Transcript Practical ICT Didactics

Practical ICT Didactics
Said Hadjerrouit
Agder University College
Faculty of Mathematics and Sciences
Kristiansand - Norway
[email protected]
IUFM, Montpellier
March 7, 2006
Topics & Objectives
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Didactics of informatics (ICT didactics) as academic discipline
Didactical relation model
Learning theories
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LMS Classfronter as electronic platform
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Classfronter as learning environment
Pedagogical use of Classfronter
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ICT in the School Curriculum
Examples of pedagogical software
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School curriculum (L97, R94, New Curriculum)
ICT in primary and lower secondary schools (L97)
ICT in upper secondary schools (R94)
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ICT topics in secondary schools (fall semester 2005)
Teaching practice programmes with a duration of six weeks;
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Primary and lower secondary schools: from the end of Sept until the beginning of Nov 2005.
Upper secondary schools: from the end of Jan until the beginning of March 2006.
Research-based task based on a new ICT training concept
Didactics of Informatics
 Didactics of Informatics is a new discipline.
 It does not exit any didactical tradition
 To lay the groundwork for a strong foundation, we
must ask fundamental questions:
 What? Content
 How? Teaching & learning methods
 Why? Objectives / goals
 Who? Teachers, pupils, school leaders, etc.
What?
What are the particularities, goals and ambitions, and
underlying ideas of informatics?
 Informatics as science & engineering discipline
 Informatics as theoretical/mathematical, technical and practical
science
 Informatics as interdisciplinary subject (mathematics, language,
engineering, etc.)
 Historical development of informatics and informatics didactics
Why?
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Subject’s legitimacy in schools?
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Why is ICT important in schools?
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Why should pupils learn ICT?
How?
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How should informatics content be organized and
structured?
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How to promote students’ learning?
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How should learning be evaluated?
Who?
Answers to what, how and why questions
depend on
who are the pupils ?
which school ? and
which society ?
Didactic Relation Model
Assumes that different parts of the educational system are
related to each other, and that there is a reciprocal influence
between the elements:
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Students’ characteristics and prerequisite knowledge
Course content
Learning goals
Methods of working and teaching methods
Assessment procedures
Learning environment, conditions and resources
Didactic Relation Model
Didactic Relation Model
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Students’ abilities are prerequisite knowledge and skills, educational background
and experience, as well as personal experiences.
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External conditions are factors that make learning possible, such as computer
equipment, resources, library, books, place, classroom settings, economical
conditions, legal and ethical conventions, curriculum, time table, syllabus, etc.
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Learning goals are about what the students should possess after finishing the ITtraining course in terms of concepts, methods, theory, practices, ideas and
principles.
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Learning content is learning material that is associated with the subject matter, its
topics and subtopics and how these are broken down into lessons.
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Learning process is concerned with methods and activities based on learning
theories, such as reading textbooks, doing exercises, performing projects, as well as
the process of changing students’ knowledge to new knowledge.
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Assessment is the process of assessing the student learning and how this can be
done, such as oral and written exams, writing a report, performing a project, etc.
Didactic Relation Model:
How to prepare, plan, implement and evaluate ICT teaching?
Learning Theories
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Behaviorism
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Cognitive constructivism
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Social constructivism / Collaborative learning
Behaviorism
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The goal is to transmit knowledge from the instructor to the
learners.
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Learning is seen as largely as a passive process.
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Teachers/ Instructors are central to learning activities.
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There are few opportunities for learners to express their own
ideas.
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Behaviorism stimulates surface learning and knowledge
reproduction.
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Stability and certainty with respect to knowledge acquisition and
learning outcomes.
Cognitive Constructivism (Piaget)
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Learning is an active construction process whereby learners construct
their own knowledge based upon their prior knowledge.
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Constructivist learning takes place as learners solve authentic tasks
within a meaningful, real-world environment.
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The process of constructing knowledge requires cognitive skills
(reasoning, analyzing, reflecting, evaluating, critical thinking).
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Teachers serve primarily as guides of learning, not as transmitters of
knowledge.
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Assessment should focus on student’s cognitive development.
Social Constructivism (Vigotsky)
 Learning is derived from and proceed by social relationships
through participation in social activities with others.
 Learning occurs through discussion, dialogue, collaboration,
and information sharing with other people, e.g. teachers, fellow
learners, etc.
 Assessment should focus on students’ collaborative skills,
group and project work.
Learning Theories, Teaching
Methods and ICT
 Behaviorism
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Skinner
 Cognitive constructivism
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Piaget
 Social constructivism
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Vygotsky
Course Teaching Methods
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Lectures (4 hours x 15 weeks)
Group work
Project work
Discussion forum
Teaching practice in primary and secondary schools
Compulsory work
Research work
Oral and written exams
Intensive weekend seminars may be part of the
course.
