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Flexible ICT options for language learning in primary education dr. Wim de Boer Florence, Italy 14 - 15 November 2013

Flexible ICT options for language learning in primary education

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Flexible ICT options for language learning in primary education Dr. Wim de Boer Afûk Institute for the Frisian Language The Netherlands [email protected] Using technology for teaching and learning in the classroom doesn’t seem to be so obvious and easy. Kennisnet[1], the Dutch research institute for ICT and learning, shows in her yearly monitor that although 80% of primary education classroom have a digital blackboard and every five students share a computer, its use stays rather limited. An important complain is that there is a lack of quality digital educational resources. Today’s promises for ICT seem more down to earth and focused on results. Projects with titles that include `evidence based` demonstrate that, and teachers ask for it. ICT should be working, and should give a benefit, an extra. So, new flexible ICT options for language learning should be based on these principles as well. The new learning and teaching series of learning materials for Frisian Language in primary education are being developed according to a design research approach[2]. Primary school teachers are part of the team designing and testing the educational resources and digital environment. Based on (own and published) research findings design decisions towards where and how ICT will be used are made. An important principle is flexibility as is defined by De Boer and Collis[3], which focuses on the organization and the curriculum part of learning. ICT can play an important part in the specific design of the curriculum of a program, which may differ from school to school. Also, the way schools use different media may differ: some schools like books, some their digital blackboard, some their tablets and others the mix of it all. Another example is de use of specific language games that can be part of the curriculum, or not. Also, the way schools want to offer their students personal learning tracks for parts of the curriculum is a choice. Teachers and schools work together with language, educational and ICT specialist in the design of the (digital) learning and teaching environment. It offers teachers choices. ICT is used, but books and paper as well. Based on the needs and conditions of teachers a suitable design for their teaching. The goal of this project is to include ICT in an offer towards schools and teachers in such a way that ICT is used for the benefit of teaching and learning. References: [1] Kennisnet (2012). Four in Balance Monitor 2012. Zoetermeer: Kennisnet. [2] Reeves, T, McKenney, S., Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology. 2011, 27(1), 55-65. [3] Boer, W.F. de, & Collis, B. (2005). Becoming more systematic about flexible learning: Beyond time and distance. ALT-J Research in Learning Technology, 13(1), 35-50. ISSN 0968-7769

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Page 1: Flexible ICT options for language learning in primary education

Flexible ICT options for language learning in primary education

dr. Wim de Boer

Florence, Italy14 - 15 November 2013

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Outline

• The language• The need• The approach• The input• The ideas• The guidelines

• The first prototype• The proces from

here on…

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The language: Some facts…

• 620,000 inhabitants: 94% understand, 74% speak, 65% read and 17% write

• 55% Frisian mother tongue• Schools have curricular autonomy• Frisian language is part of curriculum• Primary schools: one lesson per week• 15-20% of schools use Frisian as

medium of instruction in world studies & arts

• 67% of teachers are qualified to teach it

The Frisian language in education in the Netherlands

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A new (digital) set of learning materials for learning Frisian in primary education

The need

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Thomas Reeves

The approach:Development research

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The input

• Inventory of actual developments within education, focused on the use of technology

• School visits, observations of classes • Interviews with teachers and pupils• Research with Frisian Academy on use of

existing materials• Curriculum and evaluation project with field• Research with students of teacher training

institute on use of existing materials and ideas about the future

• Inventory didactical approaches

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The input

• Inventory of actual developments within education, focused on the use of technology

• School visits, observations of classes • Interviews with teachers and pupils• Research with Frisian Academy on use of

existing materials• Curriculum and evaluation project with field• Research with students of teacher training

institute on use of existing materials and ideas about the future

• Inventory didactical approaches

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Media mix options,printing on demand

Not to be outdated fastly

Re-newing, improving constantly

Dig. Portfolio

Tests

progress tracking

learning analytics

educational platfoarm

Teacher assistant

actual

Ease of use

overview

motivational

ICT: HTML 5...

