epict the european pedagogical ict licence andrea kárpáti, anna szirmai eötvös loránd...

EPICT

THE EUROPEAN PEDAGOGICAL ICT LICENCE

Andrea Kárpáti, Anna SzirmaiEötvös Loránd University (ELTE)

Centre for Multimedia in Education (MULTIPED)Balázs Török, Institute for Higher Education

Research, Budapest

BRIDGES OVER TROUBLED WATER - The Effects of Personality Traits and ICT Skills on Changes in

Teaching Style of Experienced Educators

http://www.epict.org 2

EPICT


Key philosophy

• The role of ICT in the realisation of new educational paradigms

• Development of ICT competencies• Planning for computer-supported learning• Usage of digital tools, teaching aids

and resources• School management

and communication• All themes of the course have a

pedagogical rationale.


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Content

6+ months


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Contents

A. Compulsory modules • The Internet• Texts and writing processes• Communication and

collaboration

C. Compulsory• School development and

innovation

B. Optional modules (select 4)• Digital images • Numbers and spreadsheets • The genre of presentations• Producing and using educational

websites• A head start with databases• Models and simulations• Using the media: Layout and DTP• Educational software• ICT, learning styles and classroom

management• ICT as a compensatory tool• Games and learning• Reading and ICT


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Module = personalized learning

Module assignment

Chapters

Links Library

ArticlesCases

Bestpractice

Special needs

manuals

Exercises

ICTmanuals

Team based

Individually


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Delivery

1. Written material– “enough to get started”

2. Web-portal– Module chapters– Articles– Links – Platform dependent ICT manuals

3. Conference system

4. Administrative tools – Access according to roles


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Evaluation and assessment, 1

EPICT - No fixed level of competence

All teachers raise their competences


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Assessment: documentation of learning scenarios – The team of teachers completes 8 modules and thus 8 learning

scenarios (with the ICT skills of a particular module)

– Facilitators challenge the team to go further than they could do on their own

• Impact studies, long-term in Denmark, Greece and Italy

• Pilot evaluation: Australia, UK, Cameroon, etc. (10 countries)

• Pilot evaluation in Hungary: factors influencing the development of educational ICT skills

– Background variables: age, discipline, professional rank, personality traits

– Evaluation tools: ICT Attitudes and Use Questionnaire, California Personality Profile Test, evaluation of communication within the distance learning environment, Group Dynamics Task, Digital Portfolio for Groups


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www.epict.hu


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E-learning environment:

http://www.moodle.epict.hu


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Module O8

Parts:

• Intro text

• Exercises

• Module task

• Manuals

• Module library


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Course page

Online questionnaires


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Pedagogical Strategies Questionnaire


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Fore – important support for start and evaluation tools for individual activity level


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E-mail by group leader accompanyingmodule task submission


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Facilitators’ forum


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Frequency of use documented in the Moodle DLE

Statistics per module for facilitator / group /student


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Log file analysis,all participants


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ICT Competency Inventory (ICT-CI)

• A self report questionnaire piloted in a project measuring ICT readiness in about 150 schools of a district in Budapest. The ICT-SI is an index based measuring tool. (The concept of indexing is used for the data reduction method employed: several variables are composed in one index.) Our test comprises the following indices:

• Index (1) – School access to ICT• Index (2) – Home access to ICT • Index (3) – ICT related attitudes • Index (4) – ICT related competencies • Index (5) – Educational use of ICT


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Four domains for every index: • „low” (value range: 0,01–1), • „medium” (value range 1,01–2) • „high” (value range 2,01–3)• 0 value, indicating the non-existence of any

interpretable data for the index. (E. g., low level ICT access means sporadic, rare access while 0 level indicates no access to a PC).

Items correlated with the presence / absence of certain personality traits measured by the California Personality Inventory to identify teacher profiles that tend to success or fail with ICT.


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Strong correlation between personality traits and ICT skills, attitudes and competence

1. School ICT access

2. Home ICT access

3. ICT attitudes

4. ICT competences

5. Educa tional use of ICT

Sociability 0,154 -0,104 0,153 0,222* 0,123

Social skills 0,120 0,090 0,139 0,275** 0,015

Self respect 0,059 0,039 0,055 0,094 0,034

Gen. wellbeing (Wb)

0,219* -0,057 0,218* 0,256** -0,074

Self control 0,133 -0,031 0,222* 0,120 -0,064

Tolerance 0,178 0,000 0,354** 0,351** 0,007

Establ. good relationships

0,179 -0,030 0,233* 0,262** -0,149

Building a community

-0,093 0,200* -0,118 -0,139 0,230*


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Intellectual efficiency (Ie)

0,183 0,016 0,238* 0,332** 0,002

Flexibility (Fl) 0,163 0,014 0,162 0,306** 0,126

Feminine qualities (Fm

-0,067 0,076 -0,020 -0,103 0,114

Extraversion (Ex)

0,151 -0,033 0,162 0,271** 0,052

Reliability (Re) 0,147 0,053 0,134 0,228* 0,055

Emotional stability (Es)

0,114 -0,030 0,115 0,226* 0,046

Intellect (In) 0,150 -0,016 0,142 0,208* 0,029

1. School ICT access

2. Home ICT access

3. ICT attitudes

4. ICT competences

5. Educa- tional use of ICT

Pearson two-tailed correlation, significance levels: *: 0.05, **: 0,01


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Correlation analysis of CPI and ICI findings, questionnaires and semi-structured interviews, show personality features that are associated with success and failure to acquire ICT skills on a level sufficient for educational use

Some of these variables may be affected by

specially targeted mentoring methods,

teaching environment

course content (best practice examples)

custom-made skills training.

Based on our results, in-service training of teachers may be improved to suit not only the initial level of ICT skills but also the mindset and personality of teachers.


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New content in F2F Day:• Collaborative activities training• Group building / management• Workflow management

techniques

New modules 2006-2007• Optional – Moving stories• Optional – Data collection• Optional: Digital Learning

Repositories / Hungarian team

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Andrea Kárpáti, [email protected] Anna Linda Szirmai Eötvös Loránd University (ELTE)

Centre for Multimedia in Education (MULTIPED)Balázs Török, Institute for Higher Education Research,

Budapest

BRIDGES OVER TROUBLED WATER - The Effects of Personality Traits and ICT Skills on Changes in

Teaching Style of Experienced Educators

epict the european pedagogical ict licence andrea kárpáti, anna szirmai eötvös loránd...

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