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September 2008, Gothenburg (Sweden). ECER anual conference.
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Developments in educational resources
Wim de Boer
ECER - Annual Conference
september 2008, Gotenborg
• educational resources developments & curriculum in the Netherlands
• research model & methodology
• results
• conclusions, interpretation and future research
• questions
Learning materials “on the move”
School make use of curricular space:
more emphasis on independent learning, competences, authentic learning, new environments, school profiles/themes
New providers of learning materials: new publishers, new roles publishers, new partnerships between school, teachers publishing
The role of ICT: digital learning resources, VLEs, repositories
Shortage of teachers
New ways of funding the learning resources
Experiments: the teacher as a arranger and designer of learning materials
new demands
new offer, new
possibilities
new political situation
Curriculum
A plan for learning...
Levels: macro --- meso ---- micro
Educational resources: the "carriers" of the curriculum
Decentralized
educational policy
Centralized
educational policy
Netherlands
Appearance of educational resources
digitalpaper-based
textbooks
non-textbooks
Textbooks: a plan for learning on micro level?
• coherent packages of learning resources
• subject-related
• for different levels
• mainly developed by educational publishers
• textbooks and workbooks for one course of one publisher are used for several school years
Model
teacher charasteristics
school curriculum }digital
paper-
based
textbooks
non-textbooks
School curriculum: curricular spider web
RationaleContent
Tea
cher
ro
le
Mat
eria
ls &
Res
ources
Grouping
Location
Tim
e
Ass
essm
ent
Aims & Objectives
Learning activities
Questions & method
• What kind of learning materials are used in primary and secondary education?
• What kind of school and teacher characteristics have a relation with the types of learning materials used?
• How and with what demands do teachers select the learning materials? How do they use them?
• Method:
– small group discussions
– digital questionnaire
– set-out in nov/dec 2007
– 900 respondents
Textbooks:
• All teachers use text books
• Schools find new text books when they are dated (content or didactics)
• They use the books for 5,6 years (secondary) and 8,9 years (primary)
• Teachers decide
just textbooks
combination
only flexible learning
materials
Teaching time with textbooks and flexible learning materials
digitalpaper-
based
textbooks
non-
textbooks
Non-textbooks
• are more fun• connect beter to the interest of
students• are more “in depth”
• are used in projects• are often digital• and then availability and adaptebility
is of importance
1-y 2-y
self made 23% 44%
made with colleaguas 30% 36%
made by others 47% 20%
Primairy teachers use
materials of others, secondary
teachers like to make it
themselves
digitalpaper-
based
textbooks
non-
textbooks
More use of textbooks when...
• you are a man • experienced• work with students in the
age 10-12• you teach sciences,
languages or humananities subjects
• the teaching is not much focussed on self directed learning
Paper and digital learning materials
• Teachers work most of the time with paper learning materials
• No correlation with gender, 1y/2y, experience
• But: creative and vocational subjects use more digital learning materials
• And the relation with the school curriculum...
paper
combination
digital
Teaching time used with digital or
paper-based learning materials
digitalpaper-
based
textbooks
non-
textbooks
More self directed learning = more use of digital materials
low high
focus on self directed learning and
time spend with different learning materials
paper
combination
digital
digitalpaper-
based
textbooks
non-
textbooks
More focus on integrating courses = more use of digital learning materials
level of integrating courses and
time spend with different learning materials
low high
paper
combination
digital
digitalpaper-
based
textbooks
non-
textbooks
Conclusions, discussion and next steps
• Teachers are still using paper-based textbooks most of the time
• Schools striving towards more “21st learning” use more flexible and digital materials
• There are differences between teachers: gender, subject and experience
New monitor:• Available, perceived and utilized curricular
space• How determinative are textbooks? How can
teachers make their own curricula in relation to these textbooks?
SLO:• what are important curricular variations• what kind of curricular framework will help
schools/teachers best• to what extent can teachers create their own
curricula & learning materials
digitalpaper-based
textbooks
non-textbooks
Questions?
More information:
www.slo.nl/Leermiddelenmonitor
http://translate.google.com/translate?u=http%3A%2F%2Fviewer.zoho.com%2Fdocs%2FllLcD&hl=nl&ie=UTF-8&sl=nl&tl=en
Main findings
• The texbooks are still widely used • There are interesting differences between
sectors, gender, experience and topics on the use
• Most teachers still use paper• Digital is more flexible and more used in
"newer" education• Searching for resources goes by Google, it
costs a lot of time
Looking for learning materials
How often do teachers search?
PO VO PO/VO
daily 3% 6% 5%
weekly 27% 33% 31%
monthly 55% 45% 48%
almost never
16% 16% 16%
never 0% 0% 0%
How much time it takes them?
PO VO PO/VO
< 5 min 8% 9% 9%
5-15 min 35% 24% 27%
15-30 min 37% 39% 38%
> 30 min 20% 29% 27%Google is most used as a starting point
What do teachers find important when searching for flexible learning materials?
• Most important:– options for independent work– options for differentiation– coverage of (relation to) curriculum
goals (examination requirements)– instruction and didactics (pedagogy) – costs– visual impression of the material – target group
• Important:– role of ICT – tests (evaluation) – user experiences of colleagues– short description of the contents – long description of the contents (2 a4)
• Not (so) important:– availability– required educational
time– studies to comparisons
between methods– table of contents– bibliographic
information – reviews of third parties
(such as journals)– market share of the
method
Of most importance when selecting flexible learning materials
PO VO PO/VO
adaptebility 73% 79% 77%
availability 64% 69% 68%
costs 46% 32% 36%
look and feel 32% 23% 25%