The NERA-conference 2005

Assistant Professor Vibeke BjarnøThe Department of ICT and media, Faculty of Education

Oslo University College

Information and communication technology in teacher education- Adapted learning carried out by blended learning -

Vibeke Bjarnø, Oslo University College

Project background

In school practice: gap between ICT knowledge and skills in using ICT to support pupils’ learning

• What can teacher education do to change this?• Means/agent: develop a multi-disciplinary education with ICT

The purpose of the study in teacher education:1. Close the gap between what students are taught to do in school

and the way ICT is used as a tool for learning in teacher education.

2. Changing the role of the ICT teachers in teacher education from technical support to didaktikal dialogue partners using ICT to support learning.

Vibeke Bjarnø, Oslo University College

ICT integration

• Based on a 30 credits curriculum “ICT and Learning 1” with 3 main themes:– Introduction to information technology (15

credits)– Didaktikal use of information technology (10

credits)– Information technology in society and

workplace (5 credits)

Vibeke Bjarnø, Oslo University College

Historical changes of ICT in the Degree Programme of teacher education

• Attempt 1: Separate ICT courses (total 24 h.)• Attempt 2: Project “Fleirfagleg” (multi-

disciplinary)• Attempt 3: Attempt to integrate ICT in some of

the disciplines, Department of ICT and media all follow up responsibility.

• Attempt 4: Full integration of didaktikal use of ICT in the compulsory disciplines in the first two years.

Vibeke Bjarnø, Oslo University College

Integration of ICT in the compulsory disciplines:

– Mathematics– Norwegian– Educational science– Christianity and general religious and moral

education

= 1st and 2nd year of Teacher Education (3rd)

Vibeke Bjarnø, Oslo University College

Transitions and boundary crossing

New multi-disciplinary didaktik• First single disciplinary teaching • Now multi-disciplinary didaktik is developed during

communication between different departments= communications between different social systems in the Faculty.

• Based on the different disciplines’ curriculum, and practice, different form of ICT integration were implemented.

• Result from ICT didaktik to multi-disciplinary didaktik with ICT.

Vibeke Bjarnø, Oslo University College

Methodical approach – action research

• The data used between reflection and action is both qualitative and quantitative:– Observations – Log (logbook)– Open interviews– Questionnaires

Vibeke Bjarnø, Oslo University College

How is everything organized?

• The entire teacher education is organized through a matrix where ICT are connected to different themes and disciplines’

• Appendix example autumn 2005

Vibeke Bjarnø, Oslo University College

ICT Organization - adapted learning

The student have to evaluate their own competence – “What do I need?”

• Net based teaching material

• Lectures (max 350 students)

• Supervision in computer suites (max 30 students)– Based on student assignments

Vibeke Bjarnø, Oslo University College

Blended learning

• The Department of ICT and media develop ICT arrangements where the adaptation of learning is done using the concept of blended learning. A combination of online and traditional methods is used.

• Thorne (2003:16) define blended learning as: “…the most logical and natural evolution of our learning agenda. It suggests an elegant solution to the challenges of tailoring learning and development to the needs of individuals. It represents an opportunity to integrate the innovative and technical advances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported and enhanced by using the wisdom and one-to-one contact of personal coaches.”

Vibeke Bjarnø, Oslo University College

Student graded: “The ICT lessons and supervision have been an integrated part of the study and are useful for the learning process in

other disciplines.”

A statement that relates to a particular part of ICT teaching and tutoring gives better results:

“The web-based teaching material and the supervision in computer suites connected to formula editor and painting tool was a good help to manage

the ICT demands in the mathematic exam.”

Vibeke Bjarnø, Oslo University College

Discussion and questions

• How do we express ICT integration?– Example: Not only distinct parts of a word processor, but

a didaktikal understanding for the use of word processor to support learning among students/pupils

• How do we develop students’ long term digital competence?– Example: Get the students’ to think over time about ICT,

and not have a narrow focus in an ongoing assignment?