ICT in initial teacher ICT in initial teacher trainingtraining

Francesc PedróKaterina AnaniadouCaroline Rizza (speaker)

Is initial teacher training responding?Is initial teacher training responding?

• So they claim (NCES, 2007)…So they claim (NCES, 2007)…

• But …But …2

Is initial teacher training responding?Is initial teacher training responding?

• … … It is widely known that:It is widely known that:– Technology is hardly used in mainstream Technology is hardly used in mainstream

educationeducation

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A hard factA hard fact

• In the US, student teachers are ranked as In the US, student teachers are ranked as the students who make the least use of the the students who make the least use of the Internet.Internet.

Educause ECAR, 2008.Educause ECAR, 2008.

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ObjectivesObjectives

• How far is technology used in initial teacher training across OECD countries?

• What prevents institutions from leading the way?

• What policies should be developed?

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MethodologyMethodology

• A research review on the topicA research review on the topic

• A country report about national regulationsA country report about national regulations– Country questionnaires Country questionnaires – Official texts, ...Official texts, ...

• On line questionnaires dedicated to :On line questionnaires dedicated to :– Heads of institutions, teacher trainers, student Heads of institutions, teacher trainers, student

teachers, mentorsteachers, mentors

• Cases studies (at least 2 institutions/ country)Cases studies (at least 2 institutions/ country)6

Picture of the existing national regulationsPicture of the existing national regulations1.1. Relevant information is missing: Relevant information is missing:

Canada, Mexico, Czech Republic, GreeceCanada, Mexico, Czech Republic, Greece

2.2. Developing awareness to the stakes of ITT: Developing awareness to the stakes of ITT: A.A. Working plans or actions plans have been defined :Working plans or actions plans have been defined : Australia, Belgian Flanders, New Zealand, Portugal, Ireland , SlovakiaAustralia, Belgian Flanders, New Zealand, Portugal, Ireland , Slovakia

B.B. Institutions support the implementation of ICT in ITT :Institutions support the implementation of ICT in ITT : Netherlands (Kennisnet ICT op school )& Sweden (the knowledge Netherlands (Kennisnet ICT op school )& Sweden (the knowledge

foundation)foundation)

3.3. ITT is includedITT is included at several levels...at several levels...

Picture of the existing national regulationsPicture of the existing national regulations1.1. Relevant information is missing: Relevant information is missing: Canada, Mexico, Czech Republic, Canada, Mexico, Czech Republic,

GreeceGreece

2.2. Developing awareness to the stakes of ITT: Developing awareness to the stakes of ITT: Australia, BFlanders, Australia, BFlanders, New Zealand, Portugal, Ireland , Slovakia , Netherlands & SwedenNew Zealand, Portugal, Ireland , Slovakia , Netherlands & Sweden

3.3. ITT is includedITT is included at several levels:at several levels:A.A. Recommendations at the national level but no obligation of training:Recommendations at the national level but no obligation of training:

Chile, DenmarkChile, Denmark, Germany, Italy, SwitzerlandGermany, Italy, Switzerland

B.B. National accreditation standards for the programs and compulsory National accreditation standards for the programs and compulsory training : training : Austria, Belgium, Finland, France, Hungary, Iceland, Japan, Austria, Belgium, Finland, France, Hungary, Iceland, Japan, Korea, Luxembourg, Norway, Poland, Spain, Turkey, the United Korea, Luxembourg, Norway, Poland, Spain, Turkey, the United Kingdom, the United StatesKingdom, the United States

C.C. Competence frameworks: Competence frameworks: Quebec, Chile, France, Norway & the Quebec, Chile, France, Norway & the United KingdomUnited Kingdom

D.D. National certifications for teachers: National certifications for teachers: France & the United KingdomFrance & the United Kingdom. .

Student teachersStudent teachers

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1. When it comes to technology access student teachers are not different from the rest of the student population in the corresponding country

2. Teacher training institutions provide facilities for access in a variety of ways, but not always in convenient ways.

3. Technically speaking student teachers are highly qualified and confident.

4. In most countries, student teachers are expected to use Learning Management Systems (LMS) in support of their administrative and learning requirements.

5. Student teachers are unhappy about the lack of training and experience regarding technology use in the classroom.

Barriers and obstaclesBarriers and obstacles

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• Personal level:– Technology is moving fast– There are too many new requests– Technology is perceived as an add-on instead of a

means for changing teaching and learning:• Request for more time is confusing

– Lack of significant pedagogical training emerges as a barrier

Barriers and obstaclesBarriers and obstacles

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• Institutional level:– technical support, reliability or convenience of

access to technology are mentioned as unresolved issues.

– Lack of strategy and leadership

Barriers and obstaclesBarriers and obstacles

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• Policy level:– Governments have been focusing on in-service

training– Curricula are frequently reformed but ITT is not

always aligned with this– Lack of definition of teacher competencies :

• There is not a clear vision of what teaching & learning in the knowledge society is all about

Drivers, enablers & success factorsDrivers, enablers & success factors

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• Personal level (trainers, students teachers & mentors) :

• Personal factors: Personal factors: – Develop effective techno-pedagogical competences,Develop effective techno-pedagogical competences,– Develop motivation of using ICT Develop motivation of using ICT

• Organizational factors: Organizational factors: – Have an easy access to equipment & more time to Have an easy access to equipment & more time to

use ICTuse ICT

Drivers, enablers & success factorsDrivers, enablers & success factors

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• institutional level (training institutions & schools):– Implement an effective policy & a leadership in the Implement an effective policy & a leadership in the

field (incentives)field (incentives)– Give an access to equipment & furnish a support to Give an access to equipment & furnish a support to

the actorsthe actors– Propose training for the actors (trainers, heads of Propose training for the actors (trainers, heads of

the institutions)the institutions)– Promote and support the collaboration between Promote and support the collaboration between

actorsactors

Drivers, enablers & success factorsDrivers, enablers & success factors

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• Policy level :– Define a clear regulation, and implement the will to Define a clear regulation, and implement the will to

promote ICT uses in practices and more precisely in promote ICT uses in practices and more precisely in ITTITT

– Make financial investments to support this policy in Make financial investments to support this policy in the institutions including human resourcesthe institutions including human resources

– Promote innovative projects in the fieldPromote innovative projects in the field

Drivers, enablers and success factorsDrivers, enablers and success factors

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Policy implicationsPolicy implications

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1. Develop ICT in ITT within a broader policy framework:- Related to national strategies for ICT in education

2. Develop knowledge base & ensure it’s used in practice by trainers and student teachers

3. Need for new frameworks for policy dialogue

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