Fluctuación dinámica del Interés durante una Clase
Guest lecture ict_at_university
1. ICT-integration in education:
A multidimentional approach
Jo Tondeur University of Alcala:
Ghent University 12 March 2013
2. Aim of the workshop (?)
• Focus on the multidimensional interaction of both teacher
and school characteristics in developing a richer
understanding of the complex process of ICT integration in
education.
• Differential types of ICT use will be considered and how they
are related to variables such as teacher attitudes, educational
beliefs, and school policies.
• We provide “good” practices and reflect about the
participants own beliefs about education related to their use
of technology, the development of an ICT policy plan, etc.
• For researchers the focus can be on the different research
methods used.
14. Characteristics (Looi et al., 2009; Oakley et
al., 2012)
Mobile (light)
Quick start
Wireless
connection
Multimedia &
Apps
Small
15.
16. Mobile and wireless communication technologies
could play an important role in transforming the
ways in which we teach and learn
(Liu & Hwang, 2010)
◗ Help teachers in adapting instruction and facilitate
richer interactions (Roschelle et al., 2007)
◗ Allow teachers and students to access and create
multimedia materials (Oakley, Pegrum, Faulkner &
Striepe, 2012)
◗ Learn in a multiplicity of (formal and informal)
settings (Kearney et al., 2012)
◗ Contribute to the development of digital literacy
competences (e.g. Oakley, Pegrum, Faulkner & Striepe,
2012)
17. Search Drill & practice Self-evaluation
information
Create and
Processing
present
content
26. Conclusion (1)
1. multidimensional approach to look at
ICT use in class
[More info: Tondeur, J., van Braak, J., & Valcke, M.(2007). Towards a
typology of computer use in primary education. Journal of Computer
Assisted Learning, 23, 197-206]
27. Metaplan > green card
Opportunity
Technology? According to Koehler & Mishra, (2008): YES!
30. Technological Pedagogical Content Knowledge
(see Koehler & Mishra, 2008)
Voogt, J. Fisser, P. , Pareja Roblin, N., Tondeur, J.& Van Braak, J. (2012). Technological
Pedagogical Content Knowledge (TPACK) - a review of the literature. Journal of
Computer Assisted Learning.
31.
32. It’s not so much the program;
more what you do with it
[Jones, 1986]
33. Linking ICT use and educational beliefs
• ICT integration cannot be restricted to merely
technology-related factors, such as computer attitudes
(Albirini, 2006; Hermans et al. , 2008)
• Teachers more easily accept innovations that are in
accordance with their educational beliefs (Ertmer, 2005)
• Constructivist beliefs foster computer use in education
(e.g., Becker, 2001)
• Which teacher beliefs are connected to which types of
computer use?
34. Teacher Beliefs Scale
(Woolley, Benjamin, & Woolley , 2004)
•“I like to make curriculum choices
for students because they can’t
know what they need to learn.”
•“For assessment purposes, I’m
interested in what students can do
independently”
35. How active is your lecture?
"Learning is not a spectator sport.
Students do not learn much just sitting in classes listening to teachers,
memorizing prepackaged assignments, and spitting out answers.
They must talk about what they are learning,
write reflectively about it, relate it to past
experiences, and apply it to their daily lives.
They must make what they learn part of themselves”
(Chickering & Gamson, 1987)
36. Teacher Beliefs Scale
(Woolley, Benjamin, & Woolley, 2004)
•“I believe that expanding on students’
ideas is an effective way to build my
curriculum.”
•“I involve students in evaluating their
own work and setting their own goals.”
•“I make it a priority in my course to
give students time to work together
when I am not directing them”
39. Conclusion (2)
1. multidimensional approach to look at
ICT use in class
2. IT’s about education
[More info:Tondeur, J., Hermans, R., van Braak, J., & Valcke, M.
(2008). Exploring the link between teachers educational beliefs
profiles and different types of computer use in the classroom: The
impact of teacher beliefs Computers in Human Behavior(24), 2541-
2553]
43. Funding of ICT actions in education
http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/129EN.pdf
44. To illustrate: 6 teachers in one school
12.00 Supportive use
of ICT
10.00
Class use
8.00 of ICT
6.00
4.00
2.00
0.00
1st 2nd 3th 4th 5th 6th
Grade level
53. Institutional characteristics?
Contextual school
characteristics
Cultural school
characteristics
Structural teacher
characteristics
Cultural teacher
characteristics
Types of computer
use
54. Basic Learning Information
skills tool tool
School characteristics
Availability of computers +++
Computers with Internet +++
Computers in the classroom ++ +++
Innovativeness ++ ++
ICT-policy ++ +++
ICT-training ++
Teacher characteristics
Gender +++
Computer experience ++
Traditionalism + + -
Constructivism + +++
Innovativeness + ++
+ p < .05 ++ p < .01 +++ p < .001
57. 1. Students have a positive attitude towards ICT, and are willing to
use ICT to support their own learning process.
2. Students use ICT in a safe, responsible and effective way.
3. Students can work independently in a ICT enriched learning
environment.
