Embed Size (px)
Citation preview
Mandy RohsUniversity of Duisburg-‐EssenGermanyTalk at University of Florida, College of Education, 14.11.2011
Teacher education and Digital Literacy. Current issues and concepts in
Germany
http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/
in Europe there are different academic traditions, national policy priorities and trans-‐national sectorcal
and corporate interests concerning media and digital literacy
European Commission 2007, p. 3/5
Information literacy is defined as the skill to 'access, evaluate and use information properly, to manage the information flow coming from a variety of sources', and to 'apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information
http://www.flickr.com/photos/alexanderkirk/3782582678/sizes/z/in/photostream/
media literacy is defined as the ability to access the media, to understand and to critically evaluate different aspects of the media and media contents and to create communications in a variety of contexts
http://www.flickr.com
/pho
tos/iw
annt/236
2891
666/size
s/l/in/ph
otos
trea
m/
The ‘German‘ discussion
two main strands: 1) ‘normative media-‐educational’ discussion2) the ‘instrumental-‐technological’ discussion
(Gapski, 2001)
Whereas the former is pedagogically oriented
the latter requires access and technical knowledge
Pietrass, 2007, 2010
the theoretical discourse was introduced into the educational discourse by Dieter Baacke (1973)
based on the discourse on Habermas and Chomsky
media competence-‐ media critique-‐ media use-‐ media production-‐ media knowledge
normative requirements (Bachmair & Balzalgette, 2007)
‘normative media-‐educational approach’
http://www.flickr.com
/pho
tos/virtua
lpixel/502
7724
994/size
s/l/in/ph
otos
trea
m/
http://www.flickr.com
/pho
tos/virtua
lpixel/502
7724
994/size
s/l/in/ph
otos
trea
m/
2 fields of activity
3 content fields
distinguising and using appropriate types of media for a variety of purposes
creating and disseminating own media messages
understanding and evaluating media messages
becoming aware of and dealing with media influences
identifying and evaluating conditions of media production and dissemination
Tulodziecki, Herzig & Grafe (2011)
‘normative media-‐educational approach’
http://www.flickr.com
/pho
tos/virtua
lpixel/502
7724
994/size
s/l/in/ph
otos
trea
m/
Critisism
normative approach
hard to measure
‘normative media-‐educational approach’
http://www.flickr.com/photos/elaws/4491818299/sizes/l/in/photostream/
functionalistic approach of media literacy
,measurable‘ facets of ICT-‐literacy, e.g.: accesss: skill to use basic fuctions of computers to access, collect and provide information
evaluate: cognitive skills to make judgements about the quality of online-‐information
,instrumental-‐technological‘ approach
(e.g. Goldhammer, Naumann, & Pfaff, in preparation)
see Pietraß (2002, 2007)
reduces media use to its occurrence and derives competences from the required handling of the respective technology
impede a critical way of looking at the opportunities and problems of media technologies
reduce media competence to the requirements of the technical system
http://www.flickr.com/photos/elaws/4491818299/sizes/l/in/photostream/
Critisism
,instrumental-‐technological‘ approach
definition of ,new constructs‘ICILS Study: CIL -‐ Computer and Information Literacy
computer based assessmentNEPS (National Educational Panel Study) with focus on digital literacy during lifespan
http://www.flickr.com/photos/benjaminalmen/3308652908/sizes/l/in/photostream/
especially in comparative educational research
psychological orientated educational research
9
!"#$%"$#&'()'"*&'+,-'+(./"#$%"''The CIL construct recommended to frame the proposed Information and Computer Literacy Study is divided into two strands each of which contains three constituent elements. We would envisage using the CIL construct as the framework for developing the ICILS instruments and later using student achievement data to develop an overall CIL achievement scale similar to the ICT Literacy scale developed in the Australian national assessment and shown in Appendix A. An empirically-based described achievement scale such as this can support both consistency of understanding of the nature and range of CIL achievement (within and between countries in the case of this proposed study) and also, as required, as the basis for establishing standards of minimal, reasonably expected and even aspirational CIL proficiency.