Course Electronic Platform:
LMS Classfronter
 Classfronter is an LMS (Learning Management System)
 Classfronter is a net based arena where teachers, lecturers,
students and others
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may read, store, delete, change course information
may share different kinds of information resources with all or
selected users in the system
may need to collaborate and communicate electronically
(discussion, chats)
LMS Classfronter
 Classfronter is totally web based.
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an Internet connection (http://www.hia.no/classfronter)
a web browser (Internet Explorer) and
a PC setup that allow communication with the Classfronter server
 Classfronter is an access controlled system. Users need
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a user name and
 password to access the system.
Discussion Forum
 Discussion topics
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ICT as tool to support learning at primary and lower
secondary schools
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ICT as academic discipline at upper secondary
schools
 Face-to-face and Classfronter discussions
ICT in the School Curriculum
1. Using ICT as an educational tool in primary school,
lower secondary, and upper secondary school level:
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Standard software
Pedagogical software
Internet & web
ICT as medium to support dialog
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Web-enabled discussion / e-mail
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Discussion forum, chats
2. ICT as academic discipline (informatics) at the upper
secondary school level.
ICT in Primary and Lower Secondary
Schools: Topics
 State of the art
• Pupils’ use of ICT (Internet surfing, e-post, word, games)
• Teachers’ use of ICT (most for teaching)
• Pupils’ and teachers’ skills
• Schools’ PC equipment
• Home computing more and more important for ICT
competence
 Pedagogical software
 School Curriculum L 97 for compulsory education
(age 6 – 16)
Pedagogical Software
 School curriculum L 97 defines 3 types of software:
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Standard software
- Text processing (Word), spreadsheets (Excel), Power Point,
databases (Access), etc.
Data network (Internet)
Another type of software
 Pedagogical software is included in “another type of
software".
 Classification criteria
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Domain of use (mathematics, science, language, etc.)
Student group (age, school stage, etc.)
Technical criteria (memory capacity, platform, etc.)
Pedagogical Software: Multimedialab
Pedagogical Software:
Multimedialab
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Solar system
Pythagoras axiom
Napoleon’s live
Norwegian artists
Computer configuration
School Curriculum
 Curriculum for Primary and Lower Secondary
Education (L 97)
 Curriculum for Upper Secondary Education (R 94)
 New curriculum (gradually from 2006-2007)
Curriculum for Primary and Lower
Secondary Education: L 97
L 97 consists of three main parts:
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The core curriculum for compulsory, upper secondary and adult
education (general part) - became effective from September 1993
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Principles and guidelines for compulsory education - is the bridge
between the core curriculum and the subject syllabuses.
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Subject syllabuses - are based on the core curriculum and formulated in
accordance with the principles and guidelines for compulsory education
Separate curriculum, L97 Sami, for the Sami pupils in order to preserve and
develop the Sami language, culture and social life.
Curriculum for Primary and Lower
Secondary Education (L 97)
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Foreword
Core curriculum: General part
Principles and guidelines for compulsory education
Christian Knowledge and Religious and Ethical education Norwegian
Norwegian
Sign Language as a first language - Language for deaf pupils.
Mathematics
Social Studies
Art and Crafts
Science and the environment
English
Music
Home economics
Physical education
Compulsory additional subjects
Class and pupil council activities
School’s and pupils options
L 97: The School Structure
Structural changes:
 School starts at the age of six (instead of seven)
 10 years schooling (instead of nine)
Compulsory education is divided into three stages:
 Primary stage: grades 1– 4 (age 6–10)
 Intermediate stage: grades 5 – 7 (age 10–13)
 Lower secondary stage: grades 8 – 10 (age 13–16)
Core curriculum for Primary and Lower
Secondary Education: General Part
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Foreword
Introduction
The spiritual human being
The creative human being
The working human being
The liberally-educated human being
The social human being
The environmentally -aware human being
The integrated human being
Principles and Guidelines:
The bridge between the core curriculum and the
subject syllabuses.
