ZELIG FACES THE CLASS – Teachers and Trainers As Key Actors in E-learning

1. ZELIG FACES THE CLASS – Teachers and Trainers As Key Actors in E-learning Andrea Kárpáti Eötvös Loránd University UNESCO Centre for ICT in Education karpatian@axelero.hu

2. FRONTAL PRESENTATIONrevived: visually enhanced, higher / longer attention, deeper understanding through moving images, simulations, models Access: local / global, repeatable – no time/place constraints, but technical limitations apply Feedback: verbal / written, instant / delayed, individual initiative / mentored dialogue / open forum Share of workload: presenter, teaching assistant, tutor, mentor: different levels of competence and accessibility Examination: transparent learning material, constant and complete availability Film: ICT-supported teaching at universities

3. TEACHERS’ ROLES CHANGE according to educational paradigm changes

4. The Digital Zelig:Teachers’ beliefs and changing faces of ICT (EMILE Study, 2000-2001, www.emile.eu.org) • Beliefs about the nature of knowledge: • „technicist” paradigm: solid content knowledge  ICT-based drills, quizzes, tests • „skills focused” paradigm: ICT for individualised development  adaptive tests • Decisions based on naive educational theories • Technophobie and technophilia • Arts teachers value talent, emphaty, erudition, • Science teachers value inquisitiveness, empirical orientation and precision • Teachers of the two areas use ICT almost equally

5. LEONARDO THEMATIC MONITORING, 2001-2003teacher-related issues • Are the selected teaching forms suited to initiating and supporting the learning process? • Which educational theory of (e)Learning forms the basis of the eLearning approach? • Does the learning programme include teacher training components in the pilot / later phase? • Is there support material for future teacher-users of the course?

6. Thematic Monitoring - Results of the First Step Classification of the projects in relation to e-learning

7. Thematic Monitoring – Results / First Step Perception of e-learning as an...

8. Thematic Monitoring - Results / First Step Processes supported in the e-learning projects

9. Thematic Monitoring - Results / First Step Projects mostly technologically oriented with no techer training technology

10. http://www.learningschools.net/OPEN UNIVERSITY, + RM, UK

11. Overview – Learning Schools Programme • A professional development programme from the Open University and RM which aims to provide every teacher and school librarian with: • the skills to use ICT as a teaching tool in Primary and all Secondary subjects; • practical ideas and approaches to apply in their own teaching; • a personal route through the training to support individual needs and study patterns; • the opportunity to share knowledge, exchange ideas and gain new skills; • a whole-school management and support structure; • a common understanding of how, when and when not to use ICT in the classroom.

12. Training Methods • Location of Training:in-school, so that the training can normally be carried out on the available ICT equipment within the school's resources. • Training Method:self-study with practical classroom-based activities and mentoring. • Duration of Training:modular structure supports flexible adaptation for the different needs and interests - typical training period will be 20 - 30 hours, over one or two terms http://www.open.ac.uk/ http://www.rm.com/

13. Learning Schools Programme Materials and Support

14. „ICT and the Quality of Learning” OECD CERI, 1999-2001 ICT - enriched curricula in mathematics, physics, foreign languages (2000/2001) biology, chemistry, visual arts/art history (2001/2002) Age groups: 13, 15 and 17 years Sample: 57 Hungarian primary and secondary schools with exemplary and average ICT use Teacher training model:mentored innovation. School-based training, manuals with CD, video documentaries, online database: syllabus + lesson plans Results: increased learning performance, motivation, positive attitudes towards science and ICT

15. „ICT for Maths, Physics, Chemistry, Biology, Foreign Languages, Fine Arts”, teachers’ manuals with CD-ROM, 2001-2002

16. ICT in Education in Gypsy Schools –OECD „Promoting Equity Through ICT” project, 2003-2005, Hungarian contribution Aim: prepare Gypsy students for secondary education through ICT-supported skills development Teacher training: discipline-based mentoring at own school, peer support groups, minority culture at centre ICT enriched disciplines: • Mathematics • Mother Tongue • Visual Arts • Science(Physics, Chemistry)

17. Future Learning Environment(http://fle3.uiah.fi/) Environment for computer-supported collaborative learning Virtual classroom, communication and co-operation within classes

18. http://www.en.eun.org/chemistry Simulations, animations of processes, ICT based teaching methods, conferences, projects

19. http://www.csile.oise.utoronto.ca Computer-supported constructivist learning environmentfor ages 6-12

20. http://www.learn.motion.com/lim/kf/KF0.htmly Cognitive knowledge building tool: Expandable, interactive database Marlene Scardalamalia Carl Bereiter University of Toronto

21. Experimental environment Simulation Local lab Remote lab Internet database Additional experiment? Design and experioment Sharing a new model Sharing hypotheses Results of peers Modelling based on observations Modelling environment Colaboration Co-Lab

22. Ton de Yong, 2002 www.co-lab.ch

23. Problems of educational assessment • Grading is a social message – but classic testing is not appropriate for new educational paradigms (Pelgrum, 2003) • Evaluation of factual knowledge ignores skills and personality development – not authentic • Grades of teachers useless as measures - match neither knowledge tests nor cognitive assessment results • PISA 2000: dissatisfaction of parents, teachers, students with self and other parties • Teachers are not trained for mentoring, tutoring, coaching – only for teaching and grading

24. Assessment in an ICT enriched environment - Digital test bank:easy to use, reliable, expandable, customisable Random or planned combinations of tasks of many difficulty levels and content areas: differentiated evaluation of performance Instantaneous, detailedfeedbackon results: problem solving strategies traced, typical and individual mistakes selected Environment for practice, self-testing and testing Increased feeling of competency both for teachers and students

25. MOVELEX by Kornél Varga, Hungary:varied tasks: selection, completion, matching images, words and soundsAssessment:green: good, red: bad, blue: missing answerStatistics provided: results for class, students, school, comparisons within these groups and national average

26. Teachers can follow the testing process on their screen Colours: green: good, red: bad, blue: missing answer Yellow: in process

27. Teachers can set parameters for tests • Test or practice • Time limits for items • Show or hide solutions • Different sequence of items for each student • Different items for students or groups • Grading ( % = grade) ICT empovers the competent teacher

28. How to prepare teachers for ICT use • What does not work • Individual explorations after enthusiastic conference talk • Students, own child and spouse as coaches • Crash course in the high tech lab of training firm • Using traditional methods with the help of ICT (computer as overhead projector) • What works: • Role modelling at college (in pre-servive training) • School-based training through authentic tasks • Mentored educational innovation • Lifelong learning supported by manuals and e-learning • Curriculum improvement caused / supported by ICT

29. ZELIG FACES THE CLASS – Teachers and Trainers As Key Actors in E-learning Andrea Kárpáti Eötvös Loránd University UNESCO Centre for ICT in Education karpatian@axelero.hu