ICT and the Multigrade Teacher The Hungarian NEMED Project in International Context Andrea Kárpáti ([email protected]) Eötvös University, Budapest.

ICT and the Multigrade TeacherThe Hungarian NEMED Project in International

Context

Andrea Kárpáti ([email protected])Eötvös University, Budapest

UNESCO Chair for ICT in Education

ICT immersion in primary schools in Europe – a diverse landscape

Finland, England: primary and secondary schools equally targeted

Hungary, Greece, Romania: secondary schools promoted

Availability of digital teaching aids in national languages: primary level content inferior

Internet connection: a vaguely defined concept – multigrade requires classroom level access

NEMED Network: Targeting diverse European regions

ICT for Multigrade Schools – Potentials for Teaching and Learning

1. (Digital) learning materials: quality should match traditional school content

2. ICT solutions cater for individualised instruction: special needs and talent development

3. Collaboration methodology: ICT as catalyst

4. ICT for communication: ease, attractiveness, documentation value

EU projects target ICT issues relevant for NEMED – 1. Access to content

CALIBRATE - www.calibrate.eun.org

High quality digital learning materials freely accessible

BM:BWK, Robert Kristöfl 05-10-2006, 5/8

EUN-Projekt CALIBRATE: Content Austausch

Content Exchange Interface

CALIBRATE Brokerage System

© bm:bwk, bildung.at

Content-Pool B

Content-Repository B

Content-Pool D

Content-Repository D

Content-Pool C

Content-Repository C

Bildungspool Austria

Austrian Content Cluster

EU projects relevant for NEMED2.a Teaching strategies

www.kp-lab.org

Aim: connect the world of work and local communities to schools.Method: experimental training courses, community projects designed / piloted / evaluated / disseminatedConnections with NEMED: 4 multigradeschools form collaborative project team

Trialogical learning = Collaboration methodology: ICT as catalyst

MicrosoftLearning Gateway

EU projects relevant for NEMED2b. Collaborative strategies

EPICT – www.epict.org

• 17 modules for blended learning,4 have to be selected

• Teacher groups of 3-5, school based tasks

EU projects relevant for NEMED3. ICT for communication

www.e-twinning.eun.org

e-Twinninge-Twinning, e-project partnerships in Europe

NEMED in Hungary

Multigrade Pedagogy:Towards a New Framework

HUNGARY: problem: cognitive skills emphasized, communication and affective skills neglected. Solution:

Custom-tailored in-service training courses with targeted ICT solutions

Usage of collaborative VLE-s for teachers first and for their classroom communities later

Competitions to motivate / encourage achievement and promote selfesteem

NEMED in Hungary – the teamwww.edutech.elte.hu/nemed

Principal investigator: Andrea Kárpáti, ELTE, Faculty of Sciences, Budapest, HU

Investigators:

Katalin Munkácsy, ELTE

Péter Fehér, Baranya County Institute of

Education, Pécs, HU

Participants: 18 multi-grade schools (developmental project), 31 schools /

400 students (competition)

Teacher education

Bologna process introduced: B. A. and M. A. level for primary / secondary school teachers

Primary school teachers are trained at B. A. level in teacher training colleges for four years (primary school teachers).

M. A. level: primary school teachers follow a four-year course at a college of education and specialize in two subjects.

NEMED training: in-service, 3-month,blended learning course + EPICT (European Pedagogical ICT Licence (www.epict.org )

Vadna, Northern part of Hungary

The school was built in 1886

Number of pupils is 11 - Classes 1-2-3 together

ICT and the Multigrade TeacherThe Hungarian NEMED Project in International

Context

Andrea Kárpáti ([email protected])Eötvös University

UNESCO Chair for ICT in Education