What type of pedagogy is needed for 1:1?

www.europeanschoolnet.org - www.eun.org

1:1 netbook pedagogy and

pedagogical scenarios

www.netbooks.eun.org

• 1:1 indicates the ratio of items per user,

i.e. one netbook per learner.

• 1:1 refers to the current trend of low-cost computer devices, ranging from

mobiles and handhelds to laptops or netbooks, have gained ground.

• Typically the devise is connected to the internet and owned by the learner.

• One-to-one (1:1) computing is a new phenomena in educational settings!

What is 1:1 computing in education?


The use of 1:1 in education :

• highlights the fact that the learners have access to

netbooks at all times

• takes advantage of blended learning approach

alternating different activities,

• e.g. teacher-led vs. individual or collaborative activities,

online or offline activities

Do netbooks require a different type of pedagogy?


Variety of activities a during 1:1 lessonF

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Alternate on-line and off-line activitiesF

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off-line

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off-line


Useless to aim for 100% usage rate!


Netbooks, like ICT, is a means, a tool!F

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Examples of

different types of activities with netbooks


Teacher-led activity, frontal-style

Teacher-led activity with netbooks

image: a Turkish pre-pilot netbook class


image: a German pre-pilot netbook class class

Indivdual work: on-line or off-line


Groupwork: on-line or off-line


Groupwork with netbooks (individual netbooks)

image: a German pre-pilot netbook class


Pairwork with individual netbooks



Individual work off-line

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Individualised remidiation with netbooks



Teachers as collaborators


Teachers collaborating on netbooks


Different pedagogical modes

Formal netbooks in school out of school

Context individual collaborative individual collaborative

on-line off-line on-line off-line on-line off-line on-line off-line

Learners

Teacher’s tasks

Parents, etc.


Barbara S..., European Schoolnet


1:1 pedagogical scenarios



• Help teachers “orchestrate” the learning situations with netbooks

• The interplay :– between different activities (e.g. sequencing different activities)

– between individual and social processes

• Short sequences alternating activities

• Suggestion rather than prescriptive

• Not subject-specific or detailed lesson plans

• Describe the organisationl conditions (material and tools, classroom setting, estimated time, evaluation)

• Step-by-step


Orchestration of learning activities

E.g see Ingo Kollar (2010), ОrchestratingLearni: EducationalPsychologyPerspectivehttp://www.slideshare.net/jtelss10/summer-school-kollar-final



www.netbooks.eun.org/web/acer/resources


Spring Day 1:1 netbook scenarioF

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off-line

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image: a Turkish pre-pilot netbook class

Questions?

[email protected]@eun.org