Session Information
16 SES 02A, Pedagogical Practices and ICT Use around the World: Findings from the IEA International Comparative Study SITES2006 (Part 2)
Symposium, continued from 16 SES 01A
Time:
2008-09-10
11:15-12:45
Room:
B4 415
Chair:
Tjeerd Plomp
Discussant:
Karl Steffens
Contribution
Increased use of ICT in education and training has for years been part of the Danish education policy, during which the number of computers in schools and the actual use of ICT have increased. At the same time, the pedagogical orientation among school leaders and teachers in primary and lower secondary school seems to be moving from a reform orientation (focussing on student-centred, active, and autonomous leaning) to a more traditional orientation. In 1998, the SITES module 1 study showed a comparatively high presence of teaching and learning activities in lower secondary school in Denmark that could be categorised as reform oriented or “emerging” (Pelgrum and Anderson, 2001). Preliminary analyses of data from SITES module 3 carried out in 2006 indicated that Danish school principals have become less inclined to a reform oriented pedagogical vision.
The aim of the Danish paper is to describe this development and how it affect the use of ICT – that is for what is ICT used – as well as to look for possible explanations to the development. The paper will deal with the pedagogical orientation as intended at school level as well as the implemented orientation (see Pelgrum and Anderson, 2001).
The description and analysis of pedagogical orientation and use of ICT will build mainly on analyses of data from SITES2006. The intended pedagogical orientation – or vision – will be analysed by use of data from a questionnaire sent to school principals, while the implemented pedagogical orientation will be analysed by use of data from questionnaires sent to teachers teaching mathematics and science at grade 8. In the analysis of possible explanations other sources like policy papers and former research will also be included.
References
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