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www.europeanschoolnet.org – eminent.eun.org8-10 November 2010 - Copenhagen
Acer - European Schoolnet Educational Netbook Pilot
Dr. Riina Vuorikari
09/11/2010
8-10 November 2010 Copenhagen
• 1:1 indicates the ratio of items per user,
i.e. one netbook per learner.
• 1:1 refers to the current trend of low-cost computer devices, ranging from
mobiles and handhelds to laptops or netbooks, have gained ground.
• Typically the devise is connected to the internet and owned by the learner.
• One-to-one (1:1) computing is a new phenomena in educational settings!
What is 1:1 computing in education?
• 34 initiatives identified in 19 countries
(Austria, Czech Republic, Estonia, France, Germany, Greece, Hungary, Ireland, Israel, Italy, Luxembourg, Malta, Norway, Netherlands, Poland, Portugal, Spain and UK)
• Two waves of expansion:– 2003-2004: spreading out
hardware in schools– 2007-2008:
more individualised approach
• OEDC NML on 1:1 http://www.bildung.at/nml-conference2010/
New European review of initiatives
• How can 1:1 computing in education
change and improve teaching and learning
both inside and outside
of schools?
Why the Acer-EUN pilot?
8-10 November 2010 Copenhagen
Various educational contexts:
Place: in school vs. out of school use
Context: individual vs. collaborative use
Purpose: educational vs. leisure use
Why Acer-EUN netbook pilot?
(by Heeok Heo and Jeonghee Seo, NML study, 09)
8-10 November 2010 Copenhagen
What does the Acer-EUN pedagogical netbook pilot
entail?
image: a Spanish netbook student
8-10 November 2010 Copenhagen
Six countries participating
7
8-10 November 2010 Copenhagen
• Pre-pilot: January to June 2010
– 10 classes per country = all in all 60 classes
– 5 teachers per class = 50 teachers per country
= all in all 300 teachers involved
• Pilot: September 2010 to June 2011
– 40 classes per country = all in all 240 classes
– 5 teachers per class
= 250 teachers per country
= all in all 1200 teachers involved
Set-up
About 8000 netbooks
out!
8-10 November 2010 Copenhagen
• Each participating school allocates a netbook team:
4-5 teachers, ICT coordinator and school head
• School’s leadership team’s support
• School receives
– Netbooks for learners (± 27)
– Notebooks for teachers (5)
– School: desktop
(mini server)
+ monitor
Netbook team and equipment
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Arrival of netbooks
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Actors of the pilot in each country
11
1.
2.
3.
4.
5.
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Pedagogical support
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The use of 1:1 in education :
• highlights the fact that the learners have access to
netbooks at all times
• takes advantage of blended learning approach
alternating different activities,
• e.g. teacher-led vs. individual or collaborative activities,
online or offline activities
Do netbooks require a different type of pedagogy?
8-10 November 2010 Copenhagen
Variety of activities during a 1:1 lessonF
ront
al t
each
ing
Gro
upIn
divi
dual
8-10 November 2010 Copenhagen
Netbook, like ICT, is a means to learn!F
ront
al t
each
ing
Gro
upIn
divi
dual
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Alternation of on-line & off-line activitiesF
ront
al t
each
ing
Gro
upIn
divi
dual
on-line
off-line
on-line
off-line
on-line
off-line
8-10 November 2010 Copenhagen
Useless to aim for 100% usage rate!
