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Education in the information society
Emerging trends and challenges for education
Joke Voogt, University of Twente, Enschede, The Netherlands
More information?
R.B. Kozma (Ed.) (2003). Technology, Innovation and educational change: a global perspective. Eugene (Or): ISTE.
ICT in the curriculum
To prepare for society - ICT as object
To prepare for jobs - ICT as aspect
To enhance teaching and learning – ICT as medium
Curriculum components
Why What
How
Where When
Rationale Content Aims & Objectives Assessment Learning activities Teacher role Materials & Resources Grouping Location Time
The curriculum spiderweb
Rationale Content
Teacher role
Materials & Resources
Grouping
Location T
ime
Ass
essm
ent
Towards an emerging pedagogy
Active Collaborative Creative Integrative Evaluative
(See also handout)
Second Information Technology in Education Study (SITES)
Three modules: Module 1: school survey (1997-1999) Module 2: case studies on innovative
practices (1999-2002) Module 3: school, student & teacher survey
(2004 – 2007)
Research Questions
How do the SITES innovations change curriculum content and goals change curriculum organization & activities change the way student outcomes are
assessed have impact on student and teacher
outcomes
How does ICT support these changes
Selection of cases
In-depth analysis of :
32 cases that reported curriculum had changed in content and/or goals other than subject matter/ ICT related
and that ICT had supported that change
A focused scan of a random selection of the other cases
Integration in the curriculum
Integrated in a subject ICT: to improve the learning of content
Cross curricular in projectsICT: to facilitate the implementation of LLL-goals
School-wideICT: to facilitate the realization of a vision on teaching & learning
Change in content A different way of
dealing with existing content
Focus: More in-depth understanding of concepts
ICT Use of subject matter
specific ICT applications
Change in goals
Information handling Communication and
collaboration Student responsibility
for learning ICT skills
ICT General applications
Change in organization and activities
Variations: from classroom lessons to project work
Research projects & product creation
Teacher role: advising students structuring monitoring progress
Assessment practices
Starting to change
More formative: feedback, self/peer assessment
Only in a few cases major changes were observed: a mix of teacher and student assessments, use of portfolio’s
OutcomesStudents: Positive attitudes, ICT skills, Collaborative skills
Teachers: Positive attitudes, Pedagogical skills
Less mentioned: Students: subject matter knowledge, meta cognitive skills,
information handling Teachers: ICT skills, collaborative skills
Perceived impact based on opinions (few ‘hard’data)
Conclusions
Many SITES innovations aimed at skills that were important for the information
society made learning meaningful to students; crossed boundaries of traditional subjects started to change assessment practices used ICT to facilitate the creation of an authentic context
and/or to facilitate guided inquiry
Conclusions cont’d
Not many SITES innovations
‘break’ the walls of the school to the outside world
make learning independent from time/place
Making teaching and learning
motivating and challenging
