16 SES 02 A, Integration of ICT in Education
Parallel Paper Session
Innovative Technologies for an Engaging Classroom (iTEC) is a 4-year pan-European project involving schools, teachers and learners from more than 17 European countries. Educational scenarios together with iTEC technologies and other technological tools are being piloted in lower secondary schools and primary schools in 5 cycles of development and evaluation. In addition, there is a particular focus on the curriculum areas of mathematics, science and technology (MST) although other subjects are included. This paper focuses on the outcomes of the evaluation of the first cycle.
ICT in the classroom can support a range of innovative pedagogical practices (Fredriksson, Jedeskog & Plomp, 2007; Crook et al 2010) including increased collaboration, more group work, richer multimodal teaching resources, greater mobility/flexibility and a shift in teacher roles. Yet typical use of ICT across European classrooms is limited (EACEA P9 Eurydice, 2011). For example, in mathematics ICT is mainly used for skills practice and in science for looking up information. ICT however does not necessarily lead to new pedagogical practices (Law, 2009; Shear, Novais et al, 2010). For example, pedagogical innovation can be constrained by lack of professional development support (Pennuel, 2006; EUN, 2009), factors outside school such as national curricula directives (Bryderup, Larson & Quisgaard Trentel, 2009) and lack of clarity of educational goals of technology use (Pierce, Stacey & Wander, 2010). There is a need to engage in rich debate about educational goals rather than technological potential alone, and to take account of assessment frameworks, professional development and existing cultures of schooling if real innovation is to be achieved. By adopting user-centred design processes and co-developing resources with teachers together with the close involvement of 15 Ministries of Education, iTEC seeks to identify educational scenarios, technological tools and learning activities that have the potential to be mainstreamed across Europe.
This paper focuses on two evaluation questions:
- To what extent does each iTEC educational scenario and relevant iTEC technologies benefit learning and teaching (for teachers, for learners, for others)?
- What are the enablers of and barriers to adoption of each iTEC educational scenario (including appropriate iTEC technologies)?
In Cycle 1 (September 2011 – January 2012) participating teachers were offered a choice of two educational scenarios. The first, Outdoor Study Project, involved working in teams, using technology to collect data outside the classroom and then analyzing it. The second, Working with Outside Experts, also involved working in teams, holding a video-conference with an outside expert, and conducting follow-up correspondence. In addition a prototype tool (TeamUp) to support team working was also made available.
The conceptual framework for data analysis has been adapted from the SITES2 study (Kozma, 2003, p12). The benefits of iTEC educational scenarios and technological tools are examined in terms of pedagogical practices such as student-centred approaches, new learning spaces, collaboration, new roles and engagement with the wider community. In addition ways of using ICT and specific technological tools, and additional resources are examined taking account of factors at the micro (teacher), meso (school), and macro (regional/national) levels.
Bryderup, I.M., Larson, A. & Quisgaard T.M. (2009). ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: From a lifelong learning paradigm to a traditional paradigm? Education and Information Technologies, 14(4), 365-379. Crook C., Harrison, C., Farrington-flint, L., Tomás, C. & Underwood, J. (2010). The Impact of Technology: Value-added classroom practice. Final report. Coventry, UK: Becta. Education, Audiovisual and Culture Executive Agency (EACEA) P9 Eurydice (2011). Key Data on Learning and Innovation through ICT at School in Europe 2011. Brussels: EACEA. http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/129EN.pdf Accessed 23/06/2011. European Schoolnet (EUN) (2009) STEPS: Study of the impact of technology in primary schools. Executive Summary. http://insight.eun.org/ww/en/pub/insight/minisites/steps.htm Accessed 14/12/2010. Fredriksson U, Jedeskog G, Plomp T. (2007). Innovative use of ICT in schools based on the findings in ELFE project. Education and Information Technologies, 13(2), 83- 101. Greene, J.C. (2007) Mixed methods in social inquiry. Jossey-Bass: San Francisco, CA. Kozma, R.B. (Ed.) (2003) Technology, innovation and educational change: A global perspective. Eugene, OR: International Association for Technology in Education. Law N. (2009). Mathematics and science teachers‘ pedagogical orientations and their use of ICT in teaching. Education and Information Technologies, 14(4), 309-323. Pierce, R., Stacey, K. & Wander, R. (2010). Examining the didactic contract when handheld technology is permitted in the mathematics classroom. ZDM Mathematics education, 42, 683-695. Shear, L., Novais, G., Moorthy, S. & Langworthy, M. (2010). Innovative teaching and learning research: Executive summary of pilot year findings. Microsoft Partners in Learning. Teddlie, C., & Tashakorri, A. (2003) ‘Major issues and controversies in the use of mixed methods in the social sciences’. In A. Tashakorri, & C. Teddlie (eds), Handbook of mixed methods in social and behavioural research. Thousand Oaks, CA: Sage, 3–50.
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