Figure 1 shows the structure of the proposed CIL construct. The following sections explicate the six aspects of CIL and provide some suggestions of how they may be operationalised in the proposed ICILS instruments.
F igure 1. Conceptual structure of the proposed I C I LS Computer and Information L iteracy construct
!"#0.1'23'+(44&%"5.6'0.1'70.065.6'5.)(#70"5(.'Collecting and managing information focuses on the receptive elements of information processing including the fundamental and generic skills and understandings that are associated with using computers.
Computer and information computers to investigate, create and communicate in order to participate effectively at home, at school, in the workplace and in the community.
Strand 1 Collecting and managing information Aspect 1.1
Knowing about and understanding computer use
Aspect 1.2 Accessing and evaluating information
Aspect 1.3 Managing information
Strand 2 Producing and exchanging
information
Aspect 2.1 Transforming information
Aspect 2.2 Creating information
Aspect 2.3 Sharing information
http://icils2013.acer.edu.au/wp-‐content/uploads/examples/ICILS-‐Detailed-‐Project-‐Description.pdf
http://2.bp.blogspot.com/_TEciO39Vxlw/TDWA3bmd2MI/AAAAAAAAACw/fTc955rhS8w/s1600/plu+picture.jpg
But what‘s about digital literacy in teacher education
in Germany?
2 dimensions: being literate and teaching literacy
Education is a matter for the German federal Länder, or regions
http://www.flickr.com/photos/adesigna/5544094922/sizes/l/in/photostream/
to little research in K12-‐teacher education, especially for digital literacy
but (some/first) empirical results
,media pedagogical comeptence‘
include
media-‐educationmedia-‐didacticsmedia-‐socializationown media-‐literacyschool development according digital media
Blömeke (2005)
First research in teacher education
http://www.flickr.com
/pho
tos/am
ericaswild
life/62
7735
6510
/sizes/l/in/pho
tostream
/
What is written in (general) documents of teacher education?
T E A C H E R S
66
!"#$%&'"()'*+%"(,-.*'%.(&%/#012'34'%"#3%+/.22+%%3-*.#4%.#.&."2%&'"()'*%'3-("&.0#%5*04*"!!'+%
In addition to having specially trained ICT teachers, it is important that all subject teachers have the knowledge and skills to integrate ICT into their daily teaching practice. According to a policy brief on ICT for Learning, Innovation and Creativity prepared by the Institute for Prospective Technological Studies (Ala-Mutka, Punie and Redecker, 2008), ICT can in fact improve the effectiveness of learning and learning outcomes, but the results depend on the approaches used. Therefore, it is crucial that initial teacher education provides teachers with knowledge of new and innovative approaches as well as encourages them to experiment with digital and media technologies and to reflect on the impact their teaching practices may have.
An analysis of the regulations on the initial education of teachers throughout Europe shows that ICT is included in their basic studies in over half the countries. Nevertheless, implementation may vary in practice at some higher education institutions. The other countries report that there is institutional autonomy in this area; in other words, institutions are free to decide whether or not to include ICT in initial teacher education.
Figure D4: Regulations on the inclusion of ICT in initial education for teachers in primary and general secondary education (ISCED 1, 2 and 3), 2009/10
S ourc e: Eurydice.
Explanatory note The figure covers initial teacher education for all teachers except specialist ICT teachers.
Inclusion of ICT in the initial education of all teachers
Institutional autonomy
Inclusion of ICT in initial education for teachers in primary and secondary education
T E A C H E R S
67
!"#$%"&'(#&"(&")*+&",(!-(."#&/((#(0#&+"!1(-2(+$!('3+..'(,*&+/4(+/+!+#.(!"#$%"&(",*$#!+-/5(("'6"$+#..1(!%-'"(&".#!",(!-(!%"(6",#4-4+$#.(*'"(-2(+$!((
The key individual in helping students develop ICT skills is the classroom teacher. S/he is responsible for providing the learning opportunities that help students use ICT to learn and communicate. Therefore, it is critical that all teachers receive the training they need to create these opportunities for students.
