ICT in Education the Role of the Facilitator

8/14/2019 ICT in Education the Role of the Facilitator

1/19

Hege-Ren Hansen sand

Institutt for Informasjonsvitenskap

Universitetet i Bergen

ICT in education -

the role of the

facilitator

8/14/2019 ICT in Education the Role of the Facilitator

2/19

content

projects questions

design method preliminary findings summary

references

8/14/2019 ICT in Education the Role of the Facilitator

3/19

project

From chaos to knowledge background

models tools setting

8/14/2019 ICT in Education the Role of the Facilitator

4/19

project: background

From chaos to knowledge spearheaded by NSD in co-operation with

HEMIL-centre The Educational Department at Bergen University

College

funded by ITU and one of the main projects for theperiod ranging between 2000-2003.

the primary goal: Develop and evaluate learning

effectiveness of two pedagogical-technologocalmodel, based on Problem-based learning

students as researchers

8/14/2019 ICT in Education the Role of the Facilitator

5/19

project: models

Interactive whiteboardmodel (ITM)

Project workmodel(PAM)

8/14/2019 ICT in Education the Role of the Facilitator

6/19

project: tools

NSDstat school Statistical software nsd

Window towards theSociety 1 ICT-based learning package nsd

Internet

8/14/2019 ICT in Education the Role of the Facilitator

7/19

project: setting

12 secondary and upper-secondary schools in

Hordaland County

subject domain: social science(gender role and partnerships)

one classin upper-secondary school, 17 pupils the pupils are familiar with the use of computers

the teacher have good knowledge about the softwareand the use of computers

8/14/2019 ICT in Education the Role of the Facilitator

8/19

questions

perspective:teacher as facilitator

how does the dialogue between the pupils and the teacher start?

who is initiating the dialogue? what kind of dialogues are taking place?

categories facilitator roles: support domain authority organiser

task interpreter conversational peer

Andreas LundInstitute of Teacher Education and School DevelopmentUniversity of Oslo

8/14/2019 ICT in Education the Role of the Facilitator

9/19

8/14/2019 ICT in Education the Role of the Facilitator

10/19

theory

expand the knowledge level

(Vygotsky, ZPD)

8/14/2019 ICT in Education the Role of the Facilitator

11/19

method

data collection video observation

interview questionary

videorecording one group of pupils camera on tripod observing in the background

8/14/2019 ICT in Education the Role of the Facilitator

12/19

preliminary findings

how does the dialogue between the pupils and theteacher start?

findings: Situations

lesson start-up, plenary breakdowns, pupils out of focus, what now? pupils asking for help teacher look up the groups, asking about progress

8/14/2019 ICT in Education the Role of the Facilitator

13/19

preliminary findings

who is initiating the dialogue? findings:

both pupils and teacher initiate the dialogue

who: depends on the situation pupils - what now?

- is this right? teacher - control

- asking about progress

- giving advice

8/14/2019 ICT in Education the Role of the Facilitator

14/19

preliminary findings

what kind of dialogues are takingplace?

findings: categories of roles for the facilitator/teacher

using different roles, shifting all the time expected the support role to be distinctive ...but all roles where presence

motivation important!

8/14/2019 ICT in Education the Role of the Facilitator

15/19

summary

when using ICT in education, the teacher have a newrole - support

important that the teacher have knowledge about the

software the teachers confidence with the use of ICT, have

influence on the pupils external factors have influence on both teacher and

pupils

preparatory work is important

8/14/2019 ICT in Education the Role of the Facilitator

16/19

more information?

e-mail: [email protected]

homepage: http://www.ifi.uib.no/student/v99/d1166/

DoCTA NSS http://www.ifi.uib.no/projects/docta/doctaNSS.htm

From chaos to knowledge http://www.nsd.uib.no/skoleveven/kaos/index.html

8/14/2019 ICT in Education the Role of the Facilitator

17/19

references

Bdker, S. (1996). Applying activity teory to video analysis: How to make sense of video data, in B.A. Nardi,Ed., Context and consciousness: Activity Theory and Human-computer Interaction, MA:MIT Press, Cambridge,pp. 147-174

Enger, K. Project description: Fra Kunnskap til Kaos.Available on the web 27.03.01: http://www.nsd.uib.no/skoleveven/kaos/Info/index.htm l

Engestrm, Y. (1987), Learning By Expanding: An activity-theoretical approach to developmental research,Orieta-Konsultit Oy, Helsinki.

Hyland, A., Omdahl, K. And H. sand (2001), Video as Technique for Data Collection in two CSCL Studies, inPaper presentet at IRIS24, Norway,

Hellevik, Ottar, (1991), Forskningsmetode i sosiologi og statsvitenskap, Oslo: Universitetsforlaget

Jordan, B., & A. Henderson (1995), Interaction analysis: Foundations and practice. The Journal of the LearningSciences.Available on the web 10.02.01:http://lrs.ed.uiuc.edu/students/c-merkel/IASEC1.HTM

Koshmann, T. (1996), Paradigm shifts and instructional technology: An introduction, in T. Koschmann, Ed.,CSCL: Theory and Practice of an Emerging Paradigm, Lawrence Erlbaum Assosiates, New Jersey.

8/14/2019 ICT in Education the Role of the Facilitator

18/19

references

Muukkonen, H., K. Hakkarainen, L. Lipponen & T. Leinonen (1999), Computer Support for KnowledgeBuilding, in 'Paper presented at the Ninth European Congress on Work and Organizational Psycology',Espoo-Helsinki, Finland, May 15,Available on the web 08.04.01 at http://fle.uiah.fi/research/eawopper.html

Pettersen, R. C., (2000), PBL - Problembasert lring for studenten, Universitetsforlaget, Otta, Norway.

Potter, J. (1997), Discourse analysis as a way of analysing naturally occuring talk, in D. Silverman, Ed.,Qualitative Research: Theory, Method and Practice, SAGE Publications, London.

Ruhleder, K., & B. Jordan (1997), Capturing Complex, Distributed ActivitiesVideoBased InteractionAnalysis as a Component of workplace Ethnography.

Available on the Web 08.02.01: http://alexia.lis.uiuc.edu/~ruhleder/publications/97.IFIPWG82.html

Scardamalia, M. & C. Bereiter (1996). Computer support for knowledge-building communities. In T.Koschmann, Ed., CSCL: Theory and practice of an emerging.

Suchman, L. & R. H. Trigg (1991), Understanding Practice: Video as a Medium for Reflection and Design, inJ. Greenbaum and M. Kyng, eds., Design at Work: Cooperative Design of Computer Systems, LawrenceErlbaum, New Jersey

8/14/2019 ICT in Education the Role of the Facilitator

19/19

references

Slj, Roger, (2000), Lrande i praktiken ett sociokulturellt perspektiv, Stockholm: Bokfrlaget Prisma

Vygotsky, L.S., (1978), Mind in Society, Cambridge: Harvard University Press

Yin, R. K., (1994), Case Study Research: Design and Methods, Second Edition, Applied Social ResearchMethods Series, Volume 5, SAGE Publications