learning and teaching with ict expanding opportunities in teacher education
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Learning and teaching with ICT Expanding opportunities in teacher education. Thuridur Johannsdottir Iceland University of Education BERA – 11th-13th September 2003. Iceland University of Education. Student population 2002-2003 Distance learning students: 1339 - PowerPoint PPT PresentationTRANSCRIPT
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Learning and teaching with ICTExpanding opportunities in teacher education
Thuridur JohannsdottirIceland University of EducationBERA – 11th-13th September 2003
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Iceland University of Education
Student population 2002-2003 Distance learning students: 1339 Traditional on-campus students: 891
Distance learning - undergraduate: 822 Distance; primary school B.Ed on campus: 462 Distance; primary school B.Ed distance: 401
The Department of Graduate studies - only distance learners 517
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Reasearch on distance education
How is the use of ICT affecting the way the institution goes about organizing teaching and learning?
How is the use of ICT affecting the way the teachers perform their teaching activities?
How is the use of ICT affecting the way the students perform their learning activities?
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Activity Theory applies well
The activity system as a unit of analysis has been used to research the
effectiveness of everyday learning environments
the relationship between the individual participant and the activity system’s purpose
Activity as mediated by tools is central
http://ceo.cudenver.edu/~brent_wilson/acttheory.html
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The Activity Theory model www.edu.helsinki.fi/activity/6b0.htm
ObjectSubject
Tools
Division of laborRules
Community
Outcome
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Teaching and learning as activities
Break teaching and learning down into tasks – (M. Allyson Macdonald 2003)
Identify the tasks as performed on the web in distance learning and teaching
Get a better understanding of how ICT-tools used to mediate teaching and learning are affecting the task
Identify underlying conceptions of learning in activities performed or planned by the teacher – and mediated through ICT-tools
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Twining’s CPF (computer practice framework)
Developed to evaluate to what extent ICT use is affecting learning activities
How much? In what purpose? In what way? When used as a learning tool:
Support Improving efficiency – no change of content
Extend Content and/or process are different – but ICT
not necessary Transform
Content and/or process are different – not possible without ICT
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ICT as a tool for teaching and learning in distance education
Possibilities and constraints of the tool? McLuhan: The medium is the message David Wood 1998:
computer-based teaching systems have their roots in assumptions about theories of how students learn
any limitations of the theory will be inherited by the system
intelligent users of such systems in education must measure their promise against our general knowledge of how people learn
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Internet is the main tool in distance education today
Learning to understand the possibilities that lie in the tool Access to resources Publish learning products Communicate and collaborate Multimodal representations, multimedia
and hypertext possibilities Technical constraints caused by e.g.
bandwidth
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Available tools for teaching tasks
Main categories E-mail E-mail list servers Conference systems Course management tools or course-
ware: WebCT - closed Web-editors - open or closed webs Team or project management tools:
Lotus: QuickPlace Microsoft: SharePoint
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Sub categories – ICT-tools
The computer Word PowerPoint Excel
The Internet Discussion webs Interactive database blog Chat – MSN
Management systems Drop box for assignments in WebCT Managing assignments – grades, feedback
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Distance-teaching as activity or taskTeaching activities ICT-tool Effect of ICT
Structure learning process
Word linear text-fileHypertextText with icons
SupportsExtendsExtends
Provide resources List of books and journalsHypertext links to sound and videofiles and interactive assignments +textfiles
Supports
Extends
Transforms
Reading instruction Word linear text-fileHypertextText with iconsPowerPoint slides with or without talk
SupportsExtends–Transforms SupportsSupports
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Distance-teaching as activity or taskTeaching-activities ICT-tool Effect of ICT
Assignment instruction
Word or PPT WebQuest with linksweb page with icons and photos
SupportsExtendsExtends
Feedback and evaluation
Closed grading system WebCTInteractive examsOpen space to share documents
Supports
Extends
Transforms
Motivation and enhancing empathetic atmosphere.Cultivate the social
Creating nice learning environment on the web.Take part in students’ discussionChat – MSNUsing pictures Using sound - talk
Extends–Transforms
Supports
Transforms
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Distance-learning as activity or taskLearning-activities ICT-tool Effect of ICT
Discussion E-mailE-mail postlistThreaded discussion webs
SupportsTransforms
Collaborative projects
TelephoneE-mailChat File-exchange by attachmentsShare Point
Supports
Extends
Transforms
Present learning products
Word file as attachmentPPT-presentationWebs - digital portfolios
Supports
SupportsTransforms
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Distance-learning as activity or taskLearning-activities ICT-tool Effect of ICT
Find and evaluate relevant resources
Search enginesDatabases
SupportsSupports
Peer support ChatE-mailTelephoneDiscussion websSharing documents
Supports
ExtendsTransforms
Self-reflection e.g. writing learning logs
Word file log-bookWrite learning-log og open blogsite on the web and making links to co-students
Supports
Transforms
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Underlying learning theories
Behaviourism – transfer of knowlegde model Linear structure of the learning process Reading textbooks Answering questions Getting the right answers from the
teacher Course webs used to exchange files Discussion used to ask the teacher to
clarify content FAQ
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Underlying learning theories
Social constructivism Dialogue as a learning tool Collaborative assignments Foster the learning community Build around meaningful activity Work with the available tools Publish the learning products and
sharing them with co-students – stressing the social construction of knowledge
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ICT-tools – inherent learning theories
WebCT built on transfer model Not easy to present and share
documents with co-students Collaborative groups are supposed to
work on closed area Students are supposed to send the
teacher their assignment and get direct/personal feedback and grade
Tool for interactive multiple choice exams
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Tools for constructive learning
Open web-sites where the teachers provide for resources and tools needed to learn
Use authentic tools available on the Internet
Share Point for team work Lotus knowledge rooms Weigler Blog-sites Digital portfolios
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Authentic learning on the Internet
Learning as an authentic activity Using the tools available in the respective
culture Learning from real communities on the
web – how they work – rules Which tools they are using and in what purpose How they collaborate – division of labour – and
distributed cognition