Embed Size (px)
Citation preview
www.europeanschoolnet.org - www.eun.org
1:1 pedagogies for schools
Lessons learnt from schools in Europe
Anja Balanskat
Senior Analyst/ Project Manager WSIS, Geneva, 14/05/2011
www.europeanschoolnet.org - www.eun.org
Staff meeting – 26/05/2011
2
Contribution of ICT and Digital Media
Transformation of Teaching and Learning Processes
European Schoolnet (EUN)
Network of 31 Ministries of Education in Europe
www.europeanschoolnet.org - www.eun.org
• Providing concrete evidence and data for
effective use of ICT in schools on which to base
policy recommendations.
• The necessity to support schools and
teachers in their teaching practices
• Developing and sustaining of a network of
schools engaged in the validation of innovative
approaches on how to use ICT in classes.
Three major strategic areas
www.europeanschoolnet.org - www.eun.org
IWB Digital skills
Special Needs
3 Working Groups
Evidence based activities
Major studies
NETBOOK STUDY
Analysis of the issue
of serious games
Survey of schools, ICT and education
• 1:1 in education is part of the global phenomenon.
Working on a big-scale is made possible through collaboration
with the industry.
The independent nature of
the research conducted by EUN.
Sharing results publicly:
inform educational
authorities about practices to
help define strategies for
the future classroom.
Evaluation data is available online
http://1to1.eun.org/
About the urgency of studies in 1:1
1. Acer
• Provided each student with a netbook and teacher with a notebook
• Funded coordination, pedagogical support and evaluation delivered by EUN
2. European Schoolnet: www.netbooks.eun.org
Pedagogical support material, 1:1 pedagogical
netbook scenarios
Website and teachers’ online community
Evaluation
Main Contact: Dr. Riina Vuorikari
3. Local educational authority
Selection of netbook classes (secondary schools)
Pedagogical coordinator (France, Italy, Spain, Turkey)
4. School
School netbook team (teachers teaching the netbook class, IT support person, support of the management team)
The Netbook Pilot set-up
National differences e.g. Italian Scuola 2.0,
Fatih-programme in Turkey,
Spanish teachers’ online course
by the MoE (140h)
Various educational contexts:
Place: in school vs.
out of school use
Usage: individual vs.
collaborative use
Purpose: educational
vs. leisure use
Why the Educational Netbook Pilot
(by Heeok Heo and Jeonghee Seo, NML study, 09)
How are netbooks used
in and out of school by teachers
and students? How to implement
1:1 pedagogy?
Six participating countries: Jan 2010-July 2011
approx.1360 units
approx.1360 units
approx.1250 units
approx.1220 units
approx.1300 units
approx.1650 units
• Parents: opinion on ICT and netbooks (May ’11)
• Students: main focus on out of school use (June ’11)
• Teachers: netbooks in teaching, collaboration opportunities, PD gains (June‘11)
evaluation Online evaluation: anonymous questionnaires
Approx. 2/3
Approx. 1/2
Approx. 1/3
1. No pre-survey
• The Netbook Pilot evaluation only consist of one final evaluation.
• Each country has different underlying educational framework
structure.
• Each country might have different starting level.
Therefore, the evaluation does not measure progress during the
Pilot, only a snapshot of the time.
2. Not a comparative study
The intention is not compare
countries to one another, but
to better understand the local
drivers and barriers.
limitations Limitations of the evaluation
image: a Turkish netbook class
What is the impact of netbook on learners’
motivation in school and learning?
What did netbook teachers think of
the netbooks’ impact? School atmosphere & communication
More individualised
& more independent learning
How were netbooks used?
image: a German pre-pilot netbook class
For what tasks did students use netbooks
in and out of school?
In general, netbooks more
used out of school!
High-level Internet tasks as defined by OECD (2010)
Many high- level tasks performed in school
More high- level tasks performed out of school
Where did students practice their
high-level Internet tasks on netbooks?
Extending educational activities out of official school hours
image: a German pre-pilot netbook class
How often did students take netbooks home?
3/4 of students took netbooks home daily
15% never took the netbook home
National and school based differences observed
National highlights: 82-94% of netbook students
in France, Italy and Turkey took them home daily
29% of students also used netbook after
official school hours for “after school activities”
What kind of learning took place
outside of official school hours?
