Transcript From the didactics of computer science towards the

ICT and education
Some considerations
Eric Bruillard
UMR STEF (ENS Cachan / INRP)
IUFM de Creteil
http://www.stef.ens-cachan.fr/annur/bruillard.htm
www.sticef.org
Education an instrumented activity
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(Formal) education uses instruments: writing
is certainly the most important (may be
coming from educational activities)
Learning and cognition change according to
evolution of social practices and ways of
storing and communicating information
(culturo-historical vision)
The point : new roles
played by this instrumentation
Changing instrumentation
Descriptive geometry example (Paulo Pavel)
From Vitruve to nowadays...
Available today...
Involving communication
University birth: Disputacione, Bologne
Other communities: debates during design activities
Un atelier aux Batignolles
Henri Fantin-Latour - Paris, Musée d'Orsay
© Photo RMN / H. Lewandowski
Atelier sculpture
Other communities: ateliers « typographiques »
Les compagnons : atelier de Martin Husz,
figuration la plus ancienne d'un atelier
typographique au XVe siècle
Classe Freinet, académie Grenoble
What is changing?
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New teaching contents
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New learning and teaching modalities
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Relationship to instrumentation
Production (projects) process / product
ICT C (ICT for creation)
Group work, management of distance…
New form of schoolarization
Access, communicate, rewrite
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Networks
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Interconnected texts (hypertexts) accessible by
link activation
Interconnected persons and groups (synchronous
or asynchronous)
Multiple traces (see, analyze, modify)
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See and understand process,
Invite to reflective postures
Experiment / simulate…
Some results
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No clear evidence regarding effects of
ICT on educational achievements
Innovative ways of learning… but
innovations are seldom sustainable
Question: effects of ICT?
Learning and teaching as situated and
instrumented activities.
Three roles for ICT in education
1. Educational technology
Pedagogical tools (electronic white board…)
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2. Communication, access, production
(General software tools, search engine)
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3. Instruments in subject matters
(specific for maths, literature, history…)
According to each role,
specific processes can be observed
Pedagogical tools
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Students
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Teachers
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No mastery required for activities
Pedagogical freedom, no responsibility on the
tools
Teaching / Learning
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Same contents, evaluation, programs
Student motivation, specific pedagogical
modalities
Communication, access,
production tools
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Students
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Teachers
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Familiarization: external ?
Competences to build
No specific responsibility or shared responsibility
Teaching / Learning
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Modification of work modalities,
no directly contents
Collective work, resources access…
Instruments for disciplines
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Students
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Teachers
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Required mastery for activities
Specific responsibility on instruments and their
mastery
Teaching / Learning
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Modification of contents, evaluation modalities,
curricula
Re-think activities, a curricular perspective is
required (progression)
Pedagogical tools
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Issues:
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Professional gesture acquisition without
well established tradition
Which pedagogical plus-value?
Time issue: do not loose to much, leading
to suppress potential obstacles linked to
tool mastery, not allowing student to grasp
a sufficient mastery
According to Cuban: does not work
Communication, access,
production tools
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Issues:
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School uses are opposite to home uses
(immediate use vs distance and reflectivity)
(Immature culture, immediate satisfaction. See
for example Mediapro 2006)
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What is the effective mastery of students?
Competences (know-how) or
conceptualizations
Instruments
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Issues:
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How instrument subject activity? Re-think
activities?
Instruments may solve a part of what is
expected from students: restriction of use?
(pocket calculator in primary schools)
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Acceptability by teachers relies upon their
own vision of their discipline
Roles or statutes confusion
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Instruments –general tools
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Specialization: mathematical text
processor, notation issues
Generalization: mathematical Knowledge
necessary (spreadsheet)
General – pedagogical tools
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Student general competences
Availability of work environment for
activities
Instruments or pedagogical tools
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Tension:
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Introduction phase: pedagogical tool
Generalization phase: Paradox, either we restrict
pedagogical freedom, either instruments are
considered as optional
Collective legitimating process
Dual case:
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Règles à calcul, tables, boulier : obsolete
instruments become pedagogical tools (because
their functioning is more visible)
School gestures and tech.
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Blackboard : collective visualization,
short term memory
Copy machine: local control of
documents given to students
Textbooks : an old technology? A worn
model?
Sheets of paper…
Gestures learned in classrooms?
Teachers against ICT?
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Modernity cult? Opposed to classical
« culture »
Teachers use (Cuban, 1987)
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Simple and reliable technologies
Which reinforce their control on the
learning achievements
Don’t shoot the teacher
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Teachers as « bouc émissaires »
Or double bind
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They have to be modern
And to control precisely the acquisition of a
group of students
Professional uses / few classroom uses
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An official best pedagogy? (towards
dequalification of teachers)
Example of new teachers
Sesamath (www.sesamath.net)
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French association of teachers
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main goal is to freely provide, via the Internet,
pedagogical resources and professional tools to be
used for mathematical teaching and learning.
a public service approach
a commitment to the free software movement.
Many projects: software, exercises (in school
or at home)… Recently, they produced a
mathematical textbook for 7th graders
(Wikipedia like process)
Manuel Sesamath
“Sésamath 5e is a complete
textbook, in accordance with
new prescribed curricula for
7th graders, rather classical in
its organization (in chapters,
and in each chapter, in
sections: methods, activities,
exercises...) and in its editing
quality (quality of the cover,
of the setting and of the
printing)”
(designers’ discourse)
Sesamath
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First, it is a textbook (form with great
resonance), a classical textbook
Subject matter unique reference and
stable (few links with research)
Recommended usage of computer
instruments
Which innovation?
Reinforcement of control (see Cuban)
France: a new pre-service
training
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New organization:
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Competitive exam (civil servants)
Professional year
Two first years (T1 and T2) after tenure
An approach structured by
competencies?
IUFM
Conseillers pédagogiques
Inspecteurs
Livret d'évaluation ?
STAGE
PLC2 ou PE2
T1
Professeurs référents
Chefs d'établissement
T2
Instruments
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Which uses before the exam at university?
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No legitimating process
Goal: show how we can do maths or physics
or literature using ICT instruments,
afterwards how one can learn maths…
Give legitimacy to specific instruments use:
build a new professional identity
Show progressions for their mastery
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One example is not convincing: it does not answer
teacher’s concerns
General tools
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Use them during training as new
training modalities
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“Live” training situations (distant
communication …)
Collaborative work: from sharing resources
to taking into account points of view of the
Other
Work with other subject matters
Pedagogical tools
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Work in / with classrooms
Exchanges with different categories of
teacher trainers
Reflect on his/her practice (individually
or collectively)
Multiples examples (within a
community)
Training continuity
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Main interest of a collaborative work platform
(alternance training): keep link between
training institutes and schools
A professionnalisation process,
autonomisation? A sort of integration in
teacher’s culture, building a professional
identity
Substitute to the old opposition between
theory-practice by problematisation (from
particular to general)
Which model?
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Competencies list, simple completion
(accumulation model)
Integrated model: interest of T1 and T2, see
annual progression as un object (lived), from
emergency to reflective look
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Collect traces
Animate a community which builds itself its
professionality
Bridging the gap
IFIP TC3 / WG 3.1, October 1997, Grenoble (Yvonne Buettner)
… Building the wall
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Change school to adapt it
to what exists outside?
Or do the contrary ?
School
at
home?