1 / 20

The emerging paradigm for lifelong learning, quantitative and qualitative data from:

The emerging paradigm for lifelong learning, quantitative and qualitative data from:. The IEA Second International Technology in Education Study (SITES) by Hans Pelgrum, University Twente. Content of presentation. Professional background Background of current ICT studies

chin
Télécharger la présentation

The emerging paradigm for lifelong learning, quantitative and qualitative data from:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The emerging paradigm for lifelong learning, quantitative and qualitative data from: The IEA Second International Technology in Education Study (SITES) by Hans Pelgrum, University Twente

  2. Content of presentation • Professional background • Background of current ICT studies • Role of ICT in education • The information society, education and ICT • Need for (curriculum) indicators and deeper insight into innovations • SITES Modules 1,2,3: overview • SITESM2006 and EU-policies • Conclusions

  3. Professional background: assessment, monitoring and ICT • IEA • Dutch Mathematics and Science assessments-1980-1985 • Computers in Education Study-1989-1993 • SITES-school survey: 1997-1999 • SITES-case studies: 1999-2002 • SITES-school, teacher, student surveys: planning/funding phase • TIMSS-sec. Analyses (2002): high ICT uselower scores? • EU • European network Assessment, Effectiveness, Innovation: 1995-1999 • Multimedia technologies in schools: Euro-parliament: 1998 • Methods of Educational monitoring: 1996 • OECD • Paper on possible directions international assessments ICT: 2001 • Pilot testing ‘ICT and quality of learning’: 2000 • Sundries • Teacher training ‘Using the Web in Education’: Hungary, Netherlands, Poland. Extension: Bulgaria, Latvia, Lithuania, Slovak Republic: 2001-2002

  4. Background/Context of current international ICT studies • Role of ICT in education • The information society, education and ICT • Need for (curriculum) indicators and insight in realistic possibilities for innovation

  5. SITES Modules (see also: www.iea.nl) • Module-1 (quantitative + little qualitative): a snapshot picture (school-survey) of the situation regarding ICT in education (1998-1999); • Module-2 (qualitative+little quantitative): observations of innovative practices in selected schools (1999-2002); • Module-3 : a repeat of Module-1 to determine changes across time and an assessment of readiness of teachers (2004-2007).

  6. Countries in M1 and/or M2 • Africa: South Africa • Asia & Pacific: Australia, China Hong Kong, Chinese Taipei, Japan, Korea, New Zealand, Singapore, Thailand • Europe- Central and East: Bulgaria, Czech Republic, Hungary, Latvia, Lithuania, Russian Federation, Slovenia, Slovak Republic • Europe-West: Belgium-French, Cyprus, Denmark, Finland, France, Germany, Iceland, Italy, Luxembourg, Netherlands, Norway, Portugal, Spain, United Kingdom • Middle-East: Israel • North America:Canada, USA • South America: Chile Only M1

  7. Topics for indicators in Module-1 • Curriculum :ICT-related objectives of the school, Presence of types of teaching and learning practices, ICT attainment targets, Realization of ICT-related objectives, Use of e-mail/WWW for instructional purposes, Percentage of students/teachers using WWW, Internet-related activities of students. Use of technology applications by students • Infrastructure: Needs and priorities, Perceived obstacles, Expenditures, Software, Maintenance, Number and types of computers, Operating systems, Processor types, Hardware- Access to e-mail/WWW, Existence and content of Web home page, Number of computers not in use, Availability of peripherals, Availability of software types, Availability of software for school subjects, Hardware- and software-related obstacles • Staff Development: Prescriptions regarding training of teacher in the school, Attendance by teachers, Expenditures on staff development, Types of internal information exchange, Availability of in-house/external training courses, Self-assessment of ICT skills • Management and organization: Existence of written policies on ICT, Priorities for external support, ICT-related policy measures, Principal attitudes towards ICT, Use of ICT for administration/monitoring, Technical support infrastructure, Priorities for external support • Innovative practices: Most satisfying ICT-related learning activities experienced

  8. Module-2: overview • Participants and international consortium • Case selection process (after national formation and nomination of cases) • Case study process (protocols, procedures, formats) • Resulted in 174 cases: all coded on general characteristics • Selection, in-depth analysis and write up

  9. SITES2006: overview • Conceptual: focus on pedagogical practices (see initial framework) • International coordination consortium: Univ. Twente (ICC), University HongKong, IEA-DPC • School surveys (n=400) and teacher surveys (math and science: n=1600) • Try-out online data collection • Currently: start-up phase • Expected participation: ~20 countries

  10. SITESM3 and EU policies • Can IEA serve EU information needs? • What do the current EU reports say? • What can SITES contribute? • What can other international studies contribute? • EU can influence SITES2006

  11. Conclusions • Case reports: examples of best practices • Short term: also use PISA, TIMSS, PIRLS • Optimize M3 to inform EU policies regarding, e.g.: • Infrastructure • Curriculum reform and quality • Training • Equity issues

  12. Addendum: Quantitative indicators of innovative practices in Module-1 • M1: Literature review operationalisations (extent to which present): • Students developing abilities to undertake independent learning • Providing weaker students with additional instruction • Organizing teaching and learning so that differences in entrance level, learning pace, and learning route are taken into account • Students learning to search for information, process data, and present information • Students being largely responsible for controlling their own learning progress • Students learning and/or working during lessons at their own pace • Students involved in cooperative and/or project-based learning • Students determining for themselves when to take a test • Students learning by doing • Combining parts of school subjects with one another (multidisciplinary approach)

  13. M1 conclusions “Before summarizing the statistics regarding the curriculum indicators it should be pointed out that, at this stage of SITES, one needs to be cautious with regard to the interpretation of the indicators of pedagogical paradigms. These indicators seem to have face validity, and factor analyses showed the empirical tenability of the distinction between the emerging and traditionally important practices. However, the construct validity of these indicators has not yet been investigated in depth. Therefore it is not known yet if, for example, the indicator of emerging pedagogical practices really reflects the extent to which schools have implemented a curriculum that is focused on student-centered, active, and autonomous learning. (Pelgrum, 1999, page 91)”

  14. Addendum: Questions • How can M2 help in understanding validity of M1-indicator? • Is it possible to increase the measurement range by adding items?

  15. M2 case positions in M1 distributions

  16. M1-M2 emerging paradigm indicator:longitudinal

  17. Addendum: New items • Students learn search strategies to find diverse types of relevant information • Students learn to assemble, organize and integrate information • Students learn to critically evaluate the validity and worth of information obtained from their searches • Students present work using several forms of presentation, e.g., text, visual, verbal, and electronic • Students involved in collaborative activities where the outcomes are based upon interdependent work • Students assigned projects that require several persons working together for an extended period of time • Students have some authority to decide what topics to study • Teachers assign problems where student selects types of evidence and appropriate reasoning for the solution • Students engage in intellectual discourse to exchange information and jointly solve problems. • Students learn to critically evaluate the bases of knowledge and the logical structure of deductions and inferences made about this knowledge • Students are encouraged to engage in self-reflection about the consequences of the research strategies they use

  18. Addendum: Conclusions • Many innovative cases available for analysis • This set of cases will provide insight in best practices from Europe, Asia and North America • M2 very valuable for providing input to M3

More Related