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Hege-René Hansen Åsand
Institutt for Informasjonsvitenskap
Universitetet i Bergen
ICT in education -the role of the
facilitator
content
projects questions design method preliminary findings summary references
project
From chaos to knowledge background models tools setting
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 the period ranging between 2000-2003.
the primary goal: Develop and evaluate learning effectiveness of two pedagogical-technologocal model, based on
Problem-based learning
students as researchers
project: models
Interactive whiteboard model (ITM)
Project work model(PAM)
project: tools
NSDstat school Statistical software nsd
Window towards the Society 1
ICT-based learning package nsd
Internet
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 software
and the use of computers
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 Development University of Oslo
design
Problem
Hypothesis
Argumentation
ResultTrigger Competence
knowledge building unit of analysis
one group of pupils the teacher
theory
expand the knowledge level
(Vygotsky, ZPD)
Potensielt kunnskapsnivå:
Dette kan eleven utføre i samarbeid med andre
Faktisk kunnskapsnivå:
Dette kan eleven gjøre alene
ZPD:
Totalt utviklingspotensiale
method
data collection video observation interview questionary
videorecording one group of pupils camera on tripod observing in the
background
preliminary findings
how does the dialogue between the pupils and the teacher 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
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
preliminary findings
what kind of dialogues are taking place?
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!
summary
when using ICT in education, the teacher have a new role - 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
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
references
Bødker, 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.html
Engeström, Y. (1987), Learning By Expanding: An activity-theoretical approach to developmental research, Orieta-Konsultit Oy, Helsinki.
Høyland, A., Omdahl, K. And H. Åsand (2001), Video as Technique for Data Collection in two CSCL Studies, in Paper 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 Learning Sciences.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.
references
Muukkonen, H., K. Hakkarainen, L. Lipponen & T. Leinonen (1999), Computer Support for Knowledge Building, 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 læring – 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 Activities–Video–Based Interaction Analysis 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, in J. Greenbaum and M. Kyng, eds., ‘Design at Work: Cooperative Design of Computer Systems’, Lawrence Erlbaum, New Jersey
references
Säljö, Roger, (2000), ”Lärande i praktiken – ett sociokulturellt perspektiv”, Stockholm: Bokförlaget 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 Research Methods Series’, Volume 5, SAGE Publications