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Educational reforms, ICT and the changing role of teachers

Educational reforms, ICT and the changing role of teachers . Experiences from an international comparative perspective by Hans Pelgrum, The Netherlands. As said (very often) before:. Life Long Learning Needs to be learned Changes in educational systems needed. Content of this presentation.

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Educational reforms, ICT and the changing role of teachers

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  1. Educational reforms, ICT and the changing role of teachers Experiences from an international comparative perspective by Hans Pelgrum, The Netherlands

  2. As said (very often) before: • Life Long Learning • Needs to be learned • Changes in educational systems needed

  3. Content of this presentation • Professional background • Policy rational: LLL and the role of ICT in compulsory education. Policy initiatives • Past ten years: what happened? • Reflections about future developments

  4. Professional background SITES (1998,2001,2006): Primary focus - facilitation of teaching & learning - educational change & pedagogical innovation. Secondary focus - conditions for ICT integration and educational change * leadership * infrastructure * staff development * support • SITES2006: 22 countries • 9000 schools • 35000 teachers CompEd (1989&1992): Primary focus - availability of equipment and software in schools - testing students’ IT competencies Secondary focus - integration of ICT in the curriculum (learning with ICT)

  5. Which pedagogical approaches are used and what is the role of ICT? • Traditional • Life Long Learning • Connectedness Why this question?

  6. Why?1. Policy rhetoric/slogan/mantra • Information society • Shelf life of knowledge decreases • Hence, LLL is a must and needs to be learned in compulsory education • But insufficiently in existing educ. system • Hence, teaching and learning need to change • Policy initiatives for educ. Change were undertaken • Result?Monitor developments

  7. Why?2. Monitorincrease insight • Equipment phase (1980s) • Disappointment: ~1990 • Revival: a rational was born Info SocietyLLLsmall scale reforms • Now: Transition or Stagnationgoing back or forward?

  8. What did we learn? We observed changes • For instance (~200 worldwide case-studies in 2001): • Students produce • Autonomous learning • Collaboration • Enthusiasm of teachers and students • Teachers as coaches • Etc. • Infrastructure improved dramatically • Substantial number of schools adopted LLL next to traditional BUT……..

  9. BUT….. • Inequities in infrastructure • Integration is very low, slow changes For instance:

  10. Frequent use of ICT at school? Source:OECD-PISA data bases

  11. BUT….(continued) • Tensions about side-effects of educational reforms • Case of the Netherlands: • Worries among employers • Students protest • Parliamentary inquiry • SITES Module-2 case studies: • High workload (recipe for quick burnout) • Not fit in curriculum • Lack of support • Lower achievement

  12. Problematic relationship between ICT and education? • Educational actors have high expectations about potential of ICT • In practice many frustrations and low use! Why can teachers survive without ICT while workers in many other professions cannot?

  13. No simple answer • See next sheet

  14. About the future • LLL and compulsory schooling: what are basic skills needed and how can they be learned (from Kindergarten onwards, see Freinet) • Conservative effects of achievement Olympics (PISA, TIMSS, PIRLS) • Avoid naïve innovation strategies (don’t throw away traditional, efficiency important) • Self-regulated learning: certification! • Userfriendly tools needed for job orientation, learning planner, self assessment, peer review, learning logs, etc.

  15. Finally Thank you for your attention !

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