ELFE2 0909141 On ICT in education: some perspectives Tjeerd Plomp (professor emeritus) University of Twente Enschede, the Netherlands Bled (Slv), 14-15.

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On ICT in education:

some perspectives

Tjeerd Plomp(professor emeritus)

University of Twente

Enschede, the Netherlands

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Some conclusions ELFE1

ICT in education offers opportunities for:

- More up-to-date information

- Cross-curricular skills

- Independent learning & working

- Teaching according to each student’s need and resources available

- Teamwork among both teachers and students

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Some conclusions ELFE1

Also some risks of ICT in education mentioned:

- Focus on surface in stead of depth- Copying from Web and other students- Students left alone in front of screen- Less focus on oral, writing and analysis

skills- Increased workload both for teachers

and students

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Some general ‘wisdom’

• ICT is means, not goal in itself

• Our society has transformed from an industrial society into an information or knowledge society

=> Has consequences for education and for how schools function and teachers teach

• In 21st century our perception of what is ‘good’ education has to change – this pertains to all components of the teaching-learning (T/L) process

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Did you know? 3.0 – 2009 Edition (YouTube)

• The projected top ten in demand jobs in 2010 did not exist in 2004 (US Secr o Educ)

• ‘we are currently preparing students for jobs that do not exist, where they will use technologies that haven’t been invented yet to solve problems we don’t even know are problems yet’

• Reported bout Google that: in 2006 up to 2.7billion searches/monthnow: 31 billion searches/month!

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This presentation:

1. Importance of curricular perspective

2. Education in 21st century

3. International/global initiatives

4. Some research findings

(such as from SITES 2006 study)

5. Concluding comments

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Curricular perspectiveB

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content

student teacherlearning process

materials& infra structure

aims

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Learning: interaction between actors and goals of education

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Components of a curriculumC

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•Rationale/vision•Aims-objectives•Content•Learning activities•Teacher role

•Materials & resources•Grouping•Location•Time•Assessment

Metaphor of spiderweb: it is as strong as its weakest axe (Van den Akker)!

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The Curriculum Spiderweb

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RationaleContent

Tea

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Mat

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Res

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Grouping

Location

Tim

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Ass

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Aims & Objectives

Learning activities

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Curriculum perspective‘Sources’: student – subject - society

Knowledge economy – Information society:Knowledge no longer primarily knowing facts

and theories and being able to reproduce them

(‘old’ knowledge – reproductive skills)BUT: ability to find relevant data and to derive

meaning from it (lifelong learning skills) (‘new’ knowledge – productive skills)

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Lifelong learning skills:

In new circumstances, being able • to generate and evaluate answers to

open, non-standardized questions, • to set own learning goals,• to plan and regulate own learning• to evaluate own progress

Need for analytical, creative and synthesizing skills

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’21st Century’ skills(ATC21Skills project)

I. Ways of thinking1. Creativity and Innovation2. Critical Thinking, Problem Solving,

Decision Making3. Learning to LearnII. Ways of working4. Communication5. Collaboration (Teamwork)

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’21st Century’ skills(ATC21Skills project)

III. Tools for working

6. Information Literacy (includes research)

7. ICT Literacy

IV. Living in the world

8. Citizenship – Local and Global

9. Life and Career

10. Personal & Social Responsibility – incl. Cultural Awareness and Competence

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Implications for education:

- Other balance needed between ‘old’ and ‘new’

- enable learners to become more active and make them more responsible for arranging their own learning process

- teachers becoming more ‘professional coaches’

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Emerging pedagogical practices for information society

(Voogt & Pelgrum, 2003)

1. New goals: students become competent in information management, communication, and collaboration, and metacognition.

2. Less structured sources of information as learning materials.

3. Traditional boundaries between subjects to be bridged

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Emerging pedagogical practices for information society (contd)

4. Gap between discipline-related knowledge taught in schools and application of knowledge in real life to be bridged

5. Boundaries between the school and outside world need to fade.

=> More focus on needs of individual learners

=> Other ways of assessment: more open, more formative

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Obvious role of ICT in realizing new vision on teaching and learning:

- as a general tool (e.g. word processing), - as digital learning resources (e.g. tutorials, simulations, web-based materials, digital encyclopedia, etc), - as network and communication tools (e.g. internet browser, email software),-as digital tools (e.g. microcomputer based laboratories, statistical tools, accounting-bookkeeping software) - as production tools

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No neglect of ‘old’ knowledge’:what has traditionally been valued as important knowledge and skills

BUT

schools should reflect a good balance between what is traditionally valued and what is considered important in the information society.

