Pre-service Teacher Training in Technology Enhanced Learning

as a Learning and Community Design Activity

Kyparisia Papanikolaoukpapanikolaou@aspete.gr School of Technological and

Pedagogical Education

Stavros Karkanissk@teilam.gr

TEI of Central Greece

ChallengesA. Designing blended learning Scenarios for

teacher training on integrating ICTWhat to teach: combining technological skills &

pedagogical knowledgeHow to implement the curriculum : in a

constructive manner promoting reflection, collaboration, and discourse

B. Evaluating blended learning scenariosHow to evaluate the effectiveness of blended

learning training

Designing blended learning scenarios for teacher training

on integrating ICT

The aim: the super duper teacher

Our focusTarget group: pre-service teachers of various

disciplines in integrating technology in classroom

WHAT to teach: TPACK for designing the curriculum - which types of knowledge need to be cultivated?

HOW they learn: Communities of Inquiry for designing collaborative learning design - how to implement the curriculum ?

WHAT to teach Technological Knowledge (TK)

Familiarize withsearching, sharing, and evaluating web

resources for educational and multimedia content: evaluation criteria for web resources and copyright issues,

web 2.0 tools for graphical representations (wordclouds, comics, timelines, interactive posters), digital storytelling, and assessment,

learning design and authoring toolsClassroom management systems

WHAT to teach Content Knowledge (CK)

Assumption: trainees have sufficient content knowledge

Aim: promote a culture of interdisciplinary collaboration

WHAT to teach Pedagogical Knowledge (PK)

The learning activities that trainees design for their students

are based on the Learning by Design framework that uses eight ‘knowledge processes’ (i.e. types of activities) (Kalantzis and Cope 2012): (i) Experiencing the known, (ii) Experiencing the new, (iii) Conceptualizing by naming, (iv) Conceptualizing with theory, (v) Analyzing functionally, (vi) Analyzing critically, (vii) Applying appropriately, and (viii) Applying creatively.

should also involve teaching/didactic techniques, tools and resources, guidelines, and roles of those participated.

on the intersection of TK, CK, PK…

TPACK (Mishra and Koehler, 2006) – limited implementation in teacher training. We use it for

designing a learning scenario in Learning Designer (Charlton, Magoulas, Laurillard, 2012) and authoring it in INSPIREus (Papanikolaou, 2014) or LAMS and

Peer-evaluation learning designs of technology enhanced courses authored by trainees

How they learnActivities that focus on various types of knowledge

TPK (technological pedagogical knowledge) activities that raise questions about the appropriate matching of technologies with various pedagogical approaches,

TCK (technological content knowledge) activities that raise questions about how difficult concepts or misunderstandings might be faced using technology,

TPACK (technological pedagogical content knowledge) activities that raise questions about how a new technology might best serve specific learning outcomes going beyond all three types of knowledge

all in f2f meetings and online forum activities

Collaboration script (Dillenbourg and Hong 2008): 1. work individually in order to familiarize with

various pedagogical and technological tools by designing learning activities, and reflect on their added value

- start in class during F2F workshops and continue online

2. Collaborative design and authoring an educational scenario that integrates technological and pedagogical tools

– work mainly online through asynchronous discussions

How they learn

Communities of Inquiry (Garisson & Vaughan, 2008)

Glogsters

Comic

Concept maps

Timerime

Technological tools

Wordclouds

Learning design & authoring toolsWeb 2.0

tools/resources

Pedagogical tools

Knowledge processes as learning outcomes

(Kalantzis & Cope, 2012)

Pragmatist

ReflectorActivist

Theorist

Individual characteristics

Types of acivities(Laurillard, 2012)

http://politikoi.weebly.com

Case studiesThe blended learning scenarios were offered in Undergraduate students (civil engineering

educators) of the Higher School of Pedagogical and Technological Education (ASPETE)

Undergraduate students (Informatics) of TEI of Central Greece

Students of the one-year postgraduate certificate in education of the Higher School of Pedagogical and Technological Education (ASPETE) for graduates of a variety of disciplines

Postgraduate students of the university of Athens

Undergraduates of ASPETECivil Engineering Educators

Community of Inquiry?

Teaching Presence Social Presence Cognitive Presence0

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1.5

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3.5

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4.5

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ASPETE UndergraduatesTEI of Central GreeceTeacher Training Course

Evaluating blended learning scenarios for pre-service

teacher training

EVALUATION OF THE EFFECTIVENESS OF BLENDED LEARNING SCENARIOS

• Determined 6 Areas of Effectiveness which cover the whole educational procedure

• Areas were quantified with measurable factors that affect the specific educational programs

Areas of effectiveness1. Learning OutcomesRanking of educational goals and performance2. Teacher’s PerformanceHow the teachers met the program’s requirements3. Institutional SupportHow the institute supported the whole procedure4. Course DesignThe way that the program was organized according to the required needs 5. SociabilityHow the sociability was developed during the course and between the teachers and the learners6. Adult OrientationHow the educational procedure was adapted to the students’ needs who were adults

Areas Factors

1. Learning Outcomes

a)Learners’ Performance.

b)Learners’ Personal Knowledge Goals.

c)Learning Goals Objectives of the Course.

2. Teachers Performance

a)Support and Motivation to Learners.

b)Frequency of Communication between Teachers and Learners.

c)Frequency of Response to Questions.

d)Familiarization with the Specific Program.

e)Teaching Methods.

3. Institutional Support

a)Technical support.

b)Information and Consultancy Services.

c)Pre training plans.

Areas & Factors (1)

Areas Factors

4. Course Designa)Technological structures.

b)Methods of Assessment.

c)Course material.

5. Sociability

a) Course as a Learning Community.

b) Teachers’ Ability to Enforce Sociability.

c) Interaction between Teachers and Learners.

d) Interaction with Technological Applications.

e) Frequency of online Participation.

6. Adult Orientation

a) Level of Self Directed Learning.

b) Applicability of Gained Knowledge.

c) Course Flexibility.

d) Learners’ Involvement in the Design of the Educational Procedure.

Areas & Factors (2)

A1 A2 A3 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 D6 E1 E2 E3 E4 E5 F1 F2 F3 F40.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

averst. dev.

Learning Outcomes

Teacher’s Performance

Institutional Support

Course Design Sociability Adult Orientati

on

A few statistics

Τhe research “Design, Implementation and Evaluation of Blended Learning Scenarios in a Teacher Training Context Accommodating their Individual Psychological Characteristics (BleSTePsy)” is implemented through the Operational Program “Education and Lifelong Learning” and is co-financed by the European Union (European Social Fund) and Greek national funds.

Thank you for your time!Homo sapiens digital acceptsdigital enhancement as an integral fact of human existence, and s/he is digitally wise. Digital wisdom means not just manipulating technology easily or even creatively; it means making wiser decisions because one is enhanced by technology (Prensky, 2009)