universiteit twente vakgroep curriculumontwerp & onderwijsinnovatie international handbook of...
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
International Handbook of Information Technology in Primary and
Secondary Education
Springer International Handbooks of Education, Vol. 20
Joke Voogt & Gerald Knezek (Eds.)
http://www.springer.com/978-0-387-73314-2
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Leading questions
Aim • synthesize research on ICT in education from a broad
international perspective
Leading questions• What is the potential of ICT to improve primary and secondary
education?• How can the implementation of ICT in educational practice be
supported?
Target group• Researchers, policy makers and professionals
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Contributions of:
• 3 advisors• 11 sections• 15 section editors• 76 chapters• 136 authors from 23 countries
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Society
School environment
Infrastructure
Content
LearnerTeacher Learning process
Conceptual framework
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
• Sect. 3: IT and the learning process, Kwok Wing Lai, New Zealand
• Sect. 7: IT and distance learning in K-12 education, Roemen Nikolov & Iliana Nikolova, Bulgaria
• Sect. 9: Emerging technologies for education, Cathleen Norris & Elliott Soloway, USA
Potential of IT
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Implementation
Factors impacting the learning process:• Sect. 2: IT and curriculum processes, Joke Voogt, Netherlands• Sect. 4: IT competencies and attitudes, Gerald Knezek & Rhonda
Christensen, USA• Sect. 5: IT, pedagogical innovations and teacher learning, Nancy
Law, Hong Kong
School environment factors• Sect. 6: IT and schools, Sara Dexter, USA
Societal environment factors• Sect. 8: IT and the digital divide, Paul Resta, USA & Thérèsa
Laferrière, Canada• Sect. 11: International and regional programs and policies, Jef
Moonen, Netherlands
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Overarching chapters
• Sect. 1: Education in the information society, Ron Anderson, USA
• Sect. 10 Methods for researching IT in Education, Margaret Cox, UK
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Teacher learning and Teacher leadership in the Handbook
• What do teachers need to know:• Thomas & Knezek: Standards for teachers• Kirschner et al.: Benchmarks for Teacher Education programs in the
pedagogigal use of ICT• Koehler & Mishra (2006): The TPCK framework
• What contributes to teacher’s technology integration
Knezek & Christensen: Will, Skill Tool model for Technology Integration
• Beyond pedagogical knowledge• Riel & Becker: Characteristics of Teacher Leaders for ICT • Voogt: Challenges in coping with an ICT-enhanced curriculum
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Standards for teachers (Thomas & Knezek)
Teachers should be competent with respect to: • Technology operations and concepts• Planning and designing ICT-rich learning environments
and experiences• Integrate ICT in Teaching, Learning and the curriculum• Integrate ICT in Assessment and evaluation• Use ICT for own Productivity and professional practice• Be aware of Social, ethical, legal and human issues
International Society for Technology in Education
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
9 Benchmarks for Teacher Education (Kirschner et al.)
•What• Personal ICT competencies • ICT as a mind tool • Social aspects of ICT-use in education• Adopting ICT in Teaching
•How• Combining institutional learning and workplace learning • Communities of Practice • Embedding learning in a (personalized) ICT-rich learning
environment• Start with structured experiences• Integration in other content domains
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
The TPCK Framework (Koehler & Mishra, 2006)
Technological Content Knowledge Technological Pedagogical Knowledge
Pedagogical Content Knowledge
TPCK =Technological PedagogicalContent Knowledge
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Will, Skill Tool model (Knezek & Christensen)
• Enhancing an educator’s will, skill, and access to technology tools will in turn lead to higher stages of classroom technology integration.
Achievement
Up to 90% explained variance
appr. 10% explained variance
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Will, Skill or Tool. Which is most important?
• Answer: • It depends on the Stage of Adoption of the Teachers
• For USA:• Skill is the strongest predictor (Explains 50% of Variance
in Integration) (vs. 10% for Mexico)• For Mexico:
• Tool is the strongest predictor (Explains 80% of Variance in Integration (vs. 30% for Texas)
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
How to move to the next Stage of Adoption?
Lower Stage populations need Skills/ Tools to move from:• Awareness (stage 1) to• Understanding the process Stage 2) and• Applying the process (Stage 3)
Higher Stage Populations need more Will (not more Skill):e.g. Stage 6 vs. Stage 5 Teachers:
• Creatively adapt technology to new contexts• Have little greater skill than Stage 5 peers• Have much stronger will than Stage 5 peers• Appear to have the traits of Teacher Leaders (Riel & Becker,
2008) and to possess Personal Entrepreneurship (Drent, 2005)
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Characteristics of teacher leaders (Riel & Becker)
• Levels of professional engagement:• Learning from practice: favouring innovation and
divergent thinking• Local collaboration: moving from private teaching to
shared professional commitments in the workplace• Professional networking: Access to important
sources/ideas through teacher networks• Participation in knowledge building
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Constructivist pedagogy – professional engagement
Professional Engagement
% Direct Instruction
% 2ndQuartile
% 3rdQuartile
% Knowledge Construction
% Total
Teacher Leaders 2 16 25 57 100
Teacher Professionals
11 20 23 47 100
Interactive Teachers
16 22 29 33 100
Private Practice 33 28 23 16 100
All Teachers 24 25 25 26 100
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
ICT: Teacher leaders - Private practice teachers
• Teacher leaders use computers more frequently for instruction
• Teacher leaders use computers more for professional purposes
• Teacher leaders use more sophisticated software applications
• Electronic mail, multimedia authoring software and presentation software
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Challenges to cope with (Voogt)
• Difficult to prove evidence of learning with ICT on student learning outcomes
• Focus on other goals• Implementation conditions are not optimal
• Lack of coherent actions in curriculum implementation• No balance in the curricular spiderweb
• Curriculum challenges in the 21st century• Contradictory messages from policy makers: Life long
learning competencies vs emphasis on basic skills
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Thank you!
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
How to measure technology integration?Stages of Adoption
• Six Stages
1. Awareness
2. Learning the Process
3. Understanding and application of the process
4. Familiarity and confidence
5. Adaptation to other contexts
6. Creative applications to new contexts
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Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie
Rationale
goals
content
teacher roles
assessment
learning activities
timelocation
grouping
materials & resources