ZELIG ZELIG FACES THE CLASS FACES THE CLASS – – Teachers Teachers and Trainers As Key Actors in E- and Trainers As Key Actors in E- learning learning Andrea Kárpáti Andrea Kárpáti Eötvös Loránd Eötvös Loránd University University UNESCO Centre for ICT in Education [email protected]
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ZELIG FACES THE CLASS – Teachers and Trainers As Key Actors in E-learning Andrea Kárpáti Eötvös Loránd University UNESCO Centre for ICT in Education [email protected].
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ZELIG ZELIG FACES THE CLASSFACES THE CLASS – – Teachers and Teachers and Trainers As Key Actors in E-learningTrainers As Key Actors in E-learning
Andrea Kárpáti Andrea Kárpáti Eötvös Loránd UniversityEötvös Loránd University
• Are the selected teaching forms suited to initiating and supporting the learning process?
• Which educational theory of (e)Learning forms the basis of the eLearning approach?
• Does the learning programme include teacher training components in the pilot / later phase?
• Is there support material for future teacher-users of the course?
Thematic Monitoring - Results of the First Thematic Monitoring - Results of the First StepStep
Classification of the projects in relation to e-learning
22%
12%
14%13%
32%
4% 3%
E-learning application
Blended learning concept
Support of e-learningprocesses
Development of vocationalprofile (in relation to e-learning)Application of e-learning ina particular subject matterfieldRelation to e-learning isdifficult to establish
Other
Thematic Monitoring – ResultsThematic Monitoring – Results / / First Step First Step
Perception of e-learning as an...
37%
62%
1%
isolated consumer product?
integrated part of a complex learning process?
vice versa?
Thematic Monitoring - Results Thematic Monitoring - Results // First Step First Step
Processes supported in the e-learning projects
26%
67%
7%
Social processes Individual processes others
Thematic Monitoring - Results Thematic Monitoring - Results // First Step First Step
Projects mostly technologically oriented with no techer training
56%
44%
"technologie"? "learner orientation"?
technology
http://www.learningschools.net/ OPEN UNIVERSITY, + RM, UK
• A professional development programme from the Open University and RM which aims to provide every teacher and school librarian with:
• the skills to use ICT as a teaching tool in Primary and all Secondary subjects;
• practical ideas and approaches to apply in their own teaching;
• a personal route through the training to support individual needs and study patterns;
• the opportunity to share knowledge, exchange ideas and gain new skills;
• a whole-school management and support structure; • a common understanding of how, when and when not
to use ICT in the classroom.
Training Methods
Location of Training: in-school, so that the training can normally be carried out on the available ICT equipment within the school's resources.
Training Method: self-study with practical classroom-based activities and mentoring.
Duration of Training: modular structure supports flexible adaptation for the different needs and interests - typical training period will be 20 - 30 hours, over one or two terms
http://www.rm.com/http://www.open.ac.uk/
Learning Schools Programme Materials and Support
ICT - enriched curricula in mathematics, physics, foreign languages (2000/2001) biology, chemistry, visual arts/art history (2001/2002)
Age groups: 13, 15 and 17 years
Sample: 57 Hungarian primary and secondary schools with exemplary and average ICT use
Teacher training model: mentored innovation. School-based training, manuals with CD, video documentaries, online database: syllabus + lesson plans
Results: increased learning performance, motivation, positive attitudes towards science and ICT
„„ICT and the Quality of Learning” ICT and the Quality of Learning” OECD CERI, 1999-2001OECD CERI, 1999-2001
„ICT for Maths, Physics, Chemistry, Biology, Foreign Languages, Fine Arts”, teachers’ manuals with CD-ROM, 2001-2002
ICT in Education in Gypsy Schools –OECD „Promoting Equity Through ICT” project, 2003-2005,
Hungarian contribution
Aim: prepare Gypsy students for secondary education through ICT-supported skills development
Teacher training: discipline-based mentoring at own school, peer support groups, minority culture at centre
Problems of educational assessmentProblems of educational assessment• Grading is a social message – but classic testing is not
appropriate for new educational paradigms (Pelgrum, 2003)
• Evaluation of factual knowledge ignores skills and personality development – not authentic
• Grades of teachers useless as measures - match neither knowledge tests nor cognitive assessment results
• PISA 2000: dissatisfaction of parents, teachers, students with self and other parties
• Teachers are not trained for mentoring, tutoring, coaching – only for teaching and grading
Assessment in an ICT enriched environmentAssessment in an ICT enriched environment
- Digital test bank: easy to use, reliable, expandable, customisable Random or planned combinations of tasks of many difficulty levels and content areas: differentiated evaluation of performance Instantaneous, detailed feedback on results: problem solving strategies traced, typical and individual mistakes selected Environment for practice, self-testing and testing Increased feeling of competency both for teachers and students
MOVELEX by Kornél Varga, Hungary: varied tasks: selection, completion, matching images, words and soundsAssessment: green: good, red: bad, blue: missing answerStatistics provided: results for class, students, school, comparisons within these groups and national average
Teachers can follow the testing process on their screen
Colours:green: good, red: bad, blue: missing answerYellow: in process
Teachers can set parameters for tests
• Test or practice• Time limits for items• Show or hide solutions• Different sequence of
items for each student• Different items for
students or groups• Grading ( % = grade)
ICT empovers the competent teacher
How to prepare teachers for ICT useHow to prepare teachers for ICT use
• What does not workWhat does not work – Individual explorations after enthusiastic conference talk– Students, own child and spouse as coaches– Crash course in the high tech lab of training firm– Using traditional methods with the help of ICT (computer as
overhead projector)
• What works:What works: – Role modelling at college (in pre-servive training)– School-based training through authentic tasks– Mentored educational innovation– Lifelong learning supported by manuals and e-learning– Curriculum improvement caused / supported by ICTCurriculum improvement caused / supported by ICT
ZELIG ZELIG FACES THE CLASSFACES THE CLASS – – Teachers and Teachers and Trainers As Key Actors in E-learningTrainers As Key Actors in E-learning
Andrea KárpátiAndrea Kárpáti Eötvös Loránd UniversityEötvös Loránd University