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Group of teachers and PhD Students who teach Research Methods in Education using ICT and study them. At this moment, we have different research projects related to ICT integration in Higher Education and lower educational levels.

ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

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Page 1: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Group of teachers and PhD Students who teach Research Methods in Education using ICT and study them.At this moment, we have different research projects related to ICT integration in Higher Education and lower educational levels.

Page 2: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND

SECONDARY SCHOOL TEACHERS

I. GASTALDO, G. ALMERICH, I. DIAZ, C. BELLOCH

Educational Technology Unit (UTE).University of Valencia. Spain. E-mail: [email protected]

http://ute.uv.es/ute

Page 3: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Our research: Objetives

Describing the ICT training supply (from 1998 to 2003) which teachers (from Comunidad Valenciana) attended.

Between january 2003 and march 2004.

Analysing its adaptation to teachers needs.

Page 4: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Method: Design Mixed methodology: triangular technique, and

quantitative and qualitative analysis of data come from three information sources:

PUBLIC TRAINING OFFER, proposed by Local Administration;

CEFIREs (Teacher Training Agencies) which provide us with key training elements for teachers: headmasters and ICT Assessors.

Data picked up from TEACHERS who give us information about their training needs.

Page 5: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Number of courses Without ICT content With ICT content Total

N 1155 822 1977

% 58.42 41.58 100

Method: Design

Collecting and analysing the official reports from 1998 to 2003 where the information about courses for teachers is published by the Local

Administration

1977 courses published in the official publication from 1998 to 2003 by the Local Administration.

A database was created, defining variables and categories depending on the information detailed in the publication of the official report. This database let us a qualitative and quantitative analysis

PUBLIC TRAINING OFFER

Page 6: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Method: DesignCEFIREs (Teacher Training Agencies)

14 headmasters and ICT assessors from 7 CEFIREs of a total number of 17 agencies in the Comunidad Valencianawhich correspond with the headquarters of the ICT training assessors of the different teacher training agencies.

Interview protocol contents questions about the training supply offered, its adequation to the demand and future and improving perspectives.

The interview method with a detailed protocol to headmaster and ICT assessors

Page 7: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Method: DesignTEACHERS

Random sampling stratified depending on educational level and province in the Comunidad Valenciana.

Survey design whose population is made up of 868 teachers from Primary and Secondary educational institutions in the Comunidad Valenciana, both public as private ones.

Number of Items Section: Training

needs Scale of answer

14

Interest and training needs in the use of

technological resources (personal-professional

use and use in the classroom)

11 Interest and training

needs in ICT integration

Training needs rated on to three point Likert

scale, ranging as initial, intermediate and advanced training

needs.

Interest (yes/no)

2

Availability to participate in on-line courses with or

without “presence” training

Availability(yes/no)

Page 8: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Method: DesignTEACHERS

Items:Training needs in ICT use

Handle and use of PC Word processor spreadsheet Databases multimedia presentations documentary bases audiovisual means educational software

languages and author systems Internet as information resource Internet as communication tool initial design of Web pages Advanced design of Web pages Intranet specific applications or resources (the

analysis of this item is not included in this study)

Page 9: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Method: Design

TEACHERSItems: Training needs in ICT integration

1-In the SELECTION OF CURRICULAR MATERIALS I take into account technological resources.

2-I EVALUATE THE TECHNOLOGICAL RESOURCES that can be beneficial for the teaching process.

3-I DESIGN CURRICULAR MATERIALS by means of technological resources.

4-I use the technology like means to carry out TRAINING ACTIVITIES relative to my speciality and the use of the ICT in the classroom.

5-I DESIGN LEARNING SITUATIONS in which I can use the ICT.

6-I CREATE AN ENVIRONMENT in the classroom where the technological resources are a completely integrated component.

7-I use the technological tools as instrument of the STUDENT'S EVALUATION.

8-I use several technologies of help and/or appropriate educational software for students with diverse EDUCATIONAL NEEDS.

9-I design, I coordinate and I participate in the use of the technology like form of COLLABORATION AND COMMUNICATION among the whole educational community (teachres, students, parents,...)