In many European countries, ICT is included in regulations on the initial education of teachers (see Figure D3). However, countries allow a great deal of autonomy to institutions to determine the types of ICT skills student teachers should learn during initial teacher education. In contrast, six countries or regions specify that all the principal ICT skills should be acquired by teachers.
Where regulations concerning the curriculum for initial teacher education exist, they usually require teachers to develop the ICT skills related to the pedagogical aspects of integrating ICT into teaching and learning, as well as use of the Internet, and the application of ICT to specific subjects. The other ICT-related skills are covered in a few countries but in most cases these skills are not mandatory requirements and usually there is institutional autonomy.
At primary level, existing regulations on the specific ICT skills to be developed during initial teacher education target only generalist teachers. At secondary level, few countries target only specialist ICT teachers but where this is the case, the regulations usually cover more technical ICT skills such as maintaining computer systems or creating websites. In the other countries where regulations exist, they are directed at all specialist teachers at secondary level, including specialist ICT teachers and specialist teachers of other subjects.
Figure D5: ICT-related skills defined in the core curriculum for initial education for teachers in primary and general secondary education (ISCED 1, 2 and 3), 2009/10
Internet use
Maintaining computer systems
Creating websites
Pedagogical issues
Subject-specific training
Multimedia operations
Left ISCED 1
Right ISCED 2 + 3
Institutional autonomy
Generalist teachers
Only specialist ICT teachers
All specialistteachers
S ourc e: Eurydice.
ICT-‐related skills in core curriculum for initial education for teachers
http://www.flickr.com
/pho
tos/sm
emon
/490
2523
202/size
s/l/in/ph
otos
trea
m/
digital literacy is named in e.g. in the standards for teacher education by The Standing Conference of the Ministers of Education and Cultural Affairs of the
Länder in the Federal Republic of Germany
but mostly general aspects or in preamles
situation in Germany
http://www.flickr.com
/pho
tos/sh
utterhac
ks/44744
2185
5/size
s/l/in/ph
otos
trea
m/
content analysis of teacher ducation documents of 5 German Universities
Schiefner-‐Rohs (2011b)
90 Documents (e.g. study regulations, university calendars, study examination documents, ...) from 2007-‐2010
digital literacy is named as a main goal of teacher education
but strong focus of media didactics and teaching with media
http://www.flickr.com
/pho
tos/sh
ahdi/556
8051
608/size
s/l/in/ph
otos
trea
m/
Schiefner-‐Rohs, 2011
digital literacy in their study program
What do teacher students say?
!
"#$!
!""#$%&$'()*(+,$-./0.+".*1,.+.2$!+,."1).$0-$3.425-)66)(/0(-$7'89:;$3.425-)66)(/0.2.+/.<$=>6".26?$;@@:A$
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`0;F.-%'('."$<%""-"*++%7#$%'#,-%::%"?%'-#/0"#>%$*%"#6X'#E*"$%'#."$# ^.(%"$:*45%# +0?*%# >%$*%"%*"6:X++%# 8.6# E*"$%'# ."$# ^.(%"$:*45%7# ?0)%*#*"60';8-*0"+-%45"*+45%# 1'."$:8(%"# ?%*-8.+# 5H.6*(%'# /%';*--%:-# ?.'$%"# 8:+# T5%;%"# $%'#>%$*%"%'3*%5."(#@%)$A7#,A#KJUDA#
aH5'%"$# +*45# $*%# )*+5%'# /0'(%+-%::-%"# ,-.$*%"# /0'# 8::%;# 8.6# $*%# &*"(8"(+/0'8.++%-3."(%"#8.6+%*-%"#$%'#,-.$*%'%"$%"#+0?*%#$*%#b.-3."(#<0"<'%-%'#B"(%)0-%#)%3*%5%"7# )%-'845-%-#$*%#
topic of courses in teacher education
presentaAon soBware in teaching and learning
audiovisual media in teaching and learning
Internet in teaching and learning
learning soBware in teaching and learning
criAcal literacy / diAgal literacy
use of media
creaAon of media
digital games for kids and youth
knowledge of media structure
Gysbers (2008)N= 982
medial environments of kids and youth
medial impacts for kids and youth
ø 2.3 courses during their studies
existence of digital teaching and learning sessions in teacher education (Kleimann et al., 2008, Schiefner-‐Rohs, 2011)
virtual labs
!
