1:1 pedagogies for schools Lessons learnt from schools in Europe

Transcription

1 1:1 pedagogies for schools Lessons learnt from schools in Europe Anja Balanskat Senior Analyst/ Project Manager WSIS, Geneva, 14/05/

2 Staff meeting 26/05/2011 European Schoolnet (EUN) Network of 31 Ministries of Education in Europe Transformation of Teaching and Learning Processes Contribution of ICT and Digital Media

3 Three major strategic areas Providing concrete evidence and data for effective use of ICT in schools on which to base policy recommendations. The necessity to support schools and teachers in their teaching practices Developing and sustaining of a network of schools engaged in the validation of innovative approaches on how to use ICT in classes

4 Evidence based activities 3 Working Groups IWB Digital skills Special Needs Major studies Analysis of the issue of serious games Survey of schools, ICT and education NETBOOK STUDY -

5 About the urgency of studies in 1:1 1:1 in education is part of the global phenomenon. Working on a big-scale is made possible through collaboration with the industry. The independent nature of the research conducted by EUN. Sharing results publicly: inform educational authorities about practices to help define strategies for the future classroom. Evaluation data is available online

6 The Netbook Pilot set-up 1. Acer Provided each student with a netbook and teacher with a notebook Funded coordination, pedagogical support and evaluation delivered by EUN 2. European Schoolnet: Pedagogical support material, 1:1 pedagogical netbook scenarios Website