4. Students can learn independently in a ICT enriched learning
environment.
5. Students can use ICT to elaborate their ideas in a creative way.
6. Students can use ICT to search for, process and store digital
information.
7. Students can use ICT to present information to others.
8. Students can use ICT to communicate in a safe, responsible and
effective way.
9. Students can chose adequately between a number of different ICT
applications, depending on the specific goal to be achieved.
57
10.Students are willing to redefine their actions after reflection on
their own and others’ use of ICT.
58. “Vision without action is a daydream.
Action without vision is a nightmare.”
(Asian proverb)
59. Conclusion
1. multidimensional approach to look at
ICT use in class
2. IT’s about education
3. Need for a shared vision at
Institutional level
[More info:Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M.
(2008). ICT integration in the classroom: challenging the potential
of a school policy. Computers and Education.51, 212-223.]
62. Are universities doing a better job because of their
embrace of technology?
Can universities improve their teaching effectiveness
by investing more heavily in technology?
How can universities best use technology?
Questions spring up on all sides.
63. “Although several evaluators found
educationally meaningful effects on
student achievement in reading, most
studies found only small effects in
this area.”
64. Meta-analysis
• Letterie (2003)
‣ Quality of the research questioned
• Is it possible to comme to a final conclusion
about ICT in education?
‣ Dependent variables too diverse (scores, time, satisfaction,
confidence, feasibility, …)
‣ Independent variables too diverse
‣ Contexts/conditions/audiences too diverse
66. Read this:
“When we pull the lever air can pass via the
valve in the room between valce and air-
valve. When we push the lever, the valve is
shut closed and the air-valcve is pressed open
so that air is pushed outside via the air-valve
into the tire.”
67. Read this text:
“When we pull the lever air can pass via the valve in the
room between valce and air-valve. When we push the lever,,
the valve is shut closed and the air-valcve is pressed open
so that air is pushed outside via the air-valve into the tire.”
68. When we pull When we push
the lever, the lever
lever
Air passes The valve
along the closes
valve
Air-valve
Valve
And air enters the room between And air is pressed through the
The valve and air-valve air-valve to the tire.
75. ICT fosters information organisation
• Higher education: processing large amounts of
complex and interrelated information.
• Information organisation implies structuring,
comparing, ordering, relating, and analysing of
new information.
78. Knowledge integration: games
• Howell (2005) - overview of ICT-based interactive
games and evaluative research; some relevant for
(para)medical education
• Mann, Eidelson, Fukuchi, Nissman, Robertson, &
Jardines (2002) - computer assisted board game to
manage patients with breast cancer. Students send
the patient to physical examination, mammography,
ultrasound, or office procedures, … : significant
learning gains about work-up procedures.
79. Screendump from the Breast Cancer Detective Game
(http://www.med.umich.edu/lrc/breastcancerdetective/)
79
80. Conclusions
• Relevance of ICT in medical education should consider
the expected outcomes, context, conditions and target
audience
• Is ICT effective? Wrong question
‣ (Jacobsen, 2001) The major question is now: under what circumstances, in
what particular learning environment, with what type of students and in view of
what kind of learning tasks, does ICT have an impact?
• ICT impact positive IF …
‣ Combined with real life experiences
‣ Sufficient prior knowledge available
‣ Novice or advanced student
‣ Staff development
• Most convincing impact:
‣ Microlevel: collaborative learning
‣ Mesolevel: flexibility
83. Interactive @ workshop?
•Do you tweet about the workshop?
•Do you share info @ the educational portal?
•Do you try Facebook?
•Are you on Academia now?
•Did you visit the website of out department?
•Did you sent an e-mail about the workshop?
•Some more interesting videos on you tube?
•Perhaps you can create a blog post?
•Do you want to develop a mindmap?
•Do you want to explore Turning Point?
• Scoop It!
•Do you like to explore a tablet?
•Create a Prezi?
84. Papers ?
Information ?
Jo.Tondeur@UGent.be
http://ugent.academia.edu/JoTondeur
http://ugent.academia.edu/JoTondeur
Ruben.Vanderlinde@UGent.be
Editor's Notes
The ultimate goal of the lesson was to let students search for information in order to solve a specific problem, an attitude and a competence that is central for their future jobs. Of course, the teacher was there to provide feedback and advice to students when needed.Interesting in this example is that students were working only with one tablet they would pass to each other as they tried to find out how to fix the bike....The “mobility” of the device was clearly visible in this lesson...
A third example illustrates the use of tablets to let students create and present content. This was a Dutch course with fourth year TSO students from technical science. Students were asked to identify the main characteristics of a book (e.g. book’s author, location, theme, characters, and narrative perspective) and represent them in a mind map (Popplet) using both text and images. Each group was later asked to explain their mind-map to the whole class using the Apple TV. Interesting in this example is that students had to first work on the mind map at home (each student had a tablet) and then discuss their work and create a group mind map in the classroom. This illustrates the use of tablets both at home as well as in the classroom context.
