ICT BRINGING INNOVATION IN TEACHING PRACTICE

eLSE 2009, Bucharest, 9-10 April

ICT BRINGING INNOVATION IN TEACHING PRACTICE

ICT BRINGING INNOVATION

IN TEACHING PRACTICE

Olimpius ISTRATE

- University of Bucharest, Teacher Training Dept. -

- Intel Romania -



OECD 2009 meta-analysis (1/2)

• There has been very rapid recent investment in ICT for schools across OECD countries – the availability of computers in schools doubled in the last 3 years

• It is necessary to reach thresholds of investments in ICT and in the skills and educational organisation to use them so as to reap educational benefits– even in countries with among the highest levels of investment in

ICT in schools, often it is not used for much of the time (PISA 2003)– systems that have reached the thresholds have had integrated

approaches



OECD 2009 meta-analysis (2/2)

• Elearning has not yet revolutionised learning and teaching in higher education systems (2006)

– low adoption of content management systems– only 6.6% of the higher education institutions reported institution-

wide adoption of elearning (in 2004)– ICT has had more impact on administrative services than on the

fundamentals of teaching and learning



S.E.I. PROGRAMME – 2008 INVESTIGATION

• May 2007 – June 2008• consortium coord. by the University of Bucharest• 195 principals, 1588 teachers, 3953 students• aspects revealed:

a) to what degree different types of schools are provided with computers and other equipment

b) students’ and teachers’ access to the new technologiesc) to what degree these technologies are used d) the impact the use of the new technologies had in the

beneficiaries’ view (managers, teachers, students)



S.E.I. PROGRAMME – 2008 EVALUATION RESULTS

Teacher’s view on the positive effects of using S.E.I. labs: (1/3)

• facilitates the attainment of learning objectives

• facilitates teacher’s activity (design-teaching-assessment)

• encourages innovation/ modernisation of the teaching process





• facilitates understanding of different phenomena

• develops computer use skills

• improves the learning outcomes/ attracts students, develops interest in studying





• favours active, interactive, participative learning

• allows cooperative learning, develops team work abilities

• allows individualised/ personalised learning




• 95% of the teachers in lower and upper secondary education use the SEI laboratories

• 70% of the teachers report a positive impact of ICT on learning performance at their discipline– 83% of the teachers which have followed a specialised

course relate a positive impact of using ICT on students, comparing to only 65% of teachers which have not participated to courses focused on ICT in education




Target group

Has the teacher attended

Impact Don’t know

No answer

AN ICT course? positive negative none

On YES 83.3% 0.4% 3.4% 10.2% 2.6% highly-achieving students

NO 64.5% 1.2% 5.3% 21.5% 7.5%

On YES 65.3% 3.9% 14.4% 12.8% 3.6% low-achieving students

NO 48.2% 5.2% 13.7% 23.3% 9.7%




• 0,9% of the students do not use the computer; 63% use the computer at school and 83% use the computer at home;

• 95% of the students declare they would want to use more the computer and the Internet for lessons of various disciplines;

NonR; 0,7%

Nu; 4,2%

Da; 95,1%




• 90% of students consider that those of them which do not have access to a computer will be disadvantaged later in their professional and social lives NR

0,9%

Da90,4%

Nu8,7%



Intel Teach PROGRAMME

• in-service teacher training programme, focused on project-based learning and on developing students’ competencies for the XXI Century

• seen as a second level course regarding the use if ICT in education

• started in Dec. 2007, implemented in partnership MoE – Intel – SIVECO Romania, through the Houses of the Teaching Staff

• 5.000 teachers trained so far (April 2009)



Intel Teach PROGRAMME – 2009 IMPACT EVALUATION RESULTS

• 82% of the teachers have used technology in new ways with their students since they participated in the Intel Teach training

No11%

Yes82%

NA7%



Intel Teach PROGRAMME – 2009 IMPACT EVALUATION RESULTS

Total R U

Sequences when teaching and learning involve the use of electronic lessons (for my subject)

1.036 1.000 1.092

Sequences when the students learn to use computer programmes (editing, computing, Internet browsing)

0.851 0.875 0.836

Sequences when the students use the Internet look for information

0.848 0.559 1.026

Activities when the students are required to be creative, to explore and to innovate, using especially ICT resources and/or the Internet

0.816 0.682 1.028

Activities having as a result a multimedia product (a film, a web page, a presentation)

0.655 0.539 0.833



Concluding remarks

• Teachers spend more time in designing the lessons

• Benefits at students’ level go beyond school performance

• Introduction of ICT is an opportunity for teachers to think deeper about their education practice, to re-invent and to discover the real Pedagogy



References:

• D. Potolea, E. Noveanu (coord). Using ICT in the Romanian Education System: S.E.I. Programme. Bucharest, 2008. Available online: www.elearning.ro

• Toma, Steliana (coord.) Teaching in the Knowedge Society. Impact of the Intel Teach Program in Romania. Bucharest, 2009. Available online: www.elearning.ro

• P. Zgaga (ed.) The Prospects of Teacher Education in South-East Europe. University of Ljubljana, 2006. Available online: www.see-educoop.org

• *** Intel Education Knowledge Base. Available online: www.intel.com/education

• OECD. Education Today: The OECD Perspective. 2009.

• UNESCO. ICT Competency Standards for Teachers. 2008. Available online: http://cst.unesco-ci.org/sites/projects/cst/

• *** Reports and support documents available online: www.edu.ro and www.elearning.ro

Documents

ICT BRINGING INNOVATION IN TEACHING PRACTICE