1 andrea kárpáti, anna linda szirmai eötvös loránd university (elte) centre for multimedia in...
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Andrea Kárpáti, Anna Linda SzirmaiEötvös Loránd University (ELTE)
Centre for Multimedia in Education
Balázs Török, Institute for Higher Education Research, Budapest
The Effects of Personality Traits and ICT Skills on Teaching Style of
Experienced Educators
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EPICT: collaborative e-learning course for teachers on ICT
Learn about the role of ICT and new educational paradigms in groups
Develop ICT competencies / collaboration skills / pedagogical strategies through using digital tools, teaching aids and resources
Assessment based on the documentation of learning scenarios developed by the group
Facilitators challenge the team to go further than they could do on their own
www.epict.orgwww.epict.org
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Learning groups: school or discipline basedCourse modul evaluation based on group assignments – no individual grading
No fixed level of competence
All teachers raise their competences
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Contents
A. Compulsory modules The Internet Texts and writing processes Communication and collaboration
C. Compulsory School development and
innovation
B. Optional modules (select 4)• Digital images • Numbers and spreadsheets • The genre of presentations• Producing and using educational
websites• A head start with databases• Models and simulations• Using the media: Layout and DTP• Educational software• ICT, learning styles and classroom
management• ICT as a compensatory tool• Games and learning• Reading and ICT
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Sample: 151 secondary school teachers
Background variables: age, discipline, professional rank, personality traits
Evaluation tools: – ICT Competence Survey (ICS, attitudes / use / skills)– California Personality Inventory (CPI)– Educational Strategies Test (EST)– Discourse analysis in the VLE– Digital Portfolio for Groups
Pilot evaluation in Hungary
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Facilitators’ forum – issues on training the trainers discussed
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E-mail by group leader accompanyingmodule task submission
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VLE for EPICT
Online questionnaires
Modules
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Pedagogical Strategies Questionnaire
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Frequency of use documented in the Moodle DLE
Statistics per module for facilitator / group /student
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Log file analysis,all participants
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ICT Competency Survey (ICS): an index based measuring tool
Self report questionnaire piloted in a project measuring ICT readiness in 170 schools of a disctrict in Budapest.
Index (1) – School access to ICTIndex (2) – Home access to ICT Index (3) – ICT related attitudes Index (4) – ICT related competencies Index (5) – Educational use of ICT
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Four domains for every index
: „low” (value range: 0,01–1), „medium” (value range 1,01–2) „high” (value range 2,01–3) 0 value, indicating the non-existence of any
interpretable data for the index. (low level ICT access means sporadic, rare access while 0 level indicates no access to a PC).
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ICS indices were correlated with the presence / absence of certain personality traits measured by CPI to identify personality characteristics that tend to predict succeed or fail with ICT use in education.
Some traits can be enhanced through personality development training.
Training to use ICT in education through personality development
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Correlations between personality traits and ICT skills, attitudes and competence
CPI ICS 1. School 1. School access access
2. Home 2. Home access access
3. ICT 3. ICT attitudes attitudes
4. ICT 4. ICT competencecompetence
5. Educa5. Educa tional usetional use
Sociability 0,154 -0,104 0,153 0,222* 0,123
Social skills 0,120 0,090 0,139 0,275** 0,015
Self respect 0,059 0,039 0,055 0,094 0,034
Gen. wellbeing (Wb)
0,219* -0,057 0,218* 0,256** -0,074
Self control 0,133 -0,031 0,222* 0,120 -0,064
Tolerance 0,178 0,000 0,354** 0,351** 0,007
Establ. good relationships
0,179 -0,030 0,233* 0,262** -0,149
Building a community
-0,093 0,200* -0,118 -0,139 0,230*
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Intellectual efficiency (Ie)
0,183 0,016 0,238* 0,332** 0,002
Flexibility (Fl) 0,163 0,014 0,162 0,306** 0,126
Feminine qualities (Fm
-0,067 0,076 -0,020 -0,103 0,114
Extraversion (Ex) 0,151 -0,033 0,162 0,271** 0,052
Reliability (Re) 0,147 0,053 0,134 0,228* 0,055
Emotional stability (Es)
0,114 -0,030 0,115 0,226* 0,046
Intellect (In) 0,150 -0,016 0,142 0,208* 0,029
CPI ICS 1. School 1. School access access
2. Home 2. Home access access
3. ICT 3. ICT attitudeattitudes s
4. ICT 4. ICT competecompetencence
Pearson two-tailed correlation, significance levels: *: 0.05, **: 0,01
5. 5. EducaEduca-- tional usetional use
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Training to use ICT in education through personality development
To suit not only ICT skills level but also mindset and personality through– specially targeted mentoring methods,– responsive teaching environment– course content (best practice examples)– custom-tailored pedagogical
competence development through individual tasks and group games
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New content in EPICT F2F starting days
Personality development training– Develop positive self concept– Realise motives and urges– Be more open to working in team
Training in collaboration– Group building / management skills– Workflow management techniques