Serious games

Games/gamification

individual & adaptive learning

Use of digital BB

differentitation

curricula

Use of ECFR

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The input• Inventory of actual developments within

education, focused on the use of technology

• School visits, observations of classes • Interviews with teachers and pupils• Research with Frisian Academy on use of

existing materials• Curriculum and evaluation project with

field• Research with students of teacher

training institute on use of existing materials and ideas about the future

• Inventory didactical approaches

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Design principles

• Curriculum flexibility: Custom made curricula based on school and teacher (pupil) choices and characteristics;

• Didactical/pedagogical flexibility: Options for different learning styles, content, differentiation, class organization, group & individual learning;

• Presentation flexibility: Custom made based presentation on school and teacher (pupil) choices and characteristics, digital white/blackboard, digital teacher assistant, use on mobile devices and tablets, crossed media/blended learning, printing on demand;

• New learning options: Serious games, gamification, personal learning, adaptive learning modules;

• Evaluating learning options: Smart learning analytics, evaluation tools and instruments, integrated as part of learning activities.

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FlexibilityFrisian as a subject Important Not important

Use of Frisian in other subjects CLIL Yes No

Teacher with diploma Yes No

# students are Frisian High Low

Competences All Some

Digital Yes No

Size school Small Big

Content Frisian culture

Children’s Interest

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School 1Frisian as a subject Important Not important

Use of Frisian in other subjects CLIL Yes No

Teacher with diploma Yes No

# students are Frisian High Low

Competences All Some

Digital Yes No

Size school Small Big

Content Frisian culture

Children’s Interest

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School 2Frisian as a subject Important Not important

Use of Frisian in other subjects CLIL Yes No

Teacher with diploma Yes No

# students are Frisian High Low

Competences All Some

Digital Yes No

Size school Small Big

Content Frisian culture

Children’s Interest

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Contents

text, video, audio, games, tests, exams, projects, practices,

assignments, formative assessments, adaptive

modules, curricula, own materials, materials

other subjects

Print

Electronic learning

environment:

• Browser• Tablet• Digital board• ….

Learning platform

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The first prototype

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Nije foarmen fan learen (serious games)

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The proces from here on…

Doing it together… • Pilots and workshops with

teachers• Research with future teachers

and teacher trainers, including teachers and students

• Cooperation with network of language coordinators and multilanguage schools

• Working on curriculum with teacher consultants and in service institute

• ….

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Learning domain (e.g. verbs)

Test questions

practiceinstruction (A1-)

practice (A1)

practice (A1+)instruction

practice (A2-)instruction

instruction

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De Romeinen komme út it easten

Klaas: Wy hawwe stienen nedich

Klaas: Kom deroan

Pieter: Ik haw it wol

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Gebouwen

skoallesikehûsfinzenisteatertsjerke

Rampen

Gjin ûnderwiis

Kriminaliteit

Ferfeling

pest

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Identifying ideas, demands and wishes for a new set of learning materials for Frisian language learning

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• Secondary schools offer the subject in the lower grades

• In higher grades possibility as a subject with exam in all types of s.e.

• Frisian as instruction language is permitted, but rare. Today: 3-language schools project…

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Theoretical model educational flexibility

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• Eight dimensions of effective Web-based learning environments (Reeves, 2002).

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Used for:• Specific software• searching• Communication

Not for:• Simulation/

games• Testing

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Curriculumoral language1. The students develop a positive attitude towards the use of Frisian by themselves and others . 2. The students learn to acquire information from spoken Frisian language. Through texts, opinions or instruction on subjects familiar to them .3. The pupils learn to process information in Frisian to express situations in their daily lives.

written language4. The students learn to acquire information from texts in Frisian in text types such as leaflets, brochures , articles , webites , lyrics.5 . The students learn to write about everyday topics with the aim to be able to communicate with others about those subjects .

Linguistics, including strategies6. The students acquire a vocabulary of frequently used words and acquire strategies for understanding unfamiliar words .

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Offer options and help selecting…