Session Information
27 SES 02 B, Creative Pedagogical Practices
Paper Session
Contribution
There is an increasing need to understand and foster the abilities required to make education better suited to meet the challenges of the knowledge society, to better equip citizens with key competences and to develop a 21st century lifelong and life-wide learning (Banks, Au, Ball, Bell, et al., 2007) skills policy. Many of these skills are transversal – cutting across different subjects and curriculum levels – and ICT can help to support them. Fostering such competences requires novel strategies and teaching approaches based on active modes of learning, such as collaborative learning, peer learning communities, creative problem solving, learning by doing, experiential learning, or the development of critical thinking and creativity.
Digital competence is a core skill for life and employability. Today, the question is not whether digital technology should be used, but rather: how, where and for what educational goals. The last decades of efforts to introduce computers, first, and successively ICT and the ongoing and overwhelming developments and applications of digital technology, allowed us to learnt two key lessons. (1) As research has repeatedly shown the introduction of a tool –not matter how powerful it could be-, in educational institutions with deeply rooted organizational and teaching cultures hardly becomes the Trojan horse, as argued by Seymour Papert, or the foothold that will move the world, in this case education (Conlon & Simpson, 2003; Balanskat, Blamire & Kefala, 2006; Condie & Munro, 2007; Law, Pelgrum & Plomp, 2008; Sancho & Alonso, 2012). (2) Schools aiming to meet individual and societies learning needs should undergone a profound organizational, epistemological (how knowledge is understood and represented) and pedagogical (teaching, learning and assessment conceptions) transformation (Chen, 2010; Law, Yuen & Fox, 2011; OECD, 2013; Yang, Z., Yang, H. H., Wu & Liu, 2014).
Accordingly, our attention has turn to the pedagogical approach, the learning opportunities and the assessment approaches that will encourage the acquisition of digital and other key competences.
In context, the European project [name of the project] seeks to incorporate in primary and secondary schools processes and values of a culture of collaboration that connects learning environments, digital technologies and DIY philosophy (Kafai & Peppler, 2011). Young people's efforts to create and disseminate digital media have been associated with the growing do-it-yourself (DIY) movement (Spencer, 2005). Starting in the '90s (McKay, 1998) with arts, crafts, and new technologies (Eisenberg & Buechley, 2008; Lankshear & Knobel, 2010), it is now starting to be prevalent in some countries’ curriculum contents (Guzzetti, Elliott, & Welsch, 2010), giving educators and students the opportunity to create, share and learn in collaboration. The main aim of this project is to generate knowledge about digital competence, students’ agency, creativity, and collaboration and the integration of digital tools in teaching and learning as a way to contribute to school, students and teachers’ learning improvement. The DIY philosophy is fostering a network to share project’s processes and results not only among the consortium partners in Spain, Finland, and Czech Republic, but also among all interested institutions at international level.
The fundamental motivation behind this European project is to involve schools, teachers, students (and parents) from the very beginning of the process to guarantee its sustainability under the completion of the project.
Method
Expected Outcomes
References
Balanskat A., Blamire R. & Kefala, S. (2006). The ICT Impact Report. A review of studies of ICT impact on schools in Europe. European Schoolnet. http://insight.eun.org/shared/data/pdf/impact_study.pdf Banks, J.A., Au, K.H., Ball, A.F., Bell, et al. (2007). Learning in and out of school in diverse environments: Life-long, life-wide, life deep. Seattle, WA: The Life Center. Chen, M. (2010). Education nation: six leading edges of innovation in our schools. San Francisco: Jossey-Bass. Condie, R. & Munro, B. (2007). The impact of ICT in schools – a landscape review. BECTA Research. http://webarchive.nationalarchives.gov.uk/20101102103654/publications.becta.org.uk/download.cfm?resID=28221 Conlon, T. & Simpson, M. (2003). Silicon Valley verses Silicon Glen: the impact of computers upon teaching and learning: a comparative study. British Journal of Educational Technology, 34(2), 137-150. Eisenberg, M. & Buechley, L. (2008). Pervasive Fabrication: Making Construction Ubiquitous in Education. Journal of Software, 3(4), 62 – 68. Guzzetti, B. J., Elliott, K. & Welsch, D. (2010). DIY Media in the Classroom: New Literacies Across Content Areas. New York: Teachers’ College Press. Holcomb, L. B. (2009). Results & Lessons Learned from1:1 Laptop Initiatives: A Collective Review. TechTrends, 53(6), 49-55. Kafai, Y. B. & Peppler, K.A. (2011). Developing Participatory Competencies in Creative Media Production. Review of Research in Education, 35(1), 89-119. doi: 10.3102/0091732x10383211 Lankshear, M. & Knobel, C. (Eds.). (2010). DIY media. Creating, sharing and learning with new technologies. New York, NY: Peter Lang. Law, N., Yuen, A. & Fox, R. (2011). Educational innovations beyond technology: nurturing leadership and establishing learning organizations. New York: Springer. Law, N., Pelgrum, W. J. & Plomp, T. (eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study. Hong Kong: CERC-Springer. McKay, G. (1998). DIY culture: notes towards an intro. A G. McKay (ed.), DIY Culture - Party and Protest in Nineties Britain (pp. 1-53). London: Verso. OECD (2013). Innovative Learning Environments. Paris. OECD-CERI. Reason, P. & Bradbury, H. (2001). Handbook of action research. Participative inquiry and practice. London: Sage. Sancho, J. M., & Alonso, C. (Coord.). (2012). La fugacidad de las políticas, la inercia de las prácticas. La educación y las tecnologías de la información y la comunicación. Barcelona: Octaedro. Spencer, A. (2005). DIY. The rise of lo-fi culture. London: Marion Boyars. Yang, Z., Yang, H. H., Wu, D. & Liu, S. (2014). Transforming K-12 Classrooms with Digital Technology. IGI Global.
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