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Possible shifts in pedagogy (adapted from Pelgrum et al., 1997; Pelgrum, 2001)

Less MoreSchool Isolated from society Integrated in society

Most information on school functioning confidential

Information openly available

Teacher Initiator of instruction Helps students find appropriate instruct path

Whole class teaching Guides students’ independent learning

Evaluates student Helps student to evaluate own progress

Places low emphasis on communication skills

Places high emphasis on communication skills

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Possible shifts in pedagogy (contd)(adapted from Kozma et al., 1999)

Less MoreStudent Mostly passive More active

Learns at school Learns also outside school

Hardly any teamwork Much teamwork

Takes questions from books or teachers

Asks questions OR generates them (projects)

Learns answers to questions

Finds answers to questions

Learning outcomes

Emphasis on reproductive skills

Emphasis on productive skills

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Change perspective

From study ELFE 1:

Policies on pedagogical innovation using ICT often only partially implemented!

Fullan (2007):

Real innovation is multi-dimensional

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Dimensions of innovation/change:

(1) new materials: e.g. computers, educational software, open source materials, etc,

(2) new teaching approaches: e.g. students working more independent of the teachers, often in small groups on projects with the teacher in a different role

(3) new beliefs about what is good education: e.g. assumptions about what should be taught and about what are appropriate methods.

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Change is process, not an event!

- Not reasonable to expect schools and teachers to change at ‘a point in time’

- Schools may introduce step-by-step new elements in their curriculum and pedagogical approaches

- Different schools may decide for different emphases and priorities!

“There are many ways leading to Rome”

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3.International/global initiatives

Three projects(i) Assessment and teaching of 21st

Century skills (ii) EU - Indicators of ICT in Education (IIE)(iii) USA / International Experiences with

Technology in Education (IETE) Also one conference:(iv) EDUsummIT

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(i) Assessment and teaching of 21st Century skills

Multi-stake collaboration:

- Natl Educ Depts & Minitries of AUS, FIN, POR, SIN, UK (founding countries)

- Intrntl assessment agencies: OECD, IEA

- Intrntl researchers headed by Barry McGaw (UoMelbourne, AUS)

- Corporations Cisco – Intel – Microsoft

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(i) Assessment and teaching of 21st Century skills

Why?- Profound economic and social changes

require new skills- Many initiatives have focused these 21st

Century skills BUT:Lack connection between 21st C classroom

practices and national and international assessments.

Growing consensus on what 21st C skills are but little agreement on measurable definitions.

There are many methodological and technological issues that need to be addressed.

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(i) Assessment and teaching of 21st Century skills

Targeting on following skills (considered critical to individual economic success

and important to effective functioning at the personal and societal levels):

• Creativity and innovation• Critical thinking• Problem solving• Communication• Collaboration• Information fluency• Technological literacy

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(i) Assessment and teaching of 21st Century skills

Indicators of success

• Acceptance, recognition, and participation by stakeholders

• Problems identified, solutions developed, and widely available.

• ICT-based assessment of 21st C skills incorporated into national and international assessments.

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(i) Assessment and teaching of 21st Century skills

Final report: August 2011

For information: http://www.atc21s.org/

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(ii) EU - Indicators of ICT in Education (IIE)

Purpose/Goals:

• To identify a set of indicators that are relevant for enabling the regular monitoring of the use and impact of ICT in primary and secondary education.

• To describe scenarios for monitoring ICT in Education in the European Union.

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(ii) EU - Indicators of ICT in Education (IIE)

Main products:

• Policy issues and concepts

• Available and needed indicators

• Proposal core indicators & priorities!

• Statistical overviews

• Scenario’s for EU ICT monitoring

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(ii) EU - Indicators of ICT in Education (IIE)

Proposed categories of indicators:

1. Infrastructure

2. Curriculum & content (including pedag approaches, assessment)

3. Outcomes and attitudes (e.g. competencies, digital literacy)

4. School leadership (e.g. change management)

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(ii) EU - Indicators of ICT in Education (IIE)

Proposed categories of indicators (contd):

5. Connectedness (e.g. natl/internatl cooperation, public-private partnerships)

6.Teacher training (e.g. teacher competencies, pedag drivers license)

7. Support (e.g. way and extent of technical and/or pedagogical support)

8. Transversal issues (e.g. equity, safety, financing)B

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(ii) EU - Indicators of ICT in Education (IIE)

• Not much available for ‘outcomes’

• Many indicators for conditional factors

Final report: October 2009

Project director: Hans Pelgrum

([email protected] )

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(iii) Internatl Experiences with Technology in Education (IETE)

USA initiated, but similar to EU-project

Research questions:

• What international ICT indicators are currently being collected?

