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ICT and education Some considerations Eric Bruillard UMR STEF (ENS Cachan / INRP) IUFM de Creteil http://www.stef.ens-cachan.fr/annur/bruillard.htm www.sticef.org Slide 2 Education an instrumented activity (Formal) education uses instruments: writing is certainly the most important (may be coming from educational activities) Learning and cognition change according to evolution of social practices and ways of storing and communicating information (culturo-historical vision) The point : new roles played by this instrumentation Slide 3 Changing instrumentation Descriptive geometry example (Paulo Pavel) From Vitruve to nowadays... Available today... Slide 4 Involving communication University birth: Disputacione, Bologne Slide 5 Other communities: debates during design activities Un atelier aux Batignolles Henri Fantin-Latour - Paris, Muse d'Orsay Photo RMN / H. Lewandowski Atelier sculpture Slide 6 Other communities: ateliers typographiques Les compagnons : atelier de Martin Husz, figuration la plus ancienne d'un atelier typographique au XVe sicle Classe Freinet, acadmie Grenoble Slide 7 What is changing? New teaching contents Relationship to instrumentation New learning and teaching modalities Production (projects) process / product ICT C (ICT for creation) Group work, management of distance New form of schoolarization Slide 8 Access, communicate, rewrite Networks Interconnected texts (hypertexts) accessible by link activation Interconnected persons and groups (synchronous or asynchronous) Multiple traces (see, analyze, modify) See and understand process, Invite to reflective postures Experiment / simulate Slide 9 Some results No clear evidence regarding effects of ICT on educational achievements Innovative ways of learning but innovations are seldom sustainable Question: effects of ICT? Learning and teaching as situated and instrumented activities. Slide 10 Three roles for ICT in education 1. Educational technology Pedagogical tools (electronic white board) 2. Communication, access, production (General software tools, search engine) 3. Instruments in subject matters (specific for maths, literature, history) According to each role, specific processes can be observed Slide 11 Pedagogical tools Students No mastery required for activities Teachers Pedagogical freedom, no responsibility on the tools Teaching / Learning Same contents, evaluation, programs Student motivation, specific pedagogical modalities Slide 12 Communication, access, production tools Students Familiarization: external ? Competences to build Teachers No specific responsibility or shared responsibility Teaching / Learning Modification of work modalities, no directly contents Collective work, resources access Slide 13 Instruments for disciplines Students Required mastery for activities Teachers Specific responsibility on instruments and their mastery Teaching / Learning Modification of contents, evaluation modalities, curricula Re-think activities, a curricular perspective is required (progression) Slide 14 Pedagogical tools Issues: Professional gesture acquisition without well established tradition Which pedagogical plus-value? Time issue: do not loose to much, leading to suppress potential obstacles linked to tool mastery, not allowing student to grasp a sufficient mastery According to Cuban: does not work Slide 15 Communication, access, production tools Issues: School uses are opposite to home uses (immediate use vs distance and reflectivity) (Immature culture, immediate satisfaction. See for example Mediapro 2006) What is the effective mastery of students? Competences (know-how) or conceptualizations Slide 16 Instruments Issues: How instrument subject activity? Re-think activities? Instruments may solve a part of what is expected from students: restriction of use? (pocket calculator in primary schools) Acceptability by teachers relies upon their own vision of their discipline Slide 17 Roles or statutes confusion Instruments general tools Specialization: mathematical text processor, notation issues Generalization: mathematical Knowledge necessary (spreadsheet) General pedagogical tools Student general competences Availability of work environment for activities Slide 18 Instruments or pedagogical tools Tension: Introduction phase: pedagogical tool Generalization phase: Paradox, either we restrict pedagogical freedom, either instruments are considered as optional Collective legitimating process Dual case: Rgles calcul, tables, boulier : obsolete instruments become pedagogical tools (because their functioning is more visible) Slide 19 School gestures and tech. Blackboard : collective visualization, short term memory Copy machine: local control of documents given to students Textbooks : an old technology? A worn model? Sheets of paper Gestures learned in classrooms? Slide 20 Teachers against ICT? Modernity cult? Opposed to classical culture Teachers use (Cuban, 1987) Simple and reliable technologies Which reinforce their control on the learning achievements Slide 21 Dont shoot the teacher Teachers as bouc missaires Or double bind They have to be modern And to control precisely the acquisition of a group of students Professional uses / few classroom uses An official best pedagogy? (towards dequalification of teachers) Slide 22 Example of new teachers Sesamath (www.sesamath.net)www.sesamath.net French association of teachers main goal is to freely provide, via the Internet, pedagogical resources and professional tools to be used for mathematical teaching and learning. a public service approach a commitment to the free software movement. Many projects: software, exercises (in school or at home) Recently, they produced a mathematical textbook for 7th graders (Wikipedia like process) Slide 23 Manuel Sesamath Ssamath 5e is a complete textbook, in accordance with new prescribed curricula for 7th graders, rather classical in its organization (in chapters, and in each chapter, in sections: methods, activities, exercises...) and in its editing quality (quality of the cover, of the setting and of the printing) (designers discourse) Slide 24 Sesamath First, it is a textbook (form with great resonance), a classical textbook Subject matter unique reference and stable (few links with research) Recommended usage of computer instruments Which innovation? Reinforcement of control (see Cuban) Slide 25 France: a new pre-service training New organization: Competitive exam (civil servants) Professional year Two first years (T1 and T2) after tenure An approach structured by competencies? Slide 26 Slide 27 Instruments Which uses before the exam at university? No legitimating process Goal: show how we can do maths or physics or literature using ICT instruments, afterwards how one can learn maths Give legitimacy to specific instruments use: build a new professional identity Show progressions for their mastery One example is not convincing: it does not answer teachers concerns Slide 28 General tools Use them during training as new training modalities Live training situations (distant communication ) Collaborative work: from sharing resources to taking into account points of view of the Other Work with other subject matters Slide 29 Pedagogical tools Work in / with classrooms Exchanges with different categories of teacher trainers Reflect on his/her practice (individually or collectively) Multiples examples (within a community) Slide 30 Training continuity Main interest of a collaborative work platform (alternance training): keep link between training institutes and schools A professionnalisation process, autonomisation? A sort of integration in teachers culture, building a professional identity Substitute to the old opposition between theory-practice by problematisation (from particular to general) Slide 31 Which model? Competencies list, simple completion (accumulation model) Integrated model: interest of T1 and T2, see annual progression as un object (lived), from emergency to reflective look Collect traces Animate a community which builds itself its professionality Slide 32 Bridging the gap IFIP TC3 / WG 3.1, October 1997, Grenoble (Yvonne Buettner) Slide 33 Building the wall Slide 34 Change school to adapt it to what exists outside? Or do the contrary ? Slide 35 School at home?