| Date post: | 27-Mar-2015 |
| Category: |
Documents |
| Upload: | isaac-donnelly |
| View: | 215 times |
| Download: | 1 times |
Ways to use ICT in schools to optimize the impact on teaching and learning
Paper presented at ECER, September 28 – 30 in Vienna, Austria
Ulf Fredriksson, Mid Sweden University, Sweden
Elżbieta Gajek, University of Warsaw, Poland
Gunilla Jedeskog, Linköping University, Sweden
2
Ways to use ICT in schools to optimize the impact on teaching and learning The ELFE project Objectives Research methods: Selection of schools,
Instruments, Collection of data Findings: ways to use ICT, factors
supporting or hindering the use of ICT, Finance, School management, Sustainability, Transferability
Discussion Summary
3
The ELFE project -European eLearningForum for Education
Funded by the European Commission Organised by ETUCE (European Trade
Union Committee for Education) Realised through cooperation between
teacher unions and researchers ELFE1 (2004 – 2005): Denmark, Germany,
Norway, Portugal and UK ELFE2 (2008 – 2009): Denmark, Latvia,
Poland, Slovenia and UK
4
PurposeBuilding on the ELFE 1 findings, the ELFE 2
aims at:
A better understanding of the strengths and the weaknesses of using ICT in education
Identifying ways to use ICT that promotes an added learning value
Identify factors that support or hinder the pedagogical use of ICT
5
Selection of schools
Selection of schools was done by the national trade union representative of the participating countries in the ELFE Steering Committee.
There were two criteria for the selection of schools:
1) We were looking for secondary schools, both lower secondary and upper secondary schools.
2) The visit to the school could only take one day.
6
Selection of schoolsIn addition to the two more general criteria there were four
additional criteria:
1. The schools should be 'normal' as opposed to schools that receive extra budgets and support as part of a specific project.
2. The use of ICT in the schools should be aimed at pedagogical methods (e.g. student centered pedagogy) and/or addressing new curricular goals (e.g. goals related to developing lifelong learning skills).
3. ICT is intensively used in teaching and learning processes in the school as a whole.
4. Given the expected variation between European countries, the criteria mentioned above should be locally defined. The schools should be regarded as advanced in respect of ICT use in their countries.
7
Selection of schools
Denmark: 1 lower secondary school, 1 upper secondary school
United Kingdom: 1 lower secondary school, 1 upper secondary school
Slovenia: 2 upper secondary schools Poland: 1 upper secondary school, 1
lower secondary school Latvia: 2 upper secondary schools
8
Collection of data Data collected from: Head teacher: interview and
questionnaire Teachers: interview in focus group Students: interview in focus group ICT coordinator (staff member
responsible in the school for the ICT infrastructure): questionnaire
9
What can we do with the collected data?
a case study approach Small number of schools– but schools with
an advanced use of ICT It is not possible to generalize from the
observations to a European or national level
The experience of the ELFE 2 schools may show us the risks and opportunities that schools will meet in the years to come
10
Findings:Ways to use ICT in schools to optimize the impact on teaching and learning
interactive boards facilitate experiments video and sound PowerPoint to support lectures different computer programmes
and web pages to animate internet to find information
11
FindingsWays to use ICT in schools to optimize the impact on teaching and learning
Internet and e-mail Learning platforms to post general information about the
school to an audience outside the school to disseminate information to teachers
and students and to create archives with information
contact with other schools distance education
Factors supporting or hindering the use of ICT
ICT infrastructure available in school and at home
Shared vison of the use of ICT Margin for trial and error Teachers - enthusiastic and confident In-service formal and informal training focused
on ICT-based instruction Gender diferences mentioned but not dealt Ethnicity is not an issue
ICT and strategic use of available financial means
Public and private financial means are used to provide hardware
Budget for maintenance of the infrastructure
Budget for technical support Budget for teacher training
ICT and school management
Head teacher’s enhancing and supportive role
Vision ICT based
communication administration
Transferability - infrastructure
the extent to which experiences gained in these schools can be transposed to other schools
Budgetary issues Introducing computers into schools Maintenance Upgrading
Transferability - Pedagogy
Bi-directional transfer of pedagogical
practice
Transfer of change
Sustainability
the possibility for the studied schools to continue their work and to further develop it
Critical approach to change All institutions plan to change infrastructure Teachers work on new methods and
approaches The positive attitude towards change and innovative practices can be sustained in the institutions visited and transferred to any
other school
18
Discussion – research method
Did we find the types of schools we were looking for?
Yes, the schools we visited seem to have a more advanced use of ICT than most other schools in respective country.
One criteria could be discussed: “normal” and not received extra budgets and support as part of a specific project
Discussion – research method
Small number of schools visited - perceived as advanced in the use of ICT
Findings are comparable with other studies
Discussion – stages in the development of the use of ICT
Plomp, Brummelhuis, & Rapmund (1996) approach: use of computers to support traditional
methods of teaching (most cases) use technology as part of more innovative
instruction, including, team teaching, interdisciplinary project based instruction, and individually pace instruction (some attempts)
use of technology to support active, creative and collaborative learning (a few attempts)
Discussion - A comparison with the findings from ELFE1
ELFE 1 findings (ELFE Steering Committee, 2006; Fredriksson, Jedeskog,
Plomp, 2008) Vision on teaching and learning, School’s involvement in other innovations, Leadership style of the head teacher, Integration of ICT in the school’s culture, Teachers’ professional development, Teacher collaboration, External policies and linkages relevant for ICT use
and pedagogical changes.
22
Conclusions Ways to use ICT in schools to optimize the impact on teaching
and learning : PowerPoint supported lectures, Animations used to make lectures more concrete (mainly
science subjects), Experiments supported by ICT (mainly science subjects), Using internet to find information, Using internet and e-mail for communication, Websites to make information available to the public and to
students, Contacts with other schools (also in other countries), Blended learning, Out of school activities.
Thank youDankeTack
Dziękuję
24
To contact us:
Ulf Fredriksson, Mid Sweden University, www.miun.se, [email protected]
Elżbieta Gajek, University of Warsaw, www.ils.uw.edu.pl/~egajek , [email protected]
Gunilla Jedeskog, Linköping University, www.liu.se, [email protected]
More information about the ELFE project:
www.elfe-eu.net
