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Professional learning in a changing society

Professional learning in a changing society. Transitions and boundary crossing. Institute for Educational Research, University of Oslo Oslo, Norway, 25-27. November 2004 Technology in teacher education. Assistant Professor Vibeke Bjarnø The Department of IT, Faculty of Education

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Professional learning in a changing society

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  1. Professional learning in a changing society Transitions and boundary crossing Institute for Educational Research, University of OsloOslo, Norway, 25-27. November 2004 Technology in teacher education Assistant Professor Vibeke Bjarnø The Department of IT, Faculty of Education Oslo University College

  2. Information and Communication Technology for post-modern teachers • In school practice: gap between teachers’ ICT knowledge and their skills in using ICT to support pupils’ learning • What can teacher education do to change this? • Means/agent: develop a multi-disciplinary education with ICT The purpose of the study: • close the gap between what student teachers are taught to do in school and the way ICT is used as a tool for learning in teacher education. • Change the role of the ICT teachers in teacher education from technical support to be a didaktikal dialogue partner for how to use ICT to support the student teachers learning Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  3. ICT integration • Based on a 30-point curriculum “ICT and Learning 1” with 3 main themes: • Introduction to information technology (15-point) • Didaktikal use of information technology (10-point) • Information technology in society and at the workplace (5-point) Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  4. Historical changes of ICT the Degree Programme in teacher education • Attempt 1: Separate ICT courses (24 hours) • Attempt 2: Project “Fleirfagleg” (multi-disciplinary) • Attempt 3: A few attempts of ICT integrating the first year, the Department of IT all the follow up responsibility. • Attempt 4: Full integration of didaktikal use of ICT in the compulsory subjects at the two first years Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  5. Integration of ICT in the compulsory subjects: • Mathematics • Norwegian • Educational science • Christianity and general religious and moral education = 1st and 2nd year of Teacher Education (3rd) Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  6. Transitions and boundary crossing New multi-disciplinary didaktik • Earlier the subject departments carried out their teaching • Now multi-disciplinary didaktik is developed during the communication between the different departments = communications between different systems in the Faculty. • Starting point is the subjects’ curriculum, and what they are carrying out in practice. Then study what kind of opportunity there is for ICT integration. • Result from ICT didaktik to multi-disciplinary didaktik with ICT Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  7. Methodical approach – action research • The data material used for continuous process between reflection and action is both qualitative and quantitative: • Observations • Log (logbook) • Open interviews • Questionnaires Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  8. Activity theory as analysis tool

  9. The student had to make up their mind about the statement: “The ICT lessons and supervision have been an integrated part of the study and are useful for the learning process in other subjects.” Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  10. A statement that relates to a particular part of the ICT teaching and supervision gives better results: “The web-based teaching material and the supervision in computer suites connected to formula editor and painting tool was a good help to manage the ICT demands in the mathematic exam.” Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

  11. Discussion and questions • How to reach a further level – broaden the ICT integration? • Example: Not only distinct parts of a word processor, but a didaktikal understanding for the use of word processor to support learning among students/pupils • How to be a didaktikal dialogue partner – keep the focus? • A subject oriented name for “the Department of IT”? Vibeke Bjarnø, the Department of IT, Faculty of Education, Oslo University College

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