ict and education some considerations eric bruillard umr stef (ens cachan / inrp) iufm de creteil
TRANSCRIPT
ICT and educationSome considerations
Eric Bruillard UMR STEF (ENS Cachan / INRP)
IUFM de Creteil http://www.stef.ens-cachan.fr/annur/
bruillard.htm www.sticef.org
Education an instrumented activity (Formal) education uses instruments:
writing is certainly the most important (may be coming from educational activities)
Learning and cognition change according to evolution of social practices and ways of storing and communicating information (culturo-historical vision)
The point : new roles played by this instrumentation
Changing instrumentation Descriptive geometry example (Paulo Pavel)
From Vitruve to nowadays... Available today...
Involving communication
University birth: Disputacione, Bologne
Other communities: debates during design activities
Un atelier aux BatignollesHenri Fantin-Latour - Paris, Musée d'Orsay© Photo RMN / H. Lewandowski
Atelier sculpture
Other communities: ateliers « typographiques »
Les compagnons : atelier de Martin Husz, figuration la plus ancienne d'un atelier typographique au XVe siècle
Classe Freinet, académie Grenoble
What is changing? New teaching contents
Relationship to instrumentation New learning and teaching modalities
Production (projects) process / product ICT C (ICT for creation) Group work, management of distance…
New form of schoolarization
Access, communicate, rewrite Networks
Interconnected texts (hypertexts) accessible by link activation
Interconnected persons and groups (synchronous or asynchronous)
Multiple traces (see, analyze, modify) See and understand process, Invite to reflective postures Experiment / simulate…
Some results No clear evidence regarding
effects of ICT on educational achievements
Innovative ways of learning… but innovations are seldom sustainable
Question: effects of ICT? Learning and teaching as situated and instrumented activities.
Three roles for ICT in education
1. Educational technologyPedagogical tools (electronic white board…)
2. Communication, access, production (General software tools, search engine)
3. Instruments in subject matters(specific for maths, literature, history…)
According to each role, specific processes can be observed
Pedagogical tools Students
No mastery required for activities Teachers
Pedagogical freedom, no responsibility on the tools
Teaching / Learning Same contents, evaluation, programs Student motivation, specific pedagogical
modalities
Communication, access, production tools Students
Familiarization: external ? Competences to build
Teachers No specific responsibility or shared
responsibility Teaching / Learning
Modification of work modalities, no directly contents
Collective work, resources access…
Instruments for disciplines Students
Required mastery for activities Teachers
Specific responsibility on instruments and their mastery
Teaching / Learning Modification of contents, evaluation
modalities, curricula Re-think activities, a curricular perspective
is required (progression)
Pedagogical tools Issues:
Professional gesture acquisition without well established tradition
Which pedagogical plus-value? Time issue: do not loose to much,
leading to suppress potential obstacles linked to tool mastery, not allowing student to grasp a sufficient mastery
According to Cuban: does not work
Communication, access, production tools Issues:
School uses are opposite to home uses (immediate use vs distance and reflectivity)
(Immature culture, immediate satisfaction. See for example Mediapro 2006)
What is the effective mastery of students?
Competences (know-how) or conceptualizations
Instruments Issues:
How instrument subject activity? Re-think activities?
Instruments may solve a part of what is expected from students: restriction of use?(pocket calculator in primary schools)
Acceptability by teachers relies upon their own vision of their discipline
Roles or statutes confusion Instruments –general tools
Specialization: mathematical text processor, notation issues
Generalization: mathematical Knowledge necessary (spreadsheet)
General – pedagogical tools Student general competences Availability of work environment for
activities
Instruments or pedagogical tools Tension:
Introduction phase: pedagogical tool Generalization phase: Paradox, either we
restrict pedagogical freedom, either instruments are considered as optional
Collective legitimating process Dual case:
Règles à calcul, tables, boulier : obsolete instruments become pedagogical tools (because their functioning is more visible)
School gestures and tech. Blackboard : collective
visualization, short term memory Copy machine: local control of
documents given to students Textbooks : an old technology? A
worn model? Sheets of paper…
Gestures learned in classrooms?
Teachers against ICT?
Modernity cult? Opposed to classical « culture »
Teachers use (Cuban, 1987) Simple and reliable technologies Which reinforce their control on the
learning achievements
Don’t shoot the teacher Teachers as « bouc émissaires » Or double bind
They have to be modern And to control precisely the
acquisition of a group of students Professional uses / few classroom
uses An official best pedagogy? (towards
dequalification of teachers)
Example of new teachersSesamath (www.sesamath.net) French association of teachers
main goal is to freely provide, via the Internet, pedagogical resources and professional tools to be used for mathematical teaching and learning.
a public service approach a commitment to the free software movement.
Many projects: software, exercises (in school or at home)… Recently, they produced a mathematical textbook for 7th graders (Wikipedia like process)
Manuel Sesamath“Sésamath 5e is a complete
textbook, in accordance with new prescribed curricula for 7th graders, rather classical in its organization (in chapters, and in each chapter, in sections: methods, activities, exercises...) and in its editing quality (quality of the cover, of the setting and of the printing)”
(designers’ discourse)
Sesamath First, it is a textbook (form with great
resonance), a classical textbook Subject matter unique reference and
stable (few links with research) Recommended usage of computer
instruments Which innovation? Reinforcement of control (see Cuban)
France: a new pre-service training
New organization: Competitive exam (civil servants) Professional year Two first years (T1 and T2) after
tenure An approach structured by
competencies?
Livret d'évaluation ?
STAGEPLC2 ou PE2
T1 T2
IUFM
Professeurs référentsChefs d'établissement
Conseillers pédagogiquesInspecteurs
Instruments Which uses before the exam at
university? No legitimating process
Goal: show how we can do maths or physics or literature using ICT instruments, afterwards how one can learn maths…
Give legitimacy to specific instruments use: build a new professional identity
Show progressions for their mastery One example is not convincing: it does not
answer teacher’s concerns
General tools Use them during training as new
training modalities “Live” training situations (distant
communication …) Collaborative work: from sharing
resources to taking into account points of view of the Other
Work with other subject matters
Pedagogical tools Work in / with classrooms Exchanges with different
categories of teacher trainers Reflect on his/her practice
(individually or collectively) Multiples examples (within a
community)
Training continuity Main interest of a collaborative work
platform (alternance training): keep link between training institutes and schools
A professionnalisation process, autonomisation? A sort of integration in teacher’s culture, building a professional identity
Substitute to the old opposition between theory-practice by problematisation (from particular to general)
Which model? Competencies list, simple completion
(accumulation model) Integrated model: interest of T1 and T2,
see annual progression as un object (lived), from emergency to reflective look Collect traces Animate a community which builds itself its
professionality
Bridging the gap
IFIP TC3 / WG 3.1, October 1997, Grenoble (Yvonne Buettner)
… Building the wall
Change school to adapt it to what exists outside?
Or do the contrary ?
School at home?