ict in education the role of the facilitator
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Hege-Ren Hansen sand
Institutt for Informasjonsvitenskap
Universitetet i Bergen
ICT in education -
the role of the
facilitator
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content
projects questions
design method preliminary findings summary
references
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project
From chaos to knowledge background
models tools setting
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project: background
From chaos to knowledge spearheaded by NSD in co-operation with
HEMIL-centre The Educational Department at Bergen University
College
funded by ITU and one of the main projects for theperiod ranging between 2000-2003.
the primary goal: Develop and evaluate learning
effectiveness of two pedagogical-technologocalmodel, based on Problem-based learning
students as researchers
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project: models
Interactive whiteboardmodel (ITM)
Project workmodel(PAM)
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project: tools
NSDstat school Statistical software nsd
Window towards theSociety 1 ICT-based learning package nsd
Internet
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project: setting
12 secondary and upper-secondary schools in
Hordaland County
subject domain: social science(gender role and partnerships)
one classin upper-secondary school, 17 pupils the pupils are familiar with the use of computers
the teacher have good knowledge about the softwareand the use of computers
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questions
perspective:teacher as facilitator
how does the dialogue between the pupils and the teacher start?
who is initiating the dialogue? what kind of dialogues are taking place?
categories facilitator roles: support domain authority organiser
task interpreter conversational peer
Andreas LundInstitute of Teacher Education and School DevelopmentUniversity of Oslo
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theory
expand the knowledge level
(Vygotsky, ZPD)
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method
data collection video observation
interview questionary
videorecording one group of pupils camera on tripod observing in the background
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preliminary findings
how does the dialogue between the pupils and theteacher start?
findings: Situations
lesson start-up, plenary breakdowns, pupils out of focus, what now? pupils asking for help teacher look up the groups, asking about progress
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preliminary findings
who is initiating the dialogue? findings:
both pupils and teacher initiate the dialogue
who: depends on the situation pupils - what now?
- is this right? teacher - control
- asking about progress
- giving advice
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preliminary findings
what kind of dialogues are takingplace?
findings: categories of roles for the facilitator/teacher
using different roles, shifting all the time expected the support role to be distinctive ...but all roles where presence
motivation important!
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summary
when using ICT in education, the teacher have a newrole - support
important that the teacher have knowledge about the
software the teachers confidence with the use of ICT, have
influence on the pupils external factors have influence on both teacher and
pupils
preparatory work is important
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more information?
e-mail: [email protected]
homepage: http://www.ifi.uib.no/student/v99/d1166/
DoCTA NSS http://www.ifi.uib.no/projects/docta/doctaNSS.htm
From chaos to knowledge http://www.nsd.uib.no/skoleveven/kaos/index.html
mailto:[email protected]://www.ifi.uib.no/student/v99/d1166/http://www.ifi.uib.no/projects/docta/doctaNSS.htmhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.nsd.uib.no/skoleveven/kaos/index.htmlhttp://www.ifi.uib.no/projects/docta/doctaNSS.htmhttp://www.ifi.uib.no/student/v99/d1166/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected] -
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references
Bdker, S. (1996). Applying activity teory to video analysis: How to make sense of video data, in B.A. Nardi,Ed., Context and consciousness: Activity Theory and Human-computer Interaction, MA:MIT Press, Cambridge,pp. 147-174
Enger, K. Project description: Fra Kunnskap til Kaos.Available on the web 27.03.01: http://www.nsd.uib.no/skoleveven/kaos/Info/index.htm l
Engestrm, Y. (1987), Learning By Expanding: An activity-theoretical approach to developmental research,Orieta-Konsultit Oy, Helsinki.
Hyland, A., Omdahl, K. And H. sand (2001), Video as Technique for Data Collection in two CSCL Studies, inPaper presentet at IRIS24, Norway,
Hellevik, Ottar, (1991), Forskningsmetode i sosiologi og statsvitenskap, Oslo: Universitetsforlaget
Jordan, B., & A. Henderson (1995), Interaction analysis: Foundations and practice. The Journal of the LearningSciences.Available on the web 10.02.01:http://lrs.ed.uiuc.edu/students/c-merkel/IASEC1.HTM
Koshmann, T. (1996), Paradigm shifts and instructional technology: An introduction, in T. Koschmann, Ed.,CSCL: Theory and Practice of an Emerging Paradigm, Lawrence Erlbaum Assosiates, New Jersey.
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references
Muukkonen, H., K. Hakkarainen, L. Lipponen & T. Leinonen (1999), Computer Support for KnowledgeBuilding, in 'Paper presented at the Ninth European Congress on Work and Organizational Psycology',Espoo-Helsinki, Finland, May 15,Available on the web 08.04.01 at http://fle.uiah.fi/research/eawopper.html
Pettersen, R. C., (2000), PBL - Problembasert lring for studenten, Universitetsforlaget, Otta, Norway.
Potter, J. (1997), Discourse analysis as a way of analysing naturally occuring talk, in D. Silverman, Ed.,Qualitative Research: Theory, Method and Practice, SAGE Publications, London.
Ruhleder, K., & B. Jordan (1997), Capturing Complex, Distributed ActivitiesVideoBased InteractionAnalysis as a Component of workplace Ethnography.
Available on the Web 08.02.01: http://alexia.lis.uiuc.edu/~ruhleder/publications/97.IFIPWG82.html
Scardamalia, M. & C. Bereiter (1996). Computer support for knowledge-building communities. In T.Koschmann, Ed., CSCL: Theory and practice of an emerging.
Suchman, L. & R. H. Trigg (1991), Understanding Practice: Video as a Medium for Reflection and Design, inJ. Greenbaum and M. Kyng, eds., Design at Work: Cooperative Design of Computer Systems, LawrenceErlbaum, New Jersey
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references
Slj, Roger, (2000), Lrande i praktiken ett sociokulturellt perspektiv, Stockholm: Bokfrlaget Prisma
Vygotsky, L.S., (1978), Mind in Society, Cambridge: Harvard University Press
Yin, R. K., (1994), Case Study Research: Design and Methods, Second Edition, Applied Social ResearchMethods Series, Volume 5, SAGE Publications