ict in science education - the conditions that affect teachers
DESCRIPTION
NERA 41st Congress, Reykjavik, Iceland March 7th to 9th 2013 http://www.yourhost.is/nera2013/welcome.htmlTRANSCRIPT
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ICT in science education – the conditions that affect teachers
Dr. Svava PétursdóttirUniversity of Iceland, School of EducationAnnual Nordic Conference on Educational Research, March 7-9, 2013, Reykjavík, [email protected]
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UnglingaherbergiComputers
Mobile phone
Mp3 player
External hard drive
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Where is technology in schools?
Smartphone ?
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Phase II Qualitative exploration of teachers´ICT use
Phase III InterventionsTests, observations, interviews
40 Volunteers from survey
2 Focus groups (4+2)
10 interviewsIntervention teachers and
pupilsFour cases +1
3 Comparison teachers and
pupils
Phase I123 responses to a survey on ICT use
1 new recruit
5Hew and Brush 2007
Subject cultureGeneral set of institutionalized practices and expectations which has grown up around a particular school subject
Teacher attitude/beliefTeacher´s belief about the educational purpose of using technology in the teaching and learning process
Knowledge/SkillsTechnology skillsTechnology-supported pedagogy skillsTechnology-related-classroom management skills
InstitutionLeadershipTime-tabling structureSchool plan
ResourcesAvailability of technologyAccess to technologyTimeTechnical support
AssessmentMeasuring student learning, typically through high-stakes examinations
Technology Integration
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‘What factors do you think make it easy for you and encourage you to employ ICT with pupils?’
• Equipment (23)• Pupils’ interests and abilities (22)• Information (15)• Pedagogical issues (11)• Visual aspect (6)• Digital learning resources (5)• Teachers’ interest and abilities (3)
N=75, 86 items
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‘What factors do you think inhibit you from employing ICT with pupils?’
• Equipment – lack of – faulty (57)• Pedagogical issued (22)• Knowledge (13)• Digital learning resources (9)• Time issues (6)• Professional support (2) N=79,
112 items
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Benefits and pitfalls
A. Between use value and exchange value– Pupils learn from ICT– Pupils get distracted by ICT
• Games • Social networking -Facebook
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Rules in the classroom
B. Between current mode of practice and emerging modes
– Teacher no longer central– Class has to move to equipment – Pupils need new skills
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Availability and access to equipment
C. Between the community and the teachers, mediated by the rules
– Limited availability– Accessing clusters– Timetabeling– Faulty equipment (internet connections, laptops)
expectations in curriculum
and policy papers
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Lack of support
D. Between teachers and management– Curricular demands
• Tool making activity not supported– Alone or part of a team– Provision of CPD
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Mediating artifacts: ICT, textbooks, DLR´s, equipment
Division of labourCommunityRules
Object – pupilsSubject, teacher Goal:
knowledge, skills, understanding
B.
Content knowledge – energy goes into learning science and teaching science
A.
C.
OLGA
D.
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Mediating artifacts: ICT, textbooks, DLR´s, equipment
Division of labourCommunityRules;Timetables, school organisation.
Object – teaching science
vs.Icelandic
Subject, teacher Object,
knowledge, skills, understanding
D.*. C.
E.
ANNA
* Constraints from teaching two subjects – priority goes to Icelandic
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Mediating artifacts: ICT, textbooks, DLR´s, equipment
Division of labourCommunityRules
pupilsSubject, teacher Object, science
knowledge, skills, understanding
*Tertiary contradiction Isolation – her practice stays with her
*.
ELLEN
C.
E.
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Mediating artifacts: ICT, textbooks, DLR´s equipment
Division of labourCommunityRules
Object - pupilsSubject, teacher Object,
knowledge, skills, understanding
Eva´s personal life
*.
C.D.
E.
* Had situation been ideal then – quartianry contradictions between systems
EVA
16Hew and Brush 2007
Subject cultureGeneral set of institutionalized practices and expectations which has grown up around a particular school subject
Teacher attitude/beliefTeacher´s belief about the educational purpose of using technology in the teaching and learning process Attitudes towards work “going the extra mile”
Knowledge/SkillsTechnology skillsTechnology-supported pedagogy skillsTechnology-related-classroom management skillsContent knowledge
InstitutionLeadershipTime-tabling structureSchool plan
ResourcesAvailability of technologyAccess to technologyTimeTechnical support
AssessementMeasuring student learning, typically through high-stakes examinations
Technology Integration
Not relevant in an Icelandic context, no high stakes testing in science (PISA)
Where is the curriculum and policy
No culture for
technology use,
teachers have
poor training
Textbook
Where is professional support related to knowledge and skills – isolation
In resources – availability of relevant DLR in Icelandic
Ambition and incentives
Pupils?
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National level Institution/school level Teacher level Classroom level
Subject culture ICT culture Subject prestige No testing Teaching methods-Pedagogy Modes of learning
Teacher attitude/belief• educational purpose of using ICT in teaching• towards work
Knowledge/SkillsTechnology skillsTechnology-supported pedagogy skillsTechnology-related-classroom management skillsContent knowledge
Support CPDLeadership
CoP Peer support
Resources Availability of technology Access to technology DLR´s -Relevance
Technical support Time-tabling
PolicyCurriculumSchool self evaluationUnion agreements
Technology Integration
PUPILSNeeds and wishes
Time – Prioritisation Time to learn Time to plan Time to evaluate Time to practice
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Conceptual toolsShared vision
InstrumentalityKnowledge
Physical toolsEquipment
DLR
CPDCollaboration
PolicyCurriculum
19Photo: http://www.vf.is/images/heidarskoli_menntavagn2.jpg
‘Disruptions and eruptions as opportunities for transforming education’.
Photo: http://www.skema.is/media/forsidubordar/ipad1.jpg
Collective interests
Community of practice
Aided by technology
Náttúrutorg – Science plaza
Workshops and courses
http://natturutorg.is
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Just saw a fun experiment on
youtube, here is a link to
instuctions to a lot of
experiments , a handy website.
Cool, to put a stopwatch on the projector
if you are measuring heartrates with pupils
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“ an emphasis on building connections between institutions, between schools, forming connections with academia with mutual benefits of all stakeholders as a guiding light. “
MenntamiðjaEducation Plaza
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Thanks for your attendance Svava Pétursdóttir