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Introduction
One school for all
An environment in which to learn and grow up
Subject syllabus – Content and Structure
Local work on subject syllabuses
Characteristics of the main stages
Methods, learning materials and assessment
Learning materials
Assessment
Allocation of subjects and periods
Curriculum for Upper
Secondary Education (R 94)
Common general subjects:
 Norwegian
 Civics Advanced Course I
 Religion and Ethics
 History
 Second and Third Foreign Language
Curriculum for Upper
Secondary Education (R 94)
Specialized Subjects in General and Business Studies
 Business Studies
 Biology
 English
 Physics
 Geography
 ICT Operator - Training in Working Life
 Information Technology
 Chemistry
 Marketing
 Mathematics
 Media Studies
 Accounts
 Law
 Sociology
 Economics
Information Technology
Chapter 1: General information
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1.1
1.2
1.2.1
1.2.2
1.2.3
1.2.4
Introduction
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The specialized subject Information Technology
User Systems (1A)
System Development (2A)
Information Processing (1B)
System operations (2B)
Chapter 2: Objectives and learning targets
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2.1
2.2
2.2.1
2.2.2
2.2.3
2.2.4
Common objectives for the specialized subject, Information
Technology
Information Technology
User Systems (1A)
System Development (2A)
Information Processing (1B)
System Operations (2B)
Chapter 3: Assessment
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3.1
3.2
3.3
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Why assessment?
What shall be assessed?
How shall assessment be carried out?
Special conditions – Project work
Appendix 1
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Distribution of tuition hours per module in Information Technology
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Information Technology
IT is a specialized subject. It consists of 4 modules,
each of 187 hours (an average of 5 hours per week):
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Module 1A must be taken by all who take IT and is founded on
what is learned on the foundation course in General & Business
Studies.
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Module 2A is a depth study module founded on 1A.
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Module 1B is founded on 1A, but can be taken simultaneously
with 1A.
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Module 2B is a depth study module founded on 1B.
Information Technology
Module 1A
USER
SYSTEMS
(5 hours )
Module 2A
SYSTEM
DEVELOPMENT
(5 hours )
Module 1B
INFORMATION
PROCESSING
(5 hours)
Module 2B
SYSTEM
OPERATIONS
(5 hours)
User Systems (1A)
Software tools that are used at all levels of public & private life
according to laws and rules (data privacy, ethical norms, etc)
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Word processing
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Spreadsheets
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Databases, and
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Programs for simulation, graphics, multimedia, networks (Internet,
intranet, web)
System Development (1 B)
 Development of information systems in organizations.
 Analysing and assessing situations, detecting problems,
constructing software solutions and implementing them.
 Evaluation, maintenance and further development.
 Modelling approaches, methods and techniques (UML).
 Analysis of social effects for people affected by SD, as direct
or indirect participants in the developmental process.
Information Processing (1B)
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1B can be viewed as enlarging on and pursuing further topics in 1A.
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Understand terms such as hypothesis, theory, model, method,
technique, & tools
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General principles for modelling and applications of models such as
analysis, specification, design, abstraction, generalizations,
specialization, reuse, interpretation, experimentation & realization.
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Use of models in private & public establishments in implementing
information systems.
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Examples are models used as the basis for numerical calculations
(including budgeting), databases, object-oriented software libraries,
simulation, statistical analysis and graphic representation (including
animation).
System Operations (2B)
 Module 2B is a further development of some of the topics in 1A &
1B.
 Evaluate, select, install, configure, and maintain computer
equipment (hardware and software) and operating systems
 Knowledge of networks and security procedures
 Operational tasks for small & medium-sized systems; operations
on local area networks, cooperative and shared use of computer
resources.
New Curriculum (from 2006-2007)
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Core curriculum maintained
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Introduction of a National framework for quality
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Continuous curricula
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Clear competence goals for pupils and apprentices
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Objectives for basic skills integrated into all subjects
New Curriculum: Basic Skills
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The ability to express oneself orally
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The ability to read
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The ability to do arithmetic
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The ability to express oneself in writing
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The ability to use information and communication
technology
New Curriculum:
Information Technology
Information Technology I Information Technology II
(187 hours)
(187 hours)
Digital Equipment
Information Systems Design
Programming
Databases
Multimedia Applications
Web Development I
Web Development II
Teaching Practice Programmes in
Schools
 Primary and lower secondary schools: from the end of Sept
until the beginning of Nov 2005
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ICT as a tool to support teaching & learning
 Integration and development of ICT in schools.
 Upper secondary schools: from the end of January until the
beginning of March 2006
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ICT as subject matter / discipline
Practical informatics education
 Teacher’s observations and evaluation of students’
teaching (4-5 hours for each student)
ICT Teaching Practice in Upper Secondary
Schools (Spring Semester 2005): Subjects
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Database Access
Internet / Web
Microsoft FrontPage
Power Point
Access
Excel
Scientific calculator
Adobe Photoshop 6.0
Microsoft Project
Research-Based Activity
 As compulsory research-based activity based on use
of a new ICT training method.
 Research work is performed during students’
teaching practice at upper secondary schools.