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Examples of
different types of activities with netbooks
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Teacher-led activity, frontal-style
Teacher-led activity with netbooks
image: a Turkish pre-pilot netbook class
8-10 November 2010 Copenhagen
image: a German pre-pilot netbook class class
Indivdual work within a class
on-line
off-line
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Personalised assignments
21
on-line
off-line
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Individualised remidiation with netbooks
image: a German pre-pilot netbook class
8-10 November 2010 Copenhagen
Groupwork around one netbookon-line
off-line
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Groupwork: individual netbooks
image: a German pre-pilot netbook class
8-10 November 2010 Copenhagen
Blended learning with netbooks
image: a German pre-pilot netbook class
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Teachers as collaborators with learners
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Teachers as collaborators amongst themselves
8-10 November 2010 Copenhagen
Barbara S..., European Schoolnet
image: a German pre-pilot netbook class
1:1 pedagogical scenarios
8-10 November 2010 Copenhagen
1:1 pedagogical scenarios
• Help teachers “orchestrate” the learning situations with netbooks
• The interplay :
– between different activities
– between individual and social processes
• Short sequences alternating activities (e.g. sequencing different activities)
• Describe the organisationl conditions (material and tools, classroom setting, estimated time, evaluation)
• Step-by-step
• Suggestion rather than prescriptive
• Not subject-specific or detailed lesson plans
8-10 November 2010 Copenhagen
Orchestration of learning activities
E.g see Ingo Kollar (2010), ОrchestratingLearni: EducationalPsychologyPerspectivehttp://www.slideshare.net/jtelss10/summer-school-kollar-final
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1:1 pedagogical scenarios
www.netbooks.eun.org/web/acer/resources
8-10 November 2010 Copenhagen
Some samples of
pre-evaluation
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n=240 teachers
8-10 November 2010 Copenhagen
Who are the netbook teachers?
8-10 November 2010 Copenhagen
Who are they?
Subjects taught by netbook teachers
23%
19%
14%
13%
12%
9%
8%
6%
6%
6%
5%
0% 5% 10% 15% 20% 25%
Mathematics/Geometry
Modern foreign languages
National language and literature
Geography
History
Biology
Physics
Chemistry
Informatics/InformationCommunication Technology (ICT)
Visual arts
Citizenship
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Expectations regarding netbooks
• General expectations regarding the use of netbooks in teaching and learning are extremely positive
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Expectations regarding netbooks
• Importantly, about 1/3 of teachers had not yet formed their opinion on these issues!
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Added value for teaching
Teachers' expectations regarding netbooks
78%
72%
67%
62%
4%
5%
5%
7%
18%
22%
28%
32%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
These devices will positively impact on learning
The use of netbooks will allow for students'personalised learning
The use of netbooks will increase students’engagement in school and learning
The individual use of netbooks will provideopportunities for students' informal remediation
Agree Disagree Neither agree or disagree
8-10 November 2010 Copenhagen
Differences: beginners and good users
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How do teachers plan to use netbooks?
• Planning for different modes of netbook activities in France, Turkey and Spain
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Teachers’ fears - to some extent
I am concerned that/about:
Technical problems (e.g. freezing or inability to access the Internet)
The limited Internet access in my school
There will be a lack of technical support in my school
Students will be distracted by doing other things
France 56% 36% 24% 23%UK 45% 26% 13% 10%Germany 49% 38% 25% 5%Italy 44% 19% 37% 27%Turkey 47% 59% 35% 48%Spain 51% 33% 56% 34%Average 49% 35% 32% 25%
8-10 November 2010 Copenhagen
I am concerned that/about:
The negative attitudes of other teachers
Students will cheat
Other technical equipment will not be available (e.g. projector)
Parents will not support the use of netbooks in my school
The school head will not support the use of netbooks
France 14% 10% 13% 0% 0%UK 23% 0% 3% 0% 0%Germany 8% 5% 0% 0% 3%Italy 14% 7% 2% 5% 4%Turkey 21% 18% 27% 16% 3%Spain 13% 16% 4% 2% 4%Average 16% 9% 8% 4% 2%
Teachers’ fears - less so...
8-10 November 2010 Copenhagen
Reality of network availability
Internet availability in pilot schools
32%
50%
17%
0% 10% 20% 30% 40% 50% 60%
Schools have wifieverywhere and possibly
accessible for students
Partial wifi coverage
No wifi coverage
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Storage of the netbooks
36%
28%
23%
17%
16%
16%
12%
10%
9%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Pupils store the netbooks in protective covers
Pupils keep the netbooks with them at all times, sothere is no need for a storage space
Cupboard in the classroom
Other, please specify
Cupboard in a computer lab
Pupils keep the netbooks in locked classrooms
Pupils store the netbooks in the original Acer cardboardboxes
Pupils’ personal cupboards
Cupboard in teachers’ staff room
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8-10 November 2010 Copenhagen
Barbara S..., European Schoolnet
www.netbooks.eun.org
image: a Turkish pre-pilot netbook class
Questions?
[email protected]@eun.org