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International Handbook of Information Technology in Primary and Secondary Education Springer International Handbooks of

International Handbook of Information Technology in Primary and Secondary Education Springer International Handbooks of Education, Vol. 20. Joke Voogt & Gerald Knezek (Eds.) http://www.springer.com/978-0-387-73314-2. Leading questions. Aim

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International Handbook of Information Technology in Primary and Secondary Education Springer International Handbooks of

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  1. International Handbook of Information Technology in Primary and Secondary EducationSpringer International Handbooks of Education, Vol. 20 Joke Voogt & Gerald Knezek (Eds.) http://www.springer.com/978-0-387-73314-2

  2. Leading questions Aim • synthesize research on ICT in education from a broad international perspective Leading questions • What is the potential of ICT to improve primary and secondary education? • How can the implementation of ICT in educational practice be supported? Target group • Researchers, policy makers and professionals

  3. Contributions of: • 3 advisors • 11 sections • 15 section editors • 76 chapters • 136 authors from 23 countries

  4. Conceptual framework

  5. Potential of IT • Sect. 3: IT and the learning process, Kwok Wing Lai, New Zealand • Sect. 7: IT and distance learning in K-12 education, Roemen Nikolov & Iliana Nikolova, Bulgaria • Sect. 9: Emerging technologies for education, Cathleen Norris & Elliott Soloway, USA

  6. Implementation Factors impacting the learning process: • Sect. 2: IT and curriculum processes,Joke Voogt, Netherlands • Sect. 4: IT competencies and attitudes,Gerald Knezek & Rhonda Christensen, USA • Sect. 5: IT, pedagogical innovations and teacher learning,Nancy Law, Hong Kong School environment factors • Sect. 6: IT and schools,Sara Dexter, USA Societal environment factors • Sect. 8: IT and the digital divide,Paul Resta, USA & Thérèsa Laferrière, Canada • Sect. 11: International and regional programs and policies,Jef Moonen, Netherlands

  7. Overarching chapters • Sect. 1: Education in the information society, Ron Anderson, USA • Sect. 10 Methods for researching IT in Education, Margaret Cox, UK

  8. Teacher learning and Teacher leadership in the Handbook • What do teachers need to know: • Thomas & Knezek: Standards for teachers • Kirschner et al.: Benchmarks for Teacher Education programs in the pedagogigal use of ICT • Koehler & Mishra (2006): The TPCK framework • What contributes to teacher’s technology integration Knezek & Christensen: Will, Skill Tool model for Technology Integration • Beyond pedagogical knowledge • Riel & Becker: Characteristics of Teacher Leaders for ICT • Voogt: Challenges in coping with an ICT-enhanced curriculum

  9. Standards for teachers (Thomas & Knezek) Teachers should be competent with respect to: • Technology operations and concepts • Planning and designing ICT-rich learning environments and experiences • Integrate ICT in Teaching, Learning and the curriculum • Integrate ICT in Assessment and evaluation • Use ICT for own Productivity and professional practice • Be aware of Social, ethical, legal and human issues International Society for Technology in Education

  10. 9 Benchmarks for Teacher Education (Kirschner et al.) • What • Personal ICT competencies • ICT as a mind tool • Social aspects of ICT-use in education • Adopting ICT in Teaching • How • Combining institutional learning and workplace learning • Communities of Practice • Embedding learning in a (personalized) ICT-rich learning environment • Start with structured experiences • Integration in other content domains

  11. The TPCK Framework (Koehler & Mishra, 2006) Technological Pedagogical Knowledge Technological Content Knowledge TPCK = Technological Pedagogical Content Knowledge Pedagogical Content Knowledge

  12. Will, Skill Tool model (Knezek & Christensen) • Enhancing an educator’s will, skill, and access to technology tools will in turn lead to higher stages of classroom technology integration. appr. 10% explained variance Achievement Up to 90% explained variance

  13. Will, Skill or Tool. Which is most important? • Answer: • It depends on the Stage of Adoptionof the Teachers • For USA: • Skill is the strongest predictor (Explains 50% of Variance in Integration) (vs. 10% for Mexico) • For Mexico: • Tool is the strongest predictor (Explains 80% of Variance in Integration (vs. 30% for Texas)

  14. How to move to the next Stage of Adoption? Lower Stage populations need Skills/ Tools to move from: • Awareness (stage 1) to • Understanding the process Stage 2) and • Applying the process (Stage 3) Higher Stage Populations need moreWill (not more Skill): e.g. Stage 6 vs. Stage 5 Teachers: • Creatively adapt technology to new contexts • Have little greater skill than Stage 5 peers • Have much stronger will than Stage 5 peers • Appear to have the traits of Teacher Leaders (Riel & Becker, 2008) and to possess Personal Entrepreneurship (Drent, 2005)

  15. Characteristics of teacher leaders (Riel & Becker) • Levels of professional engagement: • Learning from practice: favouring innovation and divergent thinking • Local collaboration: moving from private teaching to shared professional commitments in the workplace • Professional networking: Access to important sources/ideas through teacher networks • Participation in knowledge building

  16. Constructivist pedagogy – professional engagement

  17. ICT: Teacher leaders - Private practice teachers • Teacher leaders use computers more frequently for instruction • Teacher leaders use computers more for professional purposes • Teacher leaders use more sophisticated software applications • Electronic mail, multimedia authoring software and presentation software

  18. Challenges to cope with (Voogt) • Difficult to prove evidence of learning with ICT on student learning outcomes • Focus on other goals • Implementation conditions are not optimal • Lack of coherent actions in curriculum implementation • No balance in the curricular spiderweb • Curriculum challenges in the 21st century • Contradictory messages from policy makers: Life long learning competencies vs emphasis on basic skills

  19. Thank you!

  20. How to measure technology integration?Stages of Adoption • Six Stages • Awareness • Learning the Process • Understanding and application of the process • Familiarity and confidence • Adaptation to other contexts • Creative applications to new contexts

  21. assessment content grouping learning activities teacher roles Rationale goals materials & resources time location

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