• 47% look for extra information on topics taught at school • 44% followed current events (e.g. news and weather)
• 37% looked for information on topics that are
not taught at school but are of interest to them
• 30% developed skills related to their hobbies
• 23% looked for information in their interest areas
also in other languages than their mother tongue
Have you established rules about the use of the netbook or other ICT devices outside of school? • 54% Yes, we have clear agreements for school and leisure use
• 27% No, we don’t need such terms, I trust my child • 13% Yes, we have agreed on some terms, but they are not very clear
When your child uses the netbook or other ICT devices, do you know what s/he is using it for? • 76% Yes, I feel I know enough about my child’s computer use
• 16% I know one or two things, but there are lot of things I’m not aware of
53% of parents agreed: the use of netbooks in and
out of school had an impact on their opportunities
to be involved in their child’s education
parents involvement Parents’ awareness and involvement
Using netbooks in school
Gro
up
Indiv
idual
off-line
1:1 pedagogy 1:1 pedagogical scenarios =
orchestrating learning activities
on-line
Fro
nta
l te
achin
g
80% Individual processes • 92% “I support and explain things to individual pupils” • 88% Pupils work individually at their own pace • 58% Pupils work individually but at the same pace
83% Frontal teaching •92% “I present, demonstrate and explain to the whole class” •75% “Pupils give presentations to the whole class”
81%
Social processes Pupils work in
groups
teachers orchestrating How often, during the netbook class do you
alternate....
Students using with netbooks: • 37% Educational school portal or learning platform • 37% Collaboration tools e.g. blogs, wikis • 34% Office tools e.g. word editing and spreadsheets • 30% Subject specific educational software e.g. Maths/science programmes • 24% Digital resources e.g. online quizzes and tests, animations, videos
• 22% Communication tools
Teachers using during netbook classes: • 65% projectors • 52% Interactive Whiteboards • 24% Virtual Learning Environments and LMS
School subjects: • 45% Mathematics
/Geometry
• 33% History
• 28% Geography
• 24% Modern
foreign languages
• 18% National
language/
literature
• 16% Biology
during the netbook class Learning in a media-rich learning environment
Building teachers’ confidence
in the ICT integration
At the end, 3/4 of the netbook teachers felt
confident in integrating netbooks in their teaching
- despite that half had beginner/moderate level ICT skills
70% reported now better understanding of how to
integrate ICT into subject teaching and to collaborate
with other teachers
82% were interested in continuing the next
school year showing a high level of buy-in into
new ways of working
Take home messages
26
Result 1: Motivation, more engagement
Netbooks motivate learners in learning and school,
effecting on school atmosphere and communication
patterns. Teachers and learners agree they potentially
enable a more individualised and independent learning.
Recommendation: Schools should make sure that
ICT tasks also motivate students, aiming for more
participatory, high-level Internet tasks in school.
Result 2: Netbooks extend learning out of school hours
and offer ways for parents to be more involved
The Netbook Pilot shows that when students took
netbooks home, they did not only use it for leisure
activities. It stimulates learning opportunities around both
formal school tasks, e.g. homework, but also informal
learning opportunities.
Recommendation: Learners should feel
the ownership of their netbooks!
Netbooks offer parents new ways to be
involved in their child’s education.
Result 3: Systematic vision for pedagogical change
The Pilot showed that ICTs were not only used
in traditional ways in schools (= frontal teaching),
but teachers alternated different teaching paradigms,
i.e. also individual and collaborative processes.
Recommendation: Pedagogically driven media rich
scenarios (e.g. 1:1 scenarios), co-designed by
teachers and fitting into local curriculum, should be an
integral part of school’s ICT vision.
Give examples of “how”
Result 4: Empowering teachers through cooperation and PD
Creation of school-based netbook teams
allows for teachers’ formal and informal exchange,
peer-learning and building locally shared
knowledge-base on pedagogical practices.
Recommendation: Combining local
with global cooperation
(e.g. on-line community, eTwinning)
is a win-win situation!
New ACER-EUN Tablet Pilot
• Acer tablet Iconia W500
• 8 countries
• 400 tablets
• 244 teachers, 60 schools
• 150 pupils
31
How can tablet computers be used
in educational contexts?
Project calendar 2012
Arrival of tablets
and kick-off
Pilot activities implementation
---
Evaluation (online questionnaires + school
visits, workshop)
Report preparation
Report preparation
Ongoing activities throughout the project
• Community of Practice/website • Technical and pedagogical support
• Feedback about the advances & problems
Study on 1:1 computing initiatives
33
EUN and IPTS – Institute for Prospective Technological
Studies
Overview of 1:1 computing initiatives in the EU
International Literature Review
Expert Interviews
Validation workshop (19/20 June Brussels)
http://1to1.eun.org/
