teacher educators reflecting about their pedagogical integration of ict practices
TRANSCRIPT
Teacher educators reflecting about the pedagogical integration of ICT
CATE -CSSE 2009Carleton UniversityAnn-Louise Davidson, [email protected]
Context
Widespread adoption of digital technologies in developed countries.Technology is not living up to its promises in higher education.Technology initiatives in schools are limited.Student bodies are changing.There is a disconnect between how we use technology in education and our
ideal of progressive education and lifelong learning.We need to better understand what happens in the process of integrating ICT
to pedagogy in higher education in order to make recommendations forpractices.
•••••
•
Literature
Possible points of entry:Research: theoretical and conceptual understandingInvestigations and evaluations: understanding of local problem and issuesLiterature reviews: describe the various way in which the object of the
review is thought about and recommendations for practiceScholarship and teaching and learning: evidence based critical reflection
on practice aimed at improving practiceProsser’s personal view of SOTL (the scholarship of teaching and
learning) (2008):improving student learning within the discipline generally by
collecting and communicating results of one’s own work on teachingand learning within the discipline
••••
•
•
•
Literature reviewPedagogy: Empirical studies and theoretical research based on empirical studiesReganick (1994); Bélair (1995); Gayet (1995); Gauthier (1997); Laplante (1997); Basque, Rocheleau et Winer (1998); Trigwell, Prosseret Waterhouse (1999); Crawford (1999); D’eon, Overgaard et Rutledge (2000); Kember et Kwan (2000); Keyser (2000); Carpenter etTait (2001); Woods (2001); Yang (2001); Durand et Morin (2002); Gardye, Favreau et Malo (2002); Hébert, Barbeau et Dupuis (2002);Kim et Branch (2002); Landry (2002); Perrenoud (2002); Ghaith, (2003); Hewett (2003); Kulinna et Cothran. (2003); Martel (2003);Roberts (2003); Conole, Dyke, Oliver et Seale. (2004); Gore, Griffiths et Ladwig. (2004); Trigwell et Prosser (2004, 2006); Lindblom-Ylänne, Trigwell, Nevgi, & Ashwin (2006).
Typologies centered around the act of teaching and learningDans les typologies centrées sur l’acte d’enseignement/apprentissage, certaines typologies sont classéesselon le rôle joué par l’ordinateur au sein de la relation pédagogique (Bork, 1985; Jonassen, 1995;Means, 1994; Sauvé, 1984; Taylor, 1980), selon le degré d’autonomie de l’apprenant (Plante, 1984),selon le type de stratégies pédagogiques ou de connaissances visées (Baumgartner & Payr, 1998; deVries, 2001; Denis, 2003; Paquette, 1993; Séguin, 1997) et selon les étapes du processusd’enseignement (Alessi & Trollip, 1991).
Typologies centered on schoolsDans les typologies centrées sur l’école, certainestypologies sont classées selon les types d’activitésd’une école (Aylwin, 1984; Basque et al., 1998; Knezek,Rachlin & Scannell, 1988; Schultz & Hart,1983; Roecks, 1981; Watts, 1981), et une selon lesacteurs d’une école (Dubuc, 1982).
Typologies centered on the learnerDans les typologies centrées sur l’apprenant, une typologieest classée selon les impulsions de l’individu à apprendre(Bruce & Levin, 1997), d’autres sont classées selon lesfonctions cognitives que l’ordinateur permet d’étendre oude restructurer (Chacon, 1992; Jonassen, 1996) et selon lesétapes du processus d’apprentissage ou de traitement del’information (Thomas & Boyson, 1984; Iioshi & Hannafin,1988).
Technical Social
Epistemological
Informational
SocialSystem
EducationalSystem
Framework
Teacher Centered
Learner Centered
Process Oriented
Product Oriented
SocialSystem
EducationalSystem
Relationship?
Group
Individual
Priviliegingprocess
Framework
Representations ofthe use of ICT
Representations of Pedagogy
Personal ConstructPsychology
(George Kelly)
Methodology
Population: 10 teacher educators who teach online at the B.Ed level and whoare willing to reflect on their practices.Conduct individual interviews to identify relationships between a model of
pedagogy and a model of ICT.Analysis done according to the models of pedagogy and ICT
Conduct a personal construct analysis to get participants familiar with themethod.
Analysis with RepGrid softwareConduct focus groups using personal construct analysis.
•
•
••
••
Teacher centered
Process oriented
Product oriented
Socialsystem
Educationalsystem
Relationship between two models
Group
Individual
Technical Social
Epistemological
Informational
Learner centered
Individual construct analysis results
A total of 98 elements (teaching and learning activities in which participantintegrate ICT) were listedThese 98 elements were grouped in 9 categories:
CMC (28 elements)Use technologies as a cognitive tool (21 elements)Search on the Internet (13 elements) Share resources (13 elements)Present with technologies (11 elements)Develop basic technical competencies (5 elements) Use word processors (3 elements)Select information critically (2 elements)Use and create databases (2 elements)
•
••••••••••
Conclusion
Contribution of this studyInquire deeper into the relationship between a model of pedagogy and a
model of ICTAllow teacher educators to speak about the subject while using their own
language Gather data in a participatory fashion
by letting local knowledge structures emergeby involving participants in the data collection process, the analysis
and the interpretationAllow teacher educators to talk about their professional practices through
a reflection on their experiences and how they characterize them.
••
•
•••
•