Research-Based Activity: Projects
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Creating forms and templates in the web development program
Microsoft FrontPage
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Creating diagrams using the spread sheet program Microsoft Excel
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Connecting a database to a website using the database program
Microsoft Access and the web development program Microsoft FrontPage
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Using hyperlinks and style sheets in Microsoft FrontPage
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Using hyperlinks, creating and changing backgrounds and font colors
in Microsoft FrontPage
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Drawing graphs with the calculator simulating program TI-interactive
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Using scientific calculator (with advanced functions and derivation)
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Implementing of the project management tool Microsoft Project
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Using basic functions in the photo imaging software Adobe Photoshop 6.0
Practical Didactics in ICT: Credits
Two variants:
 INF112 : 15 credits - 2 semesters
 INF113 : 30 credits - 2 semesters
Course Evaluation Methods
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Two standard questionnaires (pre- and post
questionnaires)
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Classroom dialog and discussions
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Observations and discussions during the supervision
of compulsory and project work
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Oral and written exams
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Research work and reports
ICT and Learning 1
Autumn 2005
INF103
Standard Programs for Teaching and Learning
10 credits
INF104
Standard Programs for Teaching and Learning
10 credits
INF105
ICT in Learning and Teaching
10 credits
ICT and Learning 2
Spring 2006
INF106
Software for Multimedia and Webdesign
10 credits
INF107
Electronic Teaching Aids - Program design and Development
10 credits
INF108
Local Networks and Data Communication
10 credits
Practical ICT Didactics
Thank you for your attention
Elevers bruk av IKT på skolen
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På alle klassetrinn brukes det lite tid ved datamaskiner
Et fåtall anvendelsesområder, i hovedsak:
• Internettsøk
• Tekstbehandling
13% do not use computers at all
50% use computers less than 1 hour a week
Små forskjeller mellom kjønnene
Elever og lærere har ulike oppfatning av hvordan og hvor
mye datamaskiner brukes
Prosjektarbeid er den arbeidsformen der det i størst grad
brukes IKT
Læreres bruk av IKT på skolen
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Lærere bruker datamaskiner mest til
forberedelse av undervisning
På skolen bruker lærere mer tid ved
datamaskin enn elevene gjør
Læreres bruksmønster er forholdsvis likt
elevenes (med unntak av at elevene
spiller mer spill)
Læreres bruk av IKT hjemme
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Mannlige lærere bruker datamaskinen mer
hjemme enn kvinnelige lærere
Mannlige og kvinnelige lærere bruker like
mye tid hjemme til skolearbeid ved
datamaskinen
Elevers og læreres ferdigheter
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De fleste elever og lærere mener selv de har god
generell kunnskap om datamaskiner
De fleste elever og lærere mener de har gode
ferdigheter i bruk av Internett, e-post og
tekstbehandling
På en del avanserte anvendelsesområder vurderer
elevene sine egne ferdigheter som bedre enn det
lærere vurderer sine ferdigheter på samme område
Elevenes ferdigheter og digitale kompetanse skapes
i omfattende grad hjemme, og i mindre grad på
skolen
Viktige faktorer som gir variasjoner
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Tilgang på datamaskiner og nettverk
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Store forskjeller mellom skoletrinn
Skoleledelsens satsning på IKT
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Vgs har i større grad utviklet visjoner for bruk av IKT, 9.kl er det trinnet i
undersøkelsen som i minst grad har noen klar IKT-satsning
Satsning på lærernes kompetanseutvikling
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Rektorene overvurderer lærernes bruk av IKT
Pedagogiske arbeidsformer
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Bidraget fra IKT i undervisningen vurderes som moderat på de fleste områdene
Størst bidrag gir IKT i forhold til gruppe –og prosjektarbeid
IKT bidrar mest på de områdene som i minst grad preger dagens undervisning
(prosjektarbeid)
Digitale mapper
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De fleste elever har personlige mapper, men få utnytter disse mappene på en
systematisk måte - Brukes lite og usystematisk
Tilgang på digitalt innhold
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Internett brukes mye, men skole- og fagrettede sider lite
Konklusjoner
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Det er aller mest avgjørende hvor mye tid
elevene bruker ved datamaskinen
Skolebruk og hjemmebruk påvirker hverandre
positivt
Tilgang på maskinvare og nettverk betyr mye
Skolens satsning på IKT, visjoner, planer,
engasjement har betydning
Bruk av digitale mapper er den viktigste
skolefaktoren
Elevers bruk av IKT hjemme
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De fleste elevene har bedre datautstyr hjemme
Elevene gjør mer avanserte og komplekse ting
ved hjemmemaskinen
Elevene bruker med tid ved datamaskin
hjemme enn på skolen
Gutter bruker mer tid ved datamaskinen
hjemme
Gutter og jenter bruker like mye tid til å gjøre
skolearbeid ved datamaskinen
• Network for IT-Research and Competence in
Education - Faculty of Education, at the University
of Oslo (http://www.itu.no/)