdisciplinary7. Thematic projects and transdisciplinary ………………………………………………………………………………………………………………………………………………


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3. Some theoretical approaches of teaching/learning process 3. Some theoretical approaches of teaching/learning process

Psychological approaches objectives

behaviourism

Constructivism

Teacher: Teaching

Learner: learning

Contents: structuration

Interactions: T/L

Meaning construction

Mediational Theories


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4. What relations between ICT and E/A?4. What relations between ICT and E/A?

ICT allow :ICT allow :

To teach in different new waysTo teach in different new ways: explain, show, demonstrate, : explain, show, demonstrate, monitor and especially supervise learners in various monitor and especially supervise learners in various adapted manners.adapted manners.

To learn differentlyTo learn differently: by appropriating the knowledge, : by appropriating the knowledge, in a individualized, interactive, cooperative, collective in a individualized, interactive, cooperative, collective way by treating information in the time and in the way by treating information in the time and in the space. space.

To question both concepts of time and spaceTo question both concepts of time and space by by reducing the distance and by changing the presence, reducing the distance and by changing the presence, according to new interesting modalities for education.according to new interesting modalities for education.


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4. What relations between ICT and T/L?4. What relations between ICT and T/L?

ICT call and also question the teaching and ICT call and also question the teaching and learning actslearning acts

They question our ways of doing our customs, They question our ways of doing our customs, our attitudes. our attitudes.

At every level of learning process, At every level of learning process, they invite they invite

us to changeus to change. But how?. But how?


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4. What relations between ICT and T/L?4. What relations between ICT and T/L?

The ICT results necessarily in a new model, a The ICT results necessarily in a new model, a new paradigm based on new relations Pupils / new paradigm based on new relations Pupils / Knowledge / Teachers. Knowledge / Teachers.

Therefore, they provoke and propose an Therefore, they provoke and propose an

educational reorganization which is in fact a educational reorganization which is in fact a disruption which we have necessarily to know disruption which we have necessarily to know how to manage. how to manage.

This disruption has not begun yet, or so little! This disruption has not begun yet, or so little! It is thus necessary to get ready for it.It is thus necessary to get ready for it.


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What relations between ICT and T/L?What relations between ICT and T/L?

Other points of view Editorial Education Permanente N° 169 (Digital technology Other points of view Editorial Education Permanente N° 169 (Digital technology and pedagogy: contradictions? Convergences?) Marie-José Barbot, professor at and pedagogy: contradictions? Convergences?) Marie-José Barbot, professor at the university Lille3 Claude Debon, the lecturer in Cnam, Viviane Glikman, the university Lille3 Claude Debon, the lecturer in Cnam, Viviane Glikman, lecturer INRP/Cnamlecturer INRP/Cnam

ICT introduce into the educational practices considerable transformations:ICT introduce into the educational practices considerable transformations:

- The nature of devices, their forms of organization - The nature of devices, their forms of organization - The educational and human resources to which they appeal - The educational and human resources to which they appeal - The functions attributed to the actors, the teachers and learners. - The functions attributed to the actors, the teachers and learners.

- - New configurations appear which bring about new modes of New configurations appear which bring about new modes of intervention, intervention, new learning practices, new forms of interactions new learning practices, new forms of interactions between the between the actors.actors.

They can, sometimes bring to the foreground new dynamics bringing They can, sometimes bring to the foreground new dynamics bringing major educational innovations, sometimes they appear as a simple major educational innovations, sometimes they appear as a simple adaptation to new tools or a reproduction of already known.adaptation to new tools or a reproduction of already known.


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5. What conditions for paradigm change ?5. What conditions for paradigm change ?

GENERAL CONDITIONS (1)GENERAL CONDITIONS (1)(Barbot, Debon, Glikman : Editorial (Barbot, Debon, Glikman : Editorial Education PermanenteEducation Permanente, N° 169), N° 169)

To make known the observed changes, To make known the observed changes,

To analyze the break and recompositionTo analyze the break and recomposition

processes involving pedagogical resources,processes involving pedagogical resources,

organizations and interactions, knowledgeorganizations and interactions, knowledge

and learning, teachers and learners.and learning, teachers and learners.


