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Knowledge and skills of Teachers

e-Teachers – Impact of ICT on Teachers Competencies Jarmo Viteli University of Tampere ¨Hypermedialab Finland. Knowledge and skills of Teachers. One out of four teachers only feel confident with their present ICT skills and with their pedagogical competence to use ICT

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Knowledge and skills of Teachers

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  1. e-Teachers – Impact of ICT on Teachers CompetenciesJarmo ViteliUniversity of Tampere¨HypermedialabFinland

  2. Knowledge and skills of Teachers • One out of four teachers only feel confident with their present ICT skills and with their pedagogical competence to use ICT • Two out of three teachers would like to get more training and more support in ICT and in ICT based teaching and learning

  3. Typesof educational use • word-processing in preparing study reports and research reports • web-browsing for information search • e-mail for communication with peers • graphics • learning about ICT

  4. ICT skills of students (10-18): ”I have good skills in…” 1996 1999 • word-processing 35 % 45 % • installing software 25 % 32 % • downloading from web 15 % 35 % • emailing 6 % 50 % • web-browsing 12 % 56 % • copying files 9 % 42 % • graphics - 9 % • desk-top publishing 3 % 3 %

  5. What ICT has replaced(among those who use PC over 5 h/week) • watching TV 38 % • unspecified loafing 36 % • out-door activities 33 % • reading 29 % • school homework 26 % • work at home 25 % • being with the family 24 % • talking over the telephone 14 % • seeing friends 8 % • hobbies 4 %

  6. Willingness of students to use ICT in learning “Would like to use more ICT in learning” Girls Boys Agree Agree Don’t Disagree Disagree strongly know strongly

  7. Usage of PC in schools during the autumn 1996 and 1999 (%) Year 10-15 16-18 All 1996 76 52 72 1999 81 81 81 Juha Nurmela, Statistics Finland, 2000

  8. Summary of positive features • positive and confident attitudes • basic skills adopted widely • plenty of innovative cases • technical infrastructure approaching pedagogically appropriate levels • clearly catalysing (pedagogical paradigm) change • schools and libraries seem to equalise access to and use of ICT

  9. Future Teacher • Choose meaningful contexts for the learning • Choose the learning activities ahead of the content • Choose open-ended and ill-structured tasks • Make the resources plentiful • Provide supports for the learning • Use authentic assessment activities

  10. To be addressed or improved • sustainable cost levels not yet reached • although modern, hardware not sufficientlyavailable • a shortage of high-quality digital learning materials • pedagogical and technical support insufficient • increased and better focused teacher training needed • need to raise the present level of research and development of high-level learning environments • need to improve the dissemination of good practices • need to deal with the paramount and constantly growing issue of equality

  11. Over-all adoption of ICT in Finnish education* Pedagogically superficial use Pedagogically meaningful use; real value added *Adapted from Geoffrey Moore's Revised Technology Adoption Life Cycle Curve Mind the gap!

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