– What are limitations of these data?

• What progress has been made in measuring ICT impacts on teachers, instruction, and learning?

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(iii) Internatl Experiences with Technology in Education (IETE)

Research questions (contd)::

• What policies and systems are in place to guide effective ICT investments?

• What set of indicators will be most informative for policy and feasible to collect on ongoing basis?

• What partnerships and data collection methods will be required to make possible an annual compendium?

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(iii) Internatl Experiences with Technology in Education (IETE)

High-priority areas:• Improving student learning through

enhanced instruction

• Increasing teacher capacity to teach

• Data systems to support continuous improvement

Project: identify gaps and needed indicators

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(iii) Internatl Experiences with Technology in Education (IETE)

• Survey of Ministries of Education of 24 highest productivity countries

• No new data collectionsFinal report: August 2010- Country profiles- Recommendations for annual

compendiumFor more information: Bob Kozma (

[email protected] )

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Few conclusions on projects:

- It is good to have - apart from national initiatives - a number of international/global projects

- 21st century skills linked with ICT: not only to teach, but also to assess

- EU and USA project on indicators for ICT in education ‘talk’ to each other and will suggest ‘clients’ to communicate => one common set of indicators

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EDUsummIT

International Summit on the Future of ICT in Education: A Call to Action

The Hague (Netherlands) - June, 2009

Researchers, policy makers and practitioners discussing summary of 40-50 years of

research on ICT in education compiled in International Handbook on ICT in Primary

and Secondary Education

(Joke Voogt & Gerald Knezek, Eds)

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EDUsummIT

From Call to Action (amongst others):

(see www.edusummit.nl):To better understand student technology

experiences in informal learning environments, in order to inform work in formal settings

To develop new assessments designed to measure outcomes from technology enriched learning experiences

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EDUsummIT

From Call to Action (contd):To develop and use distributed leadership

models for technology use in schools and teacher education programs

To develop and use models for teacher learning on technology use in schools and classrooms at the pre- and in-service levels

Also: attention for the needs of developing countries

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Research (1) - SITES 2006:survey of pedagogical practices and

the use of ICT in it.

Survey of - Schools (principals and IT

coordinators)- Math & Science teachers.

Grade 8 is target grade.

Random selection of 400 schools and (in principle) per school 2 math and 2 science teachers

SIT

ES

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6

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Research questions

1. What are the pedagogical practices adopted in schools and how is ICT used in them?

2. What ICT is used and how is it used in specific situations where ICT has been employed relatively extensively within a pedagogical practice

3. What teacher, school, community and system factors are associated with different pedagogical practices and ICT-use?

SIT

ES

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Conceptual frameworkS

ITE

S 2

006

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Participating education systemsS

ITE

S 2

006

Alberta, Canada

Catalonia, Spain

Chile

Chinese Taipei

Denmark

Estonia

Finland

France

Hong Kong SAR

Israel

Italy

Japan

Lithuania

Moscow, Russian Fed

Norway

Ontario, Canada

Russian Federation

Singapore

Slovak Republic

Slovenia

South Africa

Thailand

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Pedagogical orientations

Traditional orientation:

• focus on content goals

• typically the teacher plays the main role as instructor and assessor in the learning process

• the students follow instructions and work on assigned close-ended tasks

SIT

ES

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6

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Pedagogical orientations

Lifelong learning orientation:

• Typically require students to work in teams on open ended real world problems

• Emphasis on developing problem solving, collaborative and organizational skills

• Students play an active role in identifying the learning problem as well as how to tackle it

• The teacher plays a facilitative role in the learning process

SIT

ES

200

6

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Pedagogical orientations

Connectedness orientation:

• Provide opportunities for students to learn from local and/or international experts

• Provide opportunities for students to work and learn with peers in other schools, which may be located in the neighborhood or in distant locations

• Provide opportunities for students to develop global understanding & cultural sensitivity through collaborating with students from other countries

