Education in the information society

1. Education in the information society Emerging trends and challenges for education Joke Voogt, University of Twente, Enschede, The Netherlands

2. More information? voogt@edte.utwente.nl R.B. Kozma (Ed.) (2003). Technology, Innovation and educational change: a global perspective. Eugene (Or): ISTE.

3. ICT in the curriculum • To prepare for society - ICT as object • To prepare for jobs - ICT as aspect • To enhance teaching and learning – ICT as medium

4. Why What How Where When Rationale Content Aims & Objectives Assessment Learning activities Teacher role Materials & Resources Grouping Location Time Curriculum components

5. The curriculum spiderweb

6. Towards an emerging pedagogy • Active • Collaborative • Creative • Integrative • Evaluative (See also handout)

7. Second Information Technology in Education Study (SITES) Three modules: • Module 1: school survey (1997-1999) • Module 2: case studies on innovative practices (1999-2002) • Module 3: school, student & teacher survey (2004 – 2007)

8. Research Questions How do the SITES innovations • change curriculum content and goals • change curriculum organization & activities • change the way student outcomes are assessed • have impact on student and teacher outcomes How does ICT support these changes

9. Selection of cases In-depth analysis of : 32 cases that reported curriculum had changed • in content and/or • goals other than subject matter/ ICT related and that • ICT had supported that change • A focused scan of a random selection of the other cases

10. Integration in the curriculum • Integrated in a subject ICT: to improve the learning of content • Cross curricular in projects ICT: to facilitate the implementation of LLL-goals • School-wide ICT: to facilitate the realization of a vision on teaching & learning

11. Change in content • A different way of dealing with existing content • Focus: More in-depth understanding of concepts ICT • Use of subject matter specific ICT applications

12. Change in goals • Information handling • Communication and collaboration • Student responsibility for learning • ICT skills ICT • General applications

13. Change in organization and activities • Variations: from classroom lessons to project work • Research projects & product creation Teacher role: • advising students • structuring • monitoring progress

14. Assessment practices • Starting to change • More formative: feedback, self/peer assessment • Only in a few cases major changes were observed: a mix of teacher and student assessments, use of portfolio’s

15. Outcomes Students: • Positive attitudes, ICT skills, Collaborative skills Teachers: • Positive attitudes, Pedagogical skills Less mentioned: • Students: subject matter knowledge, meta cognitive skills, information handling • Teachers: ICT skills, collaborative skills Perceived impact based on opinions (few ‘hard’data)

16. Conclusions Many SITES innovations • aimed at skills that were important for the information society • made learning meaningful to students; • crossed boundaries of traditional subjects • started to change assessment practices • used ICT to facilitate the creation of an authentic context and/or to facilitate guided inquiry

17. Conclusions cont’d Not many SITES innovations • ‘break’ the walls of the school to the outside world • make learning independent from time/place

18. Making teaching and learning motivating and challenging