A.K.
Jager and A.H. Lokman Stoas Research, Wageningen, The Netherlands.
Paper Presented at the European Conference on Educational Research,
Lahti, Finland 22 - 25
Guiding Questions:
What do we know about successful pedagogical strategies utilizing ICTs for teaching and learning?
What is known about effective teacher professional development?
What do we know about the impact of ICTs on teacher performance?
What do we know about the impact of ICTs on teacher motivation?
Current knowledgebaseWhat we know, what we believe -- and what we don’t General
Training is keyTeacher training and continued, on-going
relevant professional development are essential if benefits from
investments in ICTs are to be maximized.
Role of the teacher Teachers remain central to the learning process A shift in
the role of a teacher utilizing ICTs to that of a facilitator does not
obviate the need for teachers to serve as leaders in the classroom;
traditional teacher leadership skills and practices are still important
(especially those related to lesson planning, preparation and
follow-up).
Lesson planning is crucial when using ICTs Teacher lesson
planning is vital when using ICTs; where little planning has occurred,
research shows that student work is often unfocused and can result in
lower attainment.
Pedagogy Introducing technology alone will not change the teaching and learning process
The
existence of ICTs does not transform teacher practices in and of
itself. However, ICTs can enable teachers to transform their teacher
practices, given a set of enabling conditions. Teachers’ pedagogical
practices and reasoning influence their uses of ICT, and the nature of
teacher ICT use impacts student achievement.
ICTs seen as tools to help teachers create more 'learner-centric' learning environments In
OECD countries, research consensus holds that the most effective uses
of ICT are those in which the teacher, aided by ICTs, can challenge
pupils’ understanding and thinking, either through whole-class
discussions and individual/small group work using ICTs. ICTs are seen as
important tools to enable and support the move from traditional
'teacher-centric' teaching styles to more 'learner-centric' methods.
ICTs can be used to support change and to support/extend existing teaching practices Pedagogical
practices of teachers using ICT can range from only small enhancements
of teaching practices using what are essentially traditional methods, to
more fundamental changes in their approach to teaching. ICTs can be
used to reinforce existing pedagogical practices as well as to change
the way teachers and students interact.
Using ICTs as tools for information presentation is of mixed effectiveness The
use of ICTs as presentation tools (through overhead and LCD projectors,
television, electronic whiteboards, guided "web-tours", where students
simultaneously view the same resources on computer screens) is seen to
be of mixed effectiveness. While it may promote class understanding of
and discussion about difficult concepts (especially through the display
of simulations), such uses of ICTs can re-enforce traditional
pedagogical practices and divert focus from the content of what is being
discussed or displayed to the tool being utilized.
Teacher technical abilities and knowledge of ICTs
Preparing teachers to benefit from ICT use is about more than just technical skills Teacher technical mastery of ICT skills is a not a sufficient precondition for successful integration of ICTs in teaching.
One-off training' is not sufficient Teachers require
extensive, on-going exposure to ICTs to be able to evaluate and select
the most appropriate resources. However, the development of appropriate
pedagogical practices is seen as more important that technical mastery
of ICTs.
Few teachers have broad 'expertise' in using ICTs in their teaching Even
in the most advanced school in OECD countries, very few teachers
typically have a comprehensive knowledge of the wide range of ICT tools
and resources.
In OECD countries, the use of ICTs to promote 'computer literacy' is
seen as less important than in using ICTs as teaching and learning tools In
OECD experience, the use of technology in everyday teaching and
learning activities appears to be more important than specific
instruction in "computer classes". While the development of technology
skills is seen to have a role in the teaching and learning process, it
is more important as an enabler of other teaching and learning
practices, and not too important in and of itself. Schools that report
the highest levels of student ICT-related skills and experience are
often not those with heavy computer course requirements, but rather ones
that made use of ICTs on a routine basis throughout the teacher
professional development and the teaching and learning process.
Students are more sophisticated in their use of technology than teachers In
OECD countries, there appears to be a great disconnect between student
knowledge and usage of ICTs the knowledge and abilities of teacher to
use ICTs. This suggests that teacher inexperience and skill deficiencies
may often be an important factor inhibiting the effectiveness of ICT
use in education by students.
Teacher usage of ICTs
Teachers most commonly use ICTs for administrative tasks Teachers
most often use ICTs for 'routine tasks' (record keeping, lesson plan
development, information presentation, basic information searches on the
Internet).
More knowledgeable teachers rely less on "computer assisted instruction" Teachers
more knowledgeable in ICTs use utilize computer assisted instruction
less than other teachers who use ICTs, but utilize ICTs more overall.
How teachers use ICTs is dependent on their general teaching styles Types
of usage of ICTs correlate with teacher pedagogical philosophies.
Teachers who use ICTs the most -- and the most effectively -- are less
likely to use traditional 'transmission-method' pedagogies. Teachers who
use more types of software tend to practice more "constructivist"
pedagogies.
Teaching with ICTs takes more time Introducing and using ICTs
to support teaching and learning is time consuming for teachers, both as
they attempt to shift pedagogical practices and strategies and when
such strategies are used regularly. Simply put: Teaching with ICTs takes
more time (estimates vary on how much extra time is required to cover
the same material; 10% is a common estimate).
Teacher confidence and motivation
Few teachers are confident users of ICTs Few teachers are
confident in using a wide range of ICT resources, and limited confidence
affects the way the lesson is conducted
Teachers' subject knowledge influences how ICTs are used The
way ICT is used in lessons is influenced by teacher knowledge about
their subjects, and how ICT resources can be utilized and related to it.