SIT

ES

200

6

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0 5 10 15 20 25 30 35 40

Percentage

Hong Kong SAR

Lithuania

Israel

Italy

Japan

Thailand

Singapore

Chinese Taipei

South Africa

Russian Federation

Finland

France

Denmark

Slovenia

Norway

Ed

uca

tio

n S

yste

m

2006 1998

SITES 2006 - Pendulum swing 1998 - 2006

Change in presence of lifelong learning approaches in schools as reported by

principals:

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Pendulum swing - DenmarkBryderup, Larson & Trentel (2009):- 2003 policy: considerable increase in control

of what is learnt in compulsory school: goals per subject per grade level

- 2006: introd of natl tests for subject skills and knowledge => in school culture with increased focus on assessment

=> support traditional paradigm - in spite of the fact that the teachers in 2006

claimed to subscribe to aims and values equally related to the two paradigms, the traditional paradigm was dominant in the actual teaching and learning.

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Pendulum swing - Denmark

Bryderup, Larson & Trentel (2009):

Case of DEN illustrates that use of ICT does not automatically foster a paradigm in line with the needs of the knowledge society.

Especially if the ‘system level’ environment induces other ‘forces’.

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Percentage mathematics teachers using ICT at least once a week

0 10 20 30 40 50

Ontario, Canada

Chile

Alberta, Canada

Russian Federation

Italy

Norway

Hong Kong, SAR

Moscow, RF

Denmark

Thailand

Catalonia, Spain

Estonia

Israel

South Africa

France

Lithuania

Finland

Slovak Republic

Slovenia

Chinese Taipei

Japan

Percentage

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SITES 2006 Teachers use of ICT

LOw vs HIgh proportion of MAth teachers- LOMA countries: TWN, JPN, SLV- HIMA countries: CAN-Ont, CHL, CAN-Alb

Research question (Pelgrum & Voogt, 2009):How do HIMA and LOMA countries differ on(i) characteristics of change (pedag

approach, lifelong learning competencies)(ii) teacher and school level factors affecting

implementation of ICT?

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SITES 2006 Teachers use of ICT

Findings Pelgrum & Voogt (2009):In HIMA more then in LOMA countries:- Math teachers apply learner-centred

approach and- focus on lifelong learning competencies- School leaders stimulate more active

use of ICT and- encourage teachers to apply new ways of

teaching and learning

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SITES 2006 Teachers use of ICT

Findings Pelgrum & Voogt (2009):

School-level factors influencing ICT use:

1. active communication,

2. school leadership development,

3. assessment orientation,

4. ICT use by school leaders and

5. bottom-up change orientation.

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SIT

ES

200

6

2008:InternationalreportSITES 2006 study

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Research (2)

Personal entrepreneurship of teachers (PET)

2nd analysis of ICT monitor (survey) among Dutch primary teacher educators (Drent, 2005):

What factors influenced innovative use of ICT by teacher educators?

Exploratory study

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Personal entrepreneurship of teachers

innovative use of ICT:

Scale of 5 items (Cronbach’s α = .61):

- Information gathering

- Data processing

- Presenting

- Introducing of new subject

- Problem solving

Represents ‘growth’ in use of ICT!

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Personal entrepreneurship of teachers

Important factors (from PLS analysis) influencing innovative use of ICT:

1. Student oriented pedagogy2. Positive attitude towards ICT3. Years of computer experience4. Personal entrepreneurship

- #3 and #4 strongest influenceNote: ICT knowledge/skills no direct

influence, but via other factors

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Personal entrepreneurship of teachers

Based on two manifest variables:- communication/interaction: degree

of having contacts with colleagues (inside/outside) about use of ICT

- utilizing professional network: # of organizations/persons from which teacher educator gets support in using ICT

“amount of contacts (inside/outside) initiated by teacher educator for own professional development in pedagogical use of ICT”

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Personal entrepreneurship of teachers

- Has direct influence on ‘innovative use of ICT’

Also indirect influence, as PET has direct influence on other important factors:

- ICT attitude- Pedagogical approach- ICT competence

Metaphor of a system of seizing cogwheels:

if one cogwheel moves, the others will also start moving!

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Personal entrepreneurship of teachers

NOTE: PET is directly influenced by internal support structure:

- support from management,

- availability of pedag and technical support

So:

the school’s support and the school’s stimulation of personal entrepreneurship can make an important contribution to the realisation of innovative use of ICT.