10-I participate in investigation and innovation PROJECTS through the use of different technological resources in the classroom.

11-I take into account the ETHICAL AND LEGAL PROBLEMS derivated of the use of the technological resources.

Page 10: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results

We set out the results taking into account the three sources of information: from which we got data for our study.

Teachers’ answers to the ICT questionnaire.

Teacher Training Agencies (CEFIREs)

Public Training Offer

Page 11: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: Public Training Offer

0

10

20

30

40

50

60

70

80

90

1998 1999 2000 2001 2002 2003

Cursos sin contenidos TIC

Cursos con contenidos TICCourses without ICT content

Courses with ICT content

Content of courses

Percentage of courses with ICT content is lower than the one of courses without ICT content

In any case, until 2003, the number of courses with ICT content was increasing.

Page 12: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: Public Training Offer Characteristics of ICT courses

Length: More than the half of the courses lasts 30 hours.

Number of participants: The mean of participants has been increasing from 19 participants in 1998 to around 26 in 2003.

As for specialities, we set out Informatics, Maths, Management of educational institutions and Graphic Arts.

Page 13: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: Public Training Offer Characteristics of ICT courses

Educational level: two levels. First level: Primary and Secondary Education, Vocational Training, Special Needs and Interlevel (any previously level).

Second level: Headmasters, assessors, Longlife training, Ceramics Schools, Music School, Arts School and Official Language School.

The higher part of the courses with and without ICT content of the first level belongs to Interlevel (in 70% of the cases). In the second level, the higher percentage is for Longlife training.

Page 14: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: Public Training Offer Inclusion of content about ICT integration in the

classroom, we use PROFORTIC levels

Characteristics of ICT courses

LEVEL 1- BASIC LEVEL 2- INTERMEDIATE LEVEL 3- ADVANCED Knowledge: basic Use: personal, management and creation of support material.

Knowledge: advanced Use: curricular with pupils.

Knowledge: expert Use: innovation, collaboration with teachers and research.

PROFORTIC levels Basic Intermediate Advanced

N 596 201 25

% 72.51 24.45 3.04

Most of the courses are classified as basic level and only 25 courses of advanced level have been offered from 1998 to 2003.

Page 15: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: CEFIREs (Teacher Training Agencies)

Visited 7 Teacher Training Agencies

Interviewed the headmasters and ICT assessors

through an interview protocol: training offer on-line training balance between offer and demand of training impact measures improving and future visions.

Page 16: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: CEFIREs (Teacher Training Agencies)

CEFIREs have different sections as school subjects (Maths, Foreign Languages, Sciences, ICT, etc.).

ICT section offers ICT courses: basic and their objectives are the personal handling and use of ICT.

The integrating sense of ICT into the school curriculum is offered by the other sections of the CEFIREs and not by ICT section, but the number is very low.

Page 17: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: CEFIREs (Teacher Training Agencies)

On-line training: not a defined trend (necessities and levels are too low) and not the appropriate resources.

Balance demand/offer: not adjusted not only insufficient places but also a variety of levels (only basic). training focused on the handling and use of the different technological resources and only a little in the integration of

ICT in the curriculum area Insufficient budget and available resources.

Page 18: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: CEFIREs (Teacher Training Agencies)

No Impact measures

Future perspectives: online training, open source software, specific applications, and videoconference.

Page 19: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: TEACHERS

TOPICS:

Training needs for personal-professional use of ICT

Training needs for use of ICT in the classroom

Training needs for ICT integration

Page 20: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: TEACHERS

Pattern is the same for the three educational levels: word processor handle and use of

computer Internet (as

information resource and communication tool).

Training needs for personal-professional use of ICT

1

1,5

2

2,5

3

Man

age &

use of

PC

Word

Pro

cesso

r

Spreadsh

eet

Databa

se

Mult

imed

ia pres

entat

ions

Documen

tal ba

se

Audio

visual

means

Educa

tional

softw

are

Langua

ges &

auth

or´s

syste

ms

Inter

net:

navig

ator

Inter

net:

cmmunic

ation

Web

page

initi

al des

ign

Web

page

advan

ced des

ign

Intra

net

Primary Compulsory Secondary Non-Compulsory Secondary

(Note: the scale is 1= initial, 2= intermediate, 3= advanced)

The resources which have lower interest correspond with advanced technologies.

