ICT in science education - The conditions that affect teachers

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ICT in science education – the conditions that affect teachers

Dr. Svava PétursdóttirUniversity of Iceland, School of EducationAnnual Nordic Conference on Educational Research, March 7-9, 2013, Reykjavík, [email protected]

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UnglingaherbergiComputers

Mobile phone

Mp3 player

External hard drive

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Where is technology in schools?

Smartphone ?

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Phase II Qualitative exploration of teachers´ICT use

Phase III InterventionsTests, observations, interviews

40 Volunteers from survey

2 Focus groups (4+2)

10 interviewsIntervention teachers and

pupilsFour cases +1

3 Comparison teachers and

pupils

Phase I123 responses to a survey on ICT use

1 new recruit

5Hew and Brush 2007

Subject cultureGeneral set of institutionalized practices and expectations which has grown up around a particular school subject

Teacher attitude/beliefTeacher´s belief about the educational purpose of using technology in the teaching and learning process

Knowledge/SkillsTechnology skillsTechnology-supported pedagogy skillsTechnology-related-classroom management skills

InstitutionLeadershipTime-tabling structureSchool plan

ResourcesAvailability of technologyAccess to technologyTimeTechnical support

AssessmentMeasuring student learning, typically through high-stakes examinations

Technology Integration

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‘What factors do you think make it easy for you and encourage you to employ ICT with pupils?’

• Equipment (23)• Pupils’ interests and abilities (22)• Information (15)• Pedagogical issues (11)• Visual aspect (6)• Digital learning resources (5)• Teachers’ interest and abilities (3)

N=75, 86 items

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‘What factors do you think inhibit you from employing ICT with pupils?’

• Equipment – lack of – faulty (57)• Pedagogical issued (22)• Knowledge (13)• Digital learning resources (9)• Time issues (6)• Professional support (2) N=79,

112 items

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Benefits and pitfalls

A. Between use value and exchange value– Pupils learn from ICT– Pupils get distracted by ICT

• Games • Social networking -Facebook

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Rules in the classroom

B. Between current mode of practice and emerging modes

– Teacher no longer central– Class has to move to equipment – Pupils need new skills

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Availability and access to equipment

C. Between the community and the teachers, mediated by the rules

– Limited availability– Accessing clusters– Timetabeling– Faulty equipment (internet connections, laptops)

expectations in curriculum

and policy papers

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Lack of support

D. Between teachers and management– Curricular demands

• Tool making activity not supported– Alone or part of a team– Provision of CPD

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Mediating artifacts: ICT, textbooks, DLR´s, equipment

Division of labourCommunityRules

Object – pupilsSubject, teacher Goal:

knowledge, skills, understanding

B.

Content knowledge – energy goes into learning science and teaching science

A.

C.

OLGA

D.

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Division of labourCommunityRules;Timetables, school organisation.

Object – teaching science

vs.Icelandic

Subject, teacher Object,


D.*. C.

E.

ANNA

* Constraints from teaching two subjects – priority goes to Icelandic

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pupilsSubject, teacher Object, science


*Tertiary contradiction Isolation – her practice stays with her

*.

ELLEN

C.

E.

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Mediating artifacts: ICT, textbooks, DLR´s equipment


Object - pupilsSubject, teacher Object,


Eva´s personal life

*.

C.D.

E.

* Had situation been ideal then – quartianry contradictions between systems

EVA

16Hew and Brush 2007

Subject cultureGeneral set of institutionalized practices and expectations which has grown up around a particular school subject

Teacher attitude/beliefTeacher´s belief about the educational purpose of using technology in the teaching and learning process Attitudes towards work “going the extra mile”

Knowledge/SkillsTechnology skillsTechnology-supported pedagogy skillsTechnology-related-classroom management skillsContent knowledge

InstitutionLeadershipTime-tabling structureSchool plan

ResourcesAvailability of technologyAccess to technologyTimeTechnical support

AssessementMeasuring student learning, typically through high-stakes examinations


Not relevant in an Icelandic context, no high stakes testing in science (PISA)

Where is the curriculum and policy

No culture for

technology use,

teachers have

poor training

Textbook

Where is professional support related to knowledge and skills – isolation

In resources – availability of relevant DLR in Icelandic

Ambition and incentives

Pupils?

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National level Institution/school level Teacher level Classroom level

Subject culture ICT culture Subject prestige No testing Teaching methods-Pedagogy Modes of learning

Teacher attitude/belief• educational purpose of using ICT in teaching• towards work

Knowledge/SkillsTechnology skillsTechnology-supported pedagogy skillsTechnology-related-classroom management skillsContent knowledge

Support CPDLeadership

CoP Peer support

Resources Availability of technology Access to technology DLR´s -Relevance

Technical support Time-tabling

PolicyCurriculumSchool self evaluationUnion agreements


PUPILSNeeds and wishes

Time – Prioritisation Time to learn Time to plan Time to evaluate Time to practice

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Conceptual toolsShared vision

InstrumentalityKnowledge

Physical toolsEquipment

DLR

CPDCollaboration

PolicyCurriculum

19Photo: http://www.vf.is/images/heidarskoli_menntavagn2.jpg

‘Disruptions and eruptions as opportunities for transforming education’.

Photo: http://www.skema.is/media/forsidubordar/ipad1.jpg

Collective interests

Community of practice

Aided by technology

Náttúrutorg – Science plaza

Workshops and courses

http://natturutorg.is

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http://natturutorg.is/

Just saw a fun experiment on

youtube, here is a link to

instuctions to a lot of

experiments , a handy website.

Cool, to put a stopwatch on the projector

if you are measuring heartrates with pupils

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“ an emphasis on building connections between institutions, between schools, forming connections with academia with mutual benefits of all stakeholders as a guiding light. “

MenntamiðjaEducation Plaza

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Thanks for your attendance Svava Pétursdóttir