Brummelhuis Ab Sweden Febr3

www.kennisnet.nl

Naam van de Auteur

7 januari 2008

Driving forces for ICT in learning

Alfons ten Brummelhuis

Kennisnet Foundation – The Netherlands

3 February 2010

Alfons ten Brummelhuis - Kennisnet - The Netherlands

3. ICT in teacher training

Overview

1. Introduction

2. Conceptual framework

4. Sustainable use of ICT

Professional background

Head of research unit Kennisnet: the Netherlands expertise

center for ICT in education

PhD in educational sciences: models of educational change

Inititiated Dutch ICT monitor the mid nineties

Involved in several national and international studies on

ICT in education

Research interest: effectiveness of ICT for learning

and the role of the teacher


Kennisnet: some facts

• Founded in 2001: 140 FTE

• Funded by Ministry of Education

• Basic funding EURO 21 million

• Additional project funding EURO 15 million

• Key characteristics:

Innovative - Public – Independent - Expert


Products and services for schools examples

Knowledge

Networks for professional development

Portals and platforms



Media

literacy


Gifted

student

s


Digital

learning

materials


Teacher TV


Marketplace

vocational

education


Learning &

working


portal site

KENNISNET.NL

Conceptual framework


Omgeving

Schoolorganisatie

Inhoud Middelen

Leerling

Leer proces

Docentcontent

learnerteacher

materials

School organisation

Society

Learning process

Key question

Why should we use ICT in education?


social rationale vocational rationale pedagogical rationale

Conceptual framework


Omgeving

Schoolorganisatie

Inhoud Middelen

Leerling

Leer proces

Docentcontent

learnerteacher

materials

School organisation

Society

Learning process

pedagogicalrationle

Examples of evidence ICT improves learning…. BUT… overload can be harmful (OECD-PISA data)

hard

ly a

ny u

se

below a

vera

ge

abov

e av

erag

e

inte

nsive

use

475

500

525

Student performance

language

maths


use of ICT


Digital picture books double number of words learned by pre-schoolers

Benefits of ICT for teaching and learning


More effective: students learn more, better and faster

More efficient: maintains the quality of student performance in less teacher time

More interesting: improves teacher and student motivation

IF……


A proper balance between social and material conditions

FOUR in BALANCE

Percentage of teachers using ICTnow and plans for the future


More teachers

More hours

More different kinds of ICT applications

step-by-step

Which factors are most important?


Omgeving

Schoolorganisatie

Inhoud Middelen

Leerling

Leer proces

Docent

teacher learner

content

materials

School organisation

Society

Learning process

Identifying what matterspercentage of achievement variance (Hattie, 2007)


Misunderstandings about students


Students don’t have to learn how to use ICT

All students are in the same way members of the Internet generation

The Internet generation needs new education

Use of ICT by students The Netherlands, 2009


traditionalist40%

networker42%

gamer9%

producer9%

Chart Title

TeacherICT knowledge base for initial teacher training

- ICT courses and use of ICT are not prescribed by the

Dutch government

- Since mid 1990’s: Dutch government has stimulated

policies to ensure that future teachers are well prepared

to use technologies.

- 2009: Bottom-up initiative by teacher trainers:

Definition of ICT knowledge base


Views of teachers on coordination of ICT at their teacher training institute

74%

26%

Not coordinated


coordinated

Coordinated: Agreements regarding the pedagogical use of ICT have been made within the teacher training institute

Not coordinated: Teachers decide for themselves when and how to utilise ICT

Bridging the gap between early adopters and majority


ICT knowledge base for teachersDomain 1: Attitude

The teacher has a professional attitude towards ICT and

education

Examples of indicators

• makes independent, creative yet critical use of the

potential of ICT in education

• is well informed about developments in the field of ICT

and education


ICT knowledge base for teachersDomain 2: Instrumental skills

The teacher possesses sufficient instrumental skills to be able to apply ICT in lesson situations as well as in the educational organisation.


• can use a word processor, work with a spreadsheet

program and presentation software

• can work with a design tool to create digital learning

material


ICT knowledge base for teachersDomain 3: Information skills

The teacher is well informed about the media and skilled in

information.


• can select suitable and reliable digital sources of learning

for pupils, appropriate to their age and their socio-

emotional and moral development;

• can teach pupils to search for and find information

effectively and efficiently


ICT knowledge base for teachersDomain 4: General pedagogics

The teacher combines digital teaching materials with non-

digital teaching materials where this combination is

effective and efficient

This broad domain includes

• Classroom management

• Pedagogical methods

• Presenting

• Collaborating and communicating

• Working individually

• Guiding and evaluatingAlfons ten Brummelhuis - Kennisnet - The Netherlands

ICT knowledge base for teachersDomain 5: Designing and developing

The teacher can use ICT for designing and developing digital

teaching material.


• makes use of various sites providing digital teaching

materials and is able to combine these to design his own

(digital, interactive) teaching unit

• develops teaching material for a digital environment


Summary of teacher competencies= TPaCK

Technology knowledge

Content knowledgePedagogical knowledge


Characteristics of the teaching/learning processes

More teacher oriented More student oriented- objective oriented - open concept of education

- closely following the curriculum - selective and adaptive use of curriculum

- facts, concepts and theories as core - relationships and opinions as core

- whole group instruction - personalised instruction

- reproduction of knowledge and skills - applying knowledge and skills

- product oriented learner evaluation - process oriented learner evaluation

- all responsibilities with teacher - shared responsibilitiesAlfons ten Brummelhuis - Kennisnet - The Netherlands

Teaching approachesWithout ICT With ICT

Knowledge transfer

Teacher oriented

Knowledge construction

Student oriented



ict +

ict -

ict +

ict -

kn

ow

l. c

on

str

uc

tio

nk

no

wl.

ins

tru

cti

on

1 2 3 4 5

now

1

Never

2

Several times a

year

3

Every month

4

Every week

5

Every day

teacher orientedknowledge transfer

student orientedknowledge construction

nowambition over 3 years

Teaching approaches of teacher trainers (2009)

Development in schools

Care for the old (teacher oriented)

Courage for the new (student oriented)

ICT can support both ‘care’ and ‘courage’


New replaces old?


Sustainable use of ICT Technology ‘push’ versus educational ‘pull’


education

Technology will never replace teachers

However, teachers who know how to use ict

effectively to help their students will replace

teachers who do not.
