Universiteit Twente Vakgroep Curriculumontwerp & Onderwijsinnovatie International Handbook of Information Technology in Primary and Secondary Education

Universiteit Twente — Vakgroep Curriculumontwerp & Onderwijsinnovatie

International Handbook of Information Technology in Primary and

Secondary Education

Springer International Handbooks of Education, Vol. 20

Joke Voogt & Gerald Knezek (Eds.)

http://www.springer.com/978-0-387-73314-2


Leading questions

Aim • synthesize research on ICT in education from a broad

international perspective

Leading questions• What is the potential of ICT to improve primary and secondary

education?• How can the implementation of ICT in educational practice be

supported?

Target group• Researchers, policy makers and professionals


Contributions of:

• 3 advisors• 11 sections• 15 section editors• 76 chapters• 136 authors from 23 countries



Society

School environment

Infrastructure

Content

LearnerTeacher Learning process

Conceptual framework


• Sect. 3: IT and the learning process, Kwok Wing Lai, New Zealand

• Sect. 7: IT and distance learning in K-12 education, Roemen Nikolov & Iliana Nikolova, Bulgaria

• Sect. 9: Emerging technologies for education, Cathleen Norris & Elliott Soloway, USA

Potential of IT


Implementation

Factors impacting the learning process:• Sect. 2: IT and curriculum processes, Joke Voogt, Netherlands• Sect. 4: IT competencies and attitudes, Gerald Knezek & Rhonda

Christensen, USA• Sect. 5: IT, pedagogical innovations and teacher learning, Nancy

Law, Hong Kong

School environment factors• Sect. 6: IT and schools, Sara Dexter, USA

Societal environment factors• Sect. 8: IT and the digital divide, Paul Resta, USA & Thérèsa

Laferrière, Canada• Sect. 11: International and regional programs and policies, Jef

Moonen, Netherlands


Overarching chapters

• Sect. 1: Education in the information society, Ron Anderson, USA

• Sect. 10 Methods for researching IT in Education, Margaret Cox, UK


Teacher learning and Teacher leadership in the Handbook

• What do teachers need to know:• Thomas & Knezek: Standards for teachers• Kirschner et al.: Benchmarks for Teacher Education programs in the

pedagogigal use of ICT• Koehler & Mishra (2006): The TPCK framework

• What contributes to teacher’s technology integration

Knezek & Christensen: Will, Skill Tool model for Technology Integration

• Beyond pedagogical knowledge• Riel & Becker: Characteristics of Teacher Leaders for ICT • Voogt: Challenges in coping with an ICT-enhanced curriculum


Standards for teachers (Thomas & Knezek)

Teachers should be competent with respect to: • Technology operations and concepts• Planning and designing ICT-rich learning environments

and experiences• Integrate ICT in Teaching, Learning and the curriculum• Integrate ICT in Assessment and evaluation• Use ICT for own Productivity and professional practice• Be aware of Social, ethical, legal and human issues

International Society for Technology in Education


9 Benchmarks for Teacher Education (Kirschner et al.)

•What• Personal ICT competencies • ICT as a mind tool • Social aspects of ICT-use in education• Adopting ICT in Teaching

•How• Combining institutional learning and workplace learning • Communities of Practice • Embedding learning in a (personalized) ICT-rich learning

environment• Start with structured experiences• Integration in other content domains


The TPCK Framework (Koehler & Mishra, 2006)

Technological Content Knowledge Technological Pedagogical Knowledge

Pedagogical Content Knowledge

TPCK =Technological PedagogicalContent Knowledge


Will, Skill Tool model (Knezek & Christensen)

• Enhancing an educator’s will, skill, and access to technology tools will in turn lead to higher stages of classroom technology integration.

Achievement

Up to 90% explained variance

appr. 10% explained variance


Will, Skill or Tool. Which is most important?

• Answer: • It depends on the Stage of Adoption of the Teachers

• For USA:• Skill is the strongest predictor (Explains 50% of Variance

in Integration) (vs. 10% for Mexico)• For Mexico:

• Tool is the strongest predictor (Explains 80% of Variance in Integration (vs. 30% for Texas)


How to move to the next Stage of Adoption?

Lower Stage populations need Skills/ Tools to move from:• Awareness (stage 1) to• Understanding the process Stage 2) and• Applying the process (Stage 3)

Higher Stage Populations need more Will (not more Skill):e.g. Stage 6 vs. Stage 5 Teachers:

• Creatively adapt technology to new contexts• Have little greater skill than Stage 5 peers• Have much stronger will than Stage 5 peers• Appear to have the traits of Teacher Leaders (Riel & Becker,

2008) and to possess Personal Entrepreneurship (Drent, 2005)


Characteristics of teacher leaders (Riel & Becker)

• Levels of professional engagement:• Learning from practice: favouring innovation and

divergent thinking• Local collaboration: moving from private teaching to

shared professional commitments in the workplace• Professional networking: Access to important

sources/ideas through teacher networks• Participation in knowledge building


Constructivist pedagogy – professional engagement

Professional Engagement

% Direct Instruction

% 2ndQuartile

% 3rdQuartile

% Knowledge Construction

% Total

Teacher Leaders 2 16 25 57 100

Teacher Professionals

11 20 23 47 100

Interactive Teachers

16 22 29 33 100

Private Practice 33 28 23 16 100

All Teachers 24 25 25 26 100


ICT: Teacher leaders - Private practice teachers

• Teacher leaders use computers more frequently for instruction

• Teacher leaders use computers more for professional purposes

• Teacher leaders use more sophisticated software applications

• Electronic mail, multimedia authoring software and presentation software


Challenges to cope with (Voogt)

• Difficult to prove evidence of learning with ICT on student learning outcomes

• Focus on other goals• Implementation conditions are not optimal

• Lack of coherent actions in curriculum implementation• No balance in the curricular spiderweb

• Curriculum challenges in the 21st century• Contradictory messages from policy makers: Life long

learning competencies vs emphasis on basic skills


Thank you!


How to measure technology integration?Stages of Adoption

• Six Stages

1. Awareness

2. Learning the Process

3. Understanding and application of the process

4. Familiarity and confidence

5. Adaptation to other contexts

6. Creative applications to new contexts


Rationale

goals

content

teacher roles

assessment

learning activities

timelocation

grouping

materials & resources

Documents

Universiteit Twente Vakgroep Curriculumontwerp & Onderwijsinnovatie International Handbook of Information Technology in Primary and Secondary Education