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CIDISE

CIDISE. Collaboratory for Implementation of Didactical Innovations in Science Education. René Almekinders and Joke Voogt Information: almekinders@edte.utwente.nl. Using computer mediated communication as part of comprehensive scenarios for teacher professional development. Research question.

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CIDISE

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  1. CIDISE Collaboratory for Implementation of Didactical Innovations in Science Education René Almekinders and Joke Voogt Information: almekinders@edte.utwente.nl

  2. Using computer mediated communication as part of comprehensive scenarios for teacher professional development

  3. Research question • What are the characteristics and effectiveness of the various elements of comprehensive teacher professional development scenarios that aim at implementing innovations in the science curriculum at (junior) secondary education level?

  4. Research in two settings • Russian Federation:Innovative didactics in Russian rural schools pilot project • Netherlands:BiNaSk ICT practica netwerk

  5. Russian Federation • Central question: • How can teachers of rural schools be supported in their use of ICT in the classroom? • Core components • Innovative didactic approaches and ICT • A scenario for professional development that allows for continuous support during implementation of innovations

  6. Innovative didactics and ICT • The use of ICT does not imply the use of new means and materials only, it also implies new didactical approaches and new beliefs about education. • Traditional didactical approaches • whole class instruction • little variation in activities • no links between school learning and real life • learning by listening • Innovative didactical approaches • small group work • many different activities • integration of school learning and real life • learning by doing

  7. Professional development scenario • Preparation (January-June 2001) • First stage (September - December 2001) • workshop: project web site, exemplary ICT-rich lessons; • web site collaboration: implementation at school • workshop: evaluation of web site; preparation for development of own lessons; • Second stage (January - May 2002) • web site collaboration: lesson development & implementation; • school visits: lesson observation & feedback; • Dissemination (November 2002)

  8. Communication between teachers bottom-up approach (didactical innovation evolves out of the discussion) ownership (revisions proposed by teachers) commitment (enforced by workshops) role of moderators Technical starting points: simple, simple, simple open and closed parts forum organization upload facility Website design principles

  9. http://db.informika.ru/id/

  10. Netherlands • Support of science and technology teachers in 14 Dutch schools • Scenario consists of: • Meetings (up to 6 in 8 months) of teachers in sub-networks of two schools; focus is on learning how to use Microcomputer Based Laboratory experiments • Support through a Website; • more advanced forum software • three general forums • for each sub-network a specific forum • everyone can read all forums • contribute to general and own sub-network forum • news, calendar, file upload

  11. http://projects3.edte.utwente.nl/binask/binsk-forum/default.asphttp://projects3.edte.utwente.nl/binask/binsk-forum/default.asp

  12. Framework for evaluation • Evaluation at five ‘levels’ • initial satisfaction with the experience • new knowledge and skills of participants • the organization’s advocacy, support, accommodation, facilitation, and recognition • degree and quality of implementation • student learning outcomes More information: Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks: Corwin Press.

  13. Impact, some Russian observations • Scenario as a whole is highly appreciated • All teachers manage to implement ICT in their lessons; evidence on videoclips • Use of Website: • moderator driven • does not fit easy in normal workload • splitting up in more forums is not effective • limited by technical problems (access, speed, limited communication diminishes interest)

  14. Face-to-face meetings are essential part of CMC supported scenario The moderator plays a crucial role Teachers do not take over the moderator (leading) role Technical aspects are not the most essential How to facilitate a change in “culture”, i.e. how does CMC use become a normal (daily) practice for teachers? How to make a CMC platform that combines “tailor made” aspects with generic aspects? Outcomes - Follow-up question

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