"#$!
!
!""#$%&$'()(*+,-$'(-./*-$(0$1*23(-.+,,*+)$4-56+0*//*23(-6-.3-6$
!
"#$! %&'! (')$*+,)-./! %'$! 0.)'/$*)&1.! 2$&)&3+,'$! 0.41$5*)&1.36! -.%! 7'%&'.2158')'.9! &.! %&'!
:',$'$;&<%-./! &3)! '3! $'<'=*.)>! ?&'! ='$3+,&'%'.'! 7'%&'.! &.! &,$'$! @#)9<&+,2'&)! '&./'3+,A)9)!
?'$%'.B!0.!?'<+,'5!5'%&*<'.!C'))&./!3)-%&'$'.!:',$*5)33)-%&'$'.%'!,'-)'>!?&'!3+,A)9'.!C&'!
-.)'$3+,&'%<&+,'!7'%&'.!,&.3&+,)<&+,!&,$'$!@#)9<&+,2'&)!4#$!%*3!C)-%&-5!'&.D!
C1!?-$%'.!%&'!C)-%&'$'.%'.!/'4$*/)>!*<3!?&'!.#)9<&+,!3&'!-.)'$3+,&'%<&+,'!E6:'*$.&./6;*3&'$)'!
7*)'$&*<&'.! &5! C)-%&-5! '&.3+,A)9'.B! F&'! 5'&3)'.! C)-%&'$'.%'.! /';'.! *.>! %*33! 3&'! '&.&/'!
F&'.3)'!.#)9<&+,!4&.%'.>!?&'!;'&38&'<3?'&3'!G-49'&+,.-./'.!=1.!H'$*.3)*<)-./'.>!I&2&3!1%'$!
'<'2)$1.&3+,'!:'&3)-./3.*+,?'&3'!J=/<B!G;;B!KLMB!G<3!.7*8,(95/*-!7*)'$&*<&'.!?'$%'.!=1.!%'.!:',$*5)33)-%&'$'.%'.! '<'2)$1.&3+,'! G-49'&+,.-./'.! =1.! H'$*.3)*<)-./'.! '&./'3+,A)9)>!
?A,$'.%!$'&.'!N.<&.'6H'$*.3)*<)-./'.!*5!5'&3)'.!*;/'<',.)!?'$%'.!O!;'&!C)-%&'$'.%'.!%'3!
:',$*5)3! *-4/$-.%! %'$! 3)*$2'.! (')1.-./! %'3! C'))&./3! PQ$A3'.9-.)'$$&+,)R! ?'.&/!
='$?-.%'$<&+,B!!
('&! =&'<'.! %'$! /'.*..)'.! F&'.3)'! 3&.%! %&'! P?'&S! .&+,)R6G.)?1$)'.! T'%1+,! $'+,)! ,1+,! J=1$!
*<<'5!;'&!(<1/3>!I(U3>!E6Q1$)41<&13!-.%!E6Q$#4-./'.MB!E&.'!/'.*-'!G.*<V3'!%&'3'$!E$/';.&33'>!
%&'! %'.'.! %'$! W'3*5)3)&+,8$1;'! A,.'<.>! 4A<<)! *<<'$%&./3! 3+,?'$B! C1! &3)! *.9-.',5'.>! %*33!
H1$<'3-./3*-49'&+,.-./'.! =1$$*./&/! *-3! W$#.%'.! %'$! Q$#4-./36=1$;'$'&)-./! *<3! .#)9<&+,!
'584-.%'.! ?'$%'.! J=/<B! %*9-! *-+,! %&'! X.)'$3-+,-./'.! =1.! G441<)'$! ')! *<B>! YLLZ[! \18<'V>!
