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OPEN MINDS for OPEN CLASSROOMS - ICT and Equity: a Global Challenge -

OPEN MINDS for OPEN CLASSROOMS - ICT and Equity: a Global Challenge -. Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technology karpatian@axelero.hu. Traditional media 1. Broadcast 2. Dominant role: viewer (consumer)

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OPEN MINDS for OPEN CLASSROOMS - ICT and Equity: a Global Challenge -

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  1. OPEN MINDS for OPEN CLASSROOMS - ICT and Equity: a Global Challenge - AndreaKárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technologykarpatian@axelero.hu

  2. Traditional media 1. Broadcast 2. Dominant role: viewer (consumer) 3. Democratic pattern of diffusion 4. Works produced by large teams, expensive infrastructure needed 5. Value-laden, ambiguous 6. Linear stream of information, easy to manipulate 7. Limited number ofsimilar, targeted options Cybermedia 1. Constructed 2. Dominant role: creator, investigator 3. Immersion depends on financialmeans and infrastructure 4. When basic techniques are learnt, individual work can be produced professionally 5. Transparent, allows a multiplicity of value systems 6. Multinodestructure of information sources 7. Users find suitable information from an endless variety of loosely structured sources Traditional culture /Cyberculture

  3. Jean-Michel Basquiat, 1980

  4. Basquiat and Andy Warhol in 1984 in New York

  5. Keith Harring: Untitled, 1984 Roy Lichtenstein: Keds, 1961

  6. „Hole in the Wall”, India Unrecognised intelligences revealed

  7. PC related attitudes and use(G. Hanczár, G. Blénessy, 2002-2004) 2983 use and attitude tests of 204 items, factor analysis Antagonists (4%) • general hatred for technology • physical symptoms when using PC • below average learning results and school behaviour Logical thinkers (14 %) • neutral towards technology, moderately like games • good at applying knowledge to new ICT tasks • good in mathematics, average behaviour Snobbish protagonists (16 %) • enthusiastic about ICT with little knowledge • claim to know all programming languages - even fakes

  8. PC related attitudes and use 2. Challenge seekers (16 %) • technology is a necessity, difficult but learnable • often solve school tasks with PC, rarely play • enjoy outdoor activities and sports, good at school Hedonists (12 %) • enjoy technology, but do not learn it • chat, e-mail, adventures games, good equipment • below average learning results, popular among peers Gamers (20 %) • enthusiastic about ICT,vast knowledge, build hardware • hate programming but believe in the potentials of PC • bad at school, even in Information Technology!

  9. Zelig faces the class–teachers and trainers as key actors in e-learning

  10. TEACHERS’ ROLES at Open Classrooms

  11. TECHNOLOGY AS A CATALIST - OECD,„ICT and the Quality of Learning”, 2001 In OECD countries, infrastructure and student competence does not contribute to the success of the reforms • teacher attitudes, motivation and competence are more important • reform-oriented educational institutions with dedicated and highly trained staff to be the first to introduce ICT successfully In Hungary, ICT infrastructure at schools played a more important part in educational reforms – ICT acted like theTroyan horse

  12. ICT in Education in Gypsy Schools,2003-2005 Aim: promote equity through introducing ICT-based teaching and learning methods in 10 primary schools in villages of Borsod-Abauj-Zemplén County, with 50% or more Gypsy student population, prepare students for secondary education and individual studies ICT enriched disciplines: Mother Tongue, Visual Arts, Science (Physics, Chemistry) Mathematics, Biology

  13. OECD,„Promoting Equity Through ICT in Education” Seminar, Budapest, June 2003Case studies from 14 countriesMeta-analysis of IEA, PISA and SITES testing studiesInternational policy survey on the handicapped

  14. ICT at the service of formative assessment • Differentiated, adaptive, made to measure developmentrealised „at the click of button” • Multi-level registration of classroom processes • Immediate feedback of results • Elaboration of skills enhancement strategies, based on the results of assessment • Interactive knowledge sharing environment– transparency of mutual expectations, assessment methods and developmental data

  15. AndreaKárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technologye-mail: karpatian@axelero.hu

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