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Education in the information society
Emerging trends and challenges for education
Joke Voogt, University of Twente, Enschede, The Netherlands
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More information?
R.B. Kozma (Ed.) (2003). Technology, Innovation and educational change: a global perspective. Eugene (Or): ISTE.
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ICT in the curriculum
To prepare for society - ICT as object
To prepare for jobs - ICT as aspect
To enhance teaching and learning – ICT as medium
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Curriculum components
Why What
How
Where When
Rationale Content Aims & Objectives Assessment Learning activities Teacher role Materials & Resources Grouping Location Time
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The curriculum spiderweb
Rationale Content
Teacher role
Materials & Resources
Grouping
Location T
ime
Ass
essm
ent
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Towards an emerging pedagogy
Active Collaborative Creative Integrative Evaluative
(See also handout)
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Second Information Technology in Education Study (SITES)
Three modules: Module 1: school survey (1997-1999) Module 2: case studies on innovative
practices (1999-2002) Module 3: school, student & teacher survey
(2004 – 2007)
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Research Questions
How do the SITES innovations change curriculum content and goals change curriculum organization & activities change the way student outcomes are
assessed have impact on student and teacher
outcomes
How does ICT support these changes
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Selection of cases
In-depth analysis of :
32 cases that reported curriculum had changed in content and/or goals other than subject matter/ ICT related
and that ICT had supported that change
A focused scan of a random selection of the other cases
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Integration in the curriculum
Integrated in a subject ICT: to improve the learning of content
Cross curricular in projectsICT: to facilitate the implementation of LLL-goals
School-wideICT: to facilitate the realization of a vision on teaching & learning
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Change in content A different way of
dealing with existing content
Focus: More in-depth understanding of concepts
ICT Use of subject matter
specific ICT applications
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Change in goals
Information handling Communication and
collaboration Student responsibility
for learning ICT skills
ICT General applications
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Change in organization and activities
Variations: from classroom lessons to project work
Research projects & product creation
Teacher role: advising students structuring monitoring progress
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Assessment practices
Starting to change
More formative: feedback, self/peer assessment
Only in a few cases major changes were observed: a mix of teacher and student assessments, use of portfolio’s
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OutcomesStudents: Positive attitudes, ICT skills, Collaborative skills
Teachers: Positive attitudes, Pedagogical skills
Less mentioned: Students: subject matter knowledge, meta cognitive skills,
information handling Teachers: ICT skills, collaborative skills
Perceived impact based on opinions (few ‘hard’data)
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Conclusions
Many SITES innovations aimed at skills that were important for the information
society made learning meaningful to students; crossed boundaries of traditional subjects started to change assessment practices used ICT to facilitate the creation of an authentic context
and/or to facilitate guided inquiry
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Conclusions cont’d
Not many SITES innovations
‘break’ the walls of the school to the outside world
make learning independent from time/place
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Making teaching and learning
motivating and challenging