YLL][!^1,3!_!C)$'-<'>!YLL`[!7+a&..'V>!FV+2!_!:-;'$>!YLL`MB!!
virtual labs
interacAve teaching
online live lectures
virtual seminars and tutorates with virtual cooperaAon
online learning materials
N = 527
N = 527
how often teacher students use digial media (Kleimann et al.,
2008, Schiefner-‐Rohs, 2011)
computer-‐based assessment
E-‐PorLolios
Webbased -‐Trainings
online E-‐Assessment
online-‐Courses without presence
Wikis
Weblogs
E-‐Lectures with slides
Podcasts
(very) oBen someAmes (very) seldom never isn‘t integrated
http://www.flickr.com
/pho
tos/sh
ahdi/556
8051
608/size
s/l/in/ph
otos
trea
m/
First results of asking students
focus of teaching and learning with digital media
less digital media during their study
depends on university teacher
http://www.flickr.com
/pho
tos/en
321/19
3609
14/sizes/o/in
/pho
tostream
/
Deep insight: Case Study2 institutions of teacher education
explorative study (see Lamnek, 1993)
Triangulation of methods (Flick, 2004a, 2008; Treumann, 2005)
Content analysis (N=40)
Interviews with professors
2 Schiefner-‐Rohs (2011a)
http://www.flickr.com
/pho
tos/pixe
ltree
/562
1338
552/size
s/l/in/ph
otos
trea
m/
Critical media literacy mainly is found in descriptions of courses, seldom in study regulations
university culturedifferences between the university and the university of teacher education
strong influence of learning culture in higher education
great influence of informal learning and the engagment of university teachers
Schiefner Rohs (2011) N= 101
Asking faculty staff for the integration of teaching and learning critical media literacy ...
http://www.flickr.com
/pho
tos/jm
smytaste/906
48278/size
s/l/in/ph
otos
trea
m/
http://www.flickr.com
/pho
tos/lenn
ox_m
cdou
gh/508
1664
474/size
s/l/in/ph
otos
trea
m/
deal with the structure of teacher education
digital literacy of university teachers
,nature‘ of teaching digital literacy: near subject, not stand alone
assessment of digital literacy
Challanges in teacher education
http://www.flickr.com
/pho
tos/sh
awne
cono
/232
647148
/sizes/l/in/pho
tostream
/
more research
more concepts of integration
personal and academic development
future prospects
Questions?
Thanks for your attention
Mandy RohsUniversity of Duisburg-‐EssenEducational Media and Knowledge Management
mandy.rohs@uni-‐due.de
http://www.2headz.ch
http://www.twitter.com/mschiefner
some Literature
Grafe,S. (i.Dr.). ‚media literacy‘ und ‚media (literacy) education‘ in den USA: ein Brückenschlag über den Atlantik. Erscheint in: H. Moser, P. Grell & H. Niesyto (Hrsg.). Medienbildung und Medienkompetenz. Beiträge zu Schlüsselbegriffen. München: kopäd.
Pietraß, M. (2007). Digital Literacy Research from an International and Comparative Point of View. Research in Comparative and International Education, 2(1), 1-‐2.
Pietraß, M. (2010). Digital Literacies. Empirische Vielfalt als Herausforderung für eine einheitliche Bestimmung von Medienkompetenz. In B. Bachmair (Hrsg.), Medienbildung in neuen Kulturräumen -‐ die deutschsprachige und britische Diskussion (S. 74-‐84). Wiesbaden: VS, Verl. für Sozialwissenschaften.
Schiefner-‐Rohs, M. (2011). Kritische Informations-‐ und Medienkompetenz im Hochschulstudium. Theoretisch-‐konzeptionelle Überlegungen und erste empirische Betrachtungen am Beispiel der Lehrerausbildung. Universität der Bundeswehr München, München.
Schiefner-‐Rohs, M. (2001). Verankerung von medienpädagogischer Kompetenz in der universitären Lehrerbildung. In R. Schulz-‐Zander, B. Eickelmann, H. Moser, H. Niesyto & P. Grell (Hrsg.). Jahrbuch Medienpädagogik 2009. Wiesbaden: VS-‐Verlag.
