ICT IN EDUCATION: HOW CAN TEACHERS OVERCOME THIS CHALLENGE? CHALLENGE? Maria Paulina de Assis Institute of Education, University of London, UK Renata Aquino Ribeiro, Pontifícia Universidade Católica de São Paulo, Brasil
Dec 09, 2014
ICT IN EDUCATION: HOW CAN
TEACHERS OVERCOME THIS
CHALLENGE?CHALLENGE?
Maria Paulina de Assis
Institute of Education, University of London, UK
Renata Aquino Ribeiro, Pontifícia Universidade Católica de São Paulo, Brasil
AGENDA
• ICT in Education
• Formal and Informal Education
• Dimensions of ICT in Education
• Challenges• Challenges
• How to overcome the challenges
• Knowledge
• Engagement
• Practice
ICT IN EDUCATION
• To teach
• To learn
• To interact
• To enhance learning• To enhance learning
• To co-construct
knowledge
DIMENSIONS OF ICT IN FORMAL
EDUCATION
PEDAGOGICALPEDAGOGICAL
ORGANIZATIONAL
TECHNICAL
SOCIO CULTURAL
FORMAL AND INFORMAL EDUCATION
• Formal
– Content delivery
– Interaction
– Co-construction of knowledge
• Informal
– Corporate
Informal learning tools and techniques can be combined with a formal approach
People are being educated for their professional lives »
» they will continue with their education on a lifelong learning basis.– Corporate
– Lifelong learning
– Social, cultural learning
• Open Resources: formal orinformal?
http://openlearn.open.ac.uk
http://ocw.mit.edu/OcwWeb/web/home/home/index.htm
http://www.oercommons.org
basis.
The boundaries between these two fields can be blurred
FORMAL AND INFORMAL EDUCATION:
a continuum
Formal Corporate Communities
CHALLENGES FOR EDUCATORS
• terminology
• technological development
• range of new tools
• teachers’ lack of confidence in using new • teachers’ lack of confidence in using new
technology
• technologies are not created for educational
purposes
HOW TO OVERCOME THE
CHALLENGES?
• Knowledge
• Engagement
• Practice
KNOWLEDGE
• Information – what is available? What do I
need? What is appropriate?
• ICT Literacy – how to deal with it?
• Theories of learning – use them?• Theories of learning – use them?
ENGAGEMENT
• ... to know what to require from the technical staff.
• ... changes in the management of classroom activities, pedagogical plans, and policies, head staffstaff
• ... in the analysis, design, development, implementation and evaluation of the project of ICT for Education.
• Communication among the people involved in the project with different responsibilities is essential.
PRACTICE
• Sharing good practices
• Collaboration
• Teacher as action-researcher
CONTACT