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Profile of teacher educator

using ICT in innovative way (Drent, 2005; Drent & Meelissen, 2008):

• Capable of keeping contacts with colleagues and experts on ICT for sake of own professional development

• Sees and experiences advantages of innovative use of ICT in own teaching

• Has a student-oriented pedagogical approach

• Has ICT competencies complying with #3Ble

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Concluding comments

- Education nowadays has to pay attention to 21st century skills – balance between ‘old’ and ‘new’ needed!

- Curriculum perspective essential (see spiderweb)

- ICT use alone does not lead to ‘other’ education

- The research discussed shows the relevance of certain school and teacher factors

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Concluding comments (cont)

=> National policies need to reflect these points and to ‘encourage’ schools to be of ‘our time’!

Further:- Link in discussions about ICT the

use/integration with a pedagogical model – ‘patterns of ICT use’

- Crucial role of school leaders and teachers to realise 21st C education

=> Professional development of both

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Concluding comments (cont)

=> National policies need to reflect these points and to ‘encourage’ schools to be of ‘our time’!

Further:- Link in discussions about ICT the

use/integration with a pedagogical model – ‘patterns of ICT use’

- Crucial role of school leaders and teachers to realise 21st C education

=> Professional development of both

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Model for pedagogical use of ICT in schools (ICTOS, 2006)

Collaboration & support (both technical & pedagogical)

L e a d e r s h i p

Vision Knowldg,skills &

attitudes

Software / Content

ICT-infrastr

Pedagogical use of ICT for learning

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Finally: change is a process

Balance needed between ‘top down’ and ‘bottom up’

‘Top down’: direction + facilitation

‘Bottom up’: space for entrepreneurship

Process of: ‘new’ that gets a place in balance with the ‘old’!

This needs to be reflected at both levels: system and school

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Finally: change is a process

Process of ‘new’ that gets a place in balance with the ‘old’!

This needs to be reflected at both levels: system and school

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‘care for existing’

‘courage for new’

time

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resources

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Thank you!

[email protected]

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Some references:

Bryderup, I.M, Larson, A. & Trentel, M.Q. (September 2009). ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark. Education and Information Technology, 14 (3)

Drent, M., (2005). In transitie: op weg naar innovatief ICT-gebruik op de PABO. (In transition: on the road to innovative use of ICT in teacher education). Enschede (Netherlands): Doctoral dissertation, University of Twente.

Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively. Computers & Education, 51, 187–199.

Fullan, M., (2007, 4th ed). The Meaning of Educational Change. London: Cassell Educational Limited.

ICTOS (ICT op school) (2006). Dutch ICT-tools for a balanced use of ICT in the Netherlands. The Hague: Kennisnet ICT op school. URL: http://www.dutchicttools.nl/.

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Some references:

Law, N.,Pelgrum, W.J. & Plomp, T. (2008). Pedagogy and ICT use in schools around the world – Findings from the IEA SITES 2006 study. Hong Kong: Comparative Education Research Centre, University of Hong Kong; also: Springer

Pelgtum, W.J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education,37,pp 163-178.

Pelgrum, W. J., ten Brummelhuis, A. C. A., Collis, B. A., Plomp, T. J., & Janssen Reinen, I. A. M. (1997). The application of multimedia technologies in schools: technology assessment of multimedia systems for pre-primary and primary schools. Luxembourg: European Parliament, Directorate General for Research.

Pelgrum, W.J. & Voogt, J. (September 2009). School and teacher factors associated with frequency of ICT use by mathematics teachers: country comparisons. Education and Information Technology, 14 (3)

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Some references (contd):

Voogt.J. & Knezek, G. (Eds) (2008).International Handbook of Information Technology in Primary and Secondary Education. Springer Science.

Voogt, J.M. & Pelgrum, W.J., (2003). ICT and the curriculum. In R.B. Kozma (Ed.): Technology, innovation and educational change: a global perspective. A report of the IEA Second Information Technology in Education Study – Module 2. Eugene (OR, USA): International Society for Technology in Education (ISTE).

Van den Akker, J. (2003). Curriculum perspectives: an introduction. In: J. van den Akker, U. Hameyer, & W. Kuiper, (Eds.). Curriculum landscapes and trends. Dordrecht: Kluwer Academic Publishers, pp 1-10.

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