Only significant differences are produced among Primary Education with the other two educational levels.

These needs are classified as intermediate .

Handle & use of PC

Word processor

Internet

Page 21: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

1

1,5

2

2,5

3

Man

age &

use of

PC

Word

Pro

cesso

r

Spreadsh

eet

Databa

se

Mult

imed

ia pres

entat

ions

Documen

tal ba

se

Audio

visual

means

Educa

tional

softw

are

Langua

ges &

auth

or´s

syste

ms

Inter

net:

navig

ator

Inter

net:

cmmunic

ation

Web

page

initi

al des

ign

Web

page

advan

ced des

ign

Intra

net

Primary Compulsory Secondary Non-Compulsory Secondary

Results: TEACHERS Pattern is the same as before

But THE DIFFERENCE WITH PERSONAL USE IS….

Training needs for ICT use in the classroom

Only significant differences among Primary Education with the other two educational levels.

(Note: the scale is 1= initial, 2= intermediate, 3= advanced)

these needs in initial level with students and nearby intermediate level for personal-professional use.

Page 22: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: TEACHERSTraining needs for ICT integration in design and

curricular development and educational planning.

Training needs of Intermediate level (need to have training to carry out these activities of integration in several situations and with certain complexity).

Same training needs pattern: design of curriculum materials by means of technological

resources

use of technology to carry out training activities

consideration of the technological resources in the selection of curriculum materials

use of the technological tools as instrument of student’s evaluation.

Page 23: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Results: TEACHERS

1

1,5

2

2,5

3

Mate

rial S

electi

on

Techn

ologic

al res

ource

s eva

luati

on

Mate

rial D

esig

n

Attend

ing t

rainin

g acti

vities

Desig

n of l

earn

ing si

tuati

ons

Creati

on of

integ

ratin

g env

ironmen

t

Stude

nt ass

essm

ent

Special

nee

ds

Way

of co

llabo

ratio

n and c

ommunic

ation

Partic

ipatio

n in pro

jects

Ethic &

legal

topics

Primary Compulsory Secondary Non-Compulsory Secondary

In Primary education: lower training interest and lower training needs

Only significant differences among Primary Education with the other two educational levels.

Finally, as for the attendance to training courses, this would be higher if “presence” session were not required.

Training needs for ICT integration in design and curricular development and educational planning.

(Note: the scale is 1= initial, 2= intermediate, 3= advanced)

Page 24: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Conclusions: The current ICT training supply refers to initial courses about basic computing tools (word processor, database, etc.) or to technical courses with a low ICT curricular integration.

Training demand is covered in the case of basic level of use and handling of ICT, at personal-professional level

Needs mentioned by teachers are situated in the initial level if is for using with students and nearby intermediate level if it is for personal-professional use.

But intermediate and advanced levels of training are not covered.

Page 25: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Conclusions:

Insufficient training in ICT integration in the classroom.Nowadays, the offer of this type of integrating training is in its initial steps and it could be necessary to increase it.

According to the training ways, on-line training is not much used, although teachers reclaim training methods more flexible as innovation projects, training at work, etc.

However, CEFIREs have not the structures required for this type of training. It could be necessary that CEFIREs begin to offer on-line training.

Page 26: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

Conclusions: This overall state reflects that teachers are aware that training is one of the keys of the success of ICT integration in daily work.

It is hoped that a higher level of training help to integrate a bit more ICT in the daily work of the teachers.

As many headmasters as ICT assessors hope cover the training demand in the short term with an offer more adjusted to the needs of the teachers but obstacles as budget and infrastructure obstruct this aim for the time being.

Page 27: ANALYSIS OF ICT TRAINING SUPPLY FOR PRIMARY AND SECONDARY SCHOOL TEACHERS

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