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5. 5. What conditions for paradigm changeWhat conditions for paradigm change ? ?

GENERAL CONDITIONS (2)GENERAL CONDITIONS (2)(Barbot, Debon, Glikman : Editorial (Barbot, Debon, Glikman : Editorial Education PermanenteEducation Permanente, N° 169), N° 169)

Track down the realized economic and Track down the realized economic and psychological investments, their efficiency, the psychological investments, their efficiency, the existing brakes in the developments at the level of existing brakes in the developments at the level of devices and at the the level of the actors confronted devices and at the the level of the actors confronted with the change.with the change.


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GENERAL CONDITIONS (3)GENERAL CONDITIONS (3)

IIt will thus be a question much more of t will thus be a question much more of concerning a reflexive glance on existing concerning a reflexive glance on existing devices than to present new devices or devices than to present new devices or environments of education intended to environments of education intended to optimize the learning process.optimize the learning process.


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5. 5. WhatWhat conditions for conditions for paradigmparadigm change ? change ?

SPECIFIC CONDITIONS (1)SPECIFIC CONDITIONS (1) Modify the conceptions about links between ICT and Modify the conceptions about links between ICT and

teaching / learning process teaching / learning process TargetsTargets: decision-makers, administrators of the : decision-makers, administrators of the

educational system, teachers including " innovative educational system, teachers including " innovative teachers ", learners, researchers, ICT projects teachers ", learners, researchers, ICT projects designers, designers of digital resources, the donors designers, designers of digital resources, the donors

ChallengeChallenge: sharing the idea according to which the : sharing the idea according to which the current level of development of the ICTcurrent level of development of the ICT h has to as to contribute in a decisive way to build a new paradigm contribute in a decisive way to build a new paradigm of knowledge and the teaching / learningof knowledge and the teaching / learning processprocess


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SPECIFIC CONDITIONS (2)SPECIFIC CONDITIONS (2) Estimate systematically the effects and the impacts Estimate systematically the effects and the impacts of the integration of the ICT in education and of the integration of the ICT in education and teaching / learning process, and communicate the teaching / learning process, and communicate the results to the various actorsresults to the various actors TargetsTargets: the decision-makers, the administrators of : the decision-makers, the administrators of the educational system, the teachers including " the the educational system, the teachers including " the innovative teachers ", learners, researchers, ICT innovative teachers ", learners, researchers, ICT projects designers, designers digital resources, the projects designers, designers digital resources, the donorsdonors ChallengeChallenge: to share the idea according to which ICT : to share the idea according to which ICT contribute to improve effectively the quality of the contribute to improve effectively the quality of the education / learningeducation / learning


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5. 5. WhatWhat conditions for conditions for paradigmparadigm change ? change ?

SPECIFIC CONDITIONS (3)SPECIFIC CONDITIONS (3)Elaborate and implement principles of an andragogy of the Elaborate and implement principles of an andragogy of the integration of the ICT digital andragogy in education and integration of the ICT digital andragogy in education and teaching / learning processteaching / learning process

ChallengeChallenge: : - Accelerate the adhesion of the teachers in the integration of the ICT in - Accelerate the adhesion of the teachers in the integration of the ICT in the teaching / learning in a perspective of paradigm break (overcome the the teaching / learning in a perspective of paradigm break (overcome the psychological barrier, the stress)psychological barrier, the stress)

- Develop the skills of the teachers in ICT- Develop the skills of the teachers in ICT

- Widen the circle of the innovative teachers (motivated enthusiastic, - Widen the circle of the innovative teachers (motivated enthusiastic, creative) and facilitate the emergence of innovative teams creative) and facilitate the emergence of innovative teams


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Toward a new paradigm in education !Toward a new paradigm in education !

The day teachers at last will stop The day teachers at last will stop teaching, then students really will teaching, then students really will start learning !start learning !

Dr. Cheikh Tidiane SALLDr. Cheikh Tidiane SALLUniversité Cheikh Anta Diop Université Cheikh Anta Diop

Thank you for your attention !Thank you for your attention !

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