Teacher content mastery and understanding of student comprehension make ICT use more effective The
evidence shows that when teachers use their knowledge of both the
subject and the way pupils understood the subject, their use of ICT has a
more direct effect on student achievement.
Exposure to new/additional information via ICTs is not enough ICTs can aid teacher self-learning in subject matter
By
providing access to updated and additional learning resources, ICTs can
enable teacher self-learning in his/her subject area.
Teacher professional development
On-going teacher training and support is critical to the successful utilization of ICTs in education
Teacher training and professional development is seen as the key driver for the successful usage of ICTs in education.
Teacher professional development is a process, not an event
Traditional
one-time teacher training workshops have not been seen as effective in
helping teachers to feel comfortable using ICTs, let alone in
integrating it successfully into their teaching. Discrete, 'one-off'
training events are seen as less effective than on-going professional
development activities.
Introducing ICTs expands the needs for on-going professional development of teachers
Effective
ICT use in education increases teachers’ training and professional
development needs. However, ICTs can be important tools to help meet
such increased needs, by helping to provide access to more and better
educational content, aid in routine administrative tasks, provide models
and simulations of effective teaching practices, and enable learner
support networks, both in face to face and distance learning
environments, and in real time or asynchronously.
Successful teacher professional development models can be divided into three phases
Successful
on-going professional development models can be divided into three
phases: pre-service, focusing on initial preparation on pedagogy,
subject mastery, management skills and use of various teaching tools
(including ICTs); in-service, including structured face-to-face and
distance learning opportunities building upon pre-service training and
directly relevant to teacher needs; and on-going formal and informal
pedagogical and technical support, enabled by ICTs, for teachers,
targeting daily needs and challenges.
Effective teacher professional development should model effective teaching practices
Effective
teacher professional development should approximate the classroom
environment as much as possible. "Hands-on" instruction on ICT use is
necessary where ICT is deemed to be a vital component of the teaching
and learning process. In addition, professional development activities
should model effective practices and behaviors and encourage and support
collaboration between teachers. On-going professional development at
the school level, using available ICT facilities, is seen as a key
driver for success, especially when focused on the resources and skills
directly relevant to teachers’ everyday needs and practices.
Training in assessment methods is important Professional
development should include methods for evaluating and modifying
pedagogical practices and expose teachers to a variety of assessment
methods.
Effective professional development requires substantial planning
A
needs assessment should precede the creation of and participation in
teacher professional development activities, regular monitoring and
evaluation should occur of these activities, and feedback loops should
be established, if professional development is to be effective and
targeted to the needs of teachers.
On-going, regular support for teachers is crucial
On-going and
regular support is essential to support teacher professional
development and can be facilitated through the use of ICTs (in the form
of web sites, discussion groups, e-mail communities, radio or television
broadcasts).
Enabling factors
A variety of changes must be implemented to optimize teacher use of ICTs
Shifting
pedagogies, redesigning the curriculum and assessment, and providing
more autonomy to the schools help to optimize the use of ICT. With
sufficient enabling factors in place, teachers can utilize ICTs in as
‘constructivist’ a manner as their pedagogical philosophies would
permit.
Functioning technical infrastructure is (obviously) crucial
Teachers
must have adequate access to functioning computers, and be provided
with sufficient technical support, if they are to use ICTs effectively.
Introducing ICTs takes time Adequate time must be allowed for
teachers to develop new skills, explore their integration into their
existing teaching practices and curriculum, and undertake necessary
additional lesson planning, if ICTs are to be used effectively.
Support from school administration and the community can be important
Support
of school administrators and, in some cases, the surrounding community,
for teacher use of ICTs is seen as critical if ICTs are to be used at
all, let alone effectively. For this reason, targeted outreach to both
groups is often necessary if investments in ICTs to support education
are to be optimized.
Communities of practice can be important tools to support teacher professional development
The
existence of formal and informal communities of practice and peer
networks can be important tools to support ICT in education initiatives
and activities. Such support mechanisms can be facilitated through the
use of ICTs.
Lessons learned from introducing ICTs in education need to be shared
As
the introduction of ICTs to aid education is often part of a larger
change or reform process, it is vital that successful uses of ICTs are
promoted and disseminated.
Now, we're going to see the role of ICT in learning
We
are living in a constantly evolving digital world. ICT has an impact on
nearly every aspect of our lives - from working to socialising,
learning to playing. The digital age has transformed the way young
people communicate, network, seek help, access information and learn. We
must recognise that young people are now an online population and
access is through a variety of means such as computers, TV and mobile
phones.
As technology becomes more and more embedded in our culture,
we must provide our learners with relevant and contemporary experiences
that allow them to successfully engage with technology and prepare them
for life after school.
It is widely recognised that learners are
motivated and purposefully engaged in the learning process when concepts
and skills are underpinned with technology and sound pedagogy.
Education Scotland provides advice on resources for practitioners,
parents and pupils to engage with these technologies in order to inform
and enhance the learning experience.
again, we're going to talk more about the ICT itself through some more fun videos about Introduction to ICT, ICT in Education, and Use of ICT in Education
source : https://www.youtube.com/watch?v=dxleoKBa8mQ
ICT
(information and communications technology - or technologies) is an
umbrella term that includes any communication device or application,
encompassing: radio, television, cellular phones, computer and network
hardware and software, satellite systems and so on, as well as the
various services and applications associated with them, such as
videoconferencing and distance learning. ICTs are often spoken of in a
particular context, such as ICTs in education, health care, or
libraries.
today date February 17th 2015, Mr. Ikhsan as our beloved lecturer
explained to us about the development research starting from the
material analysis and about the outline of the development research (
background, problem, purpose, hypotetical model (prototype) and
significant of the research.
Overall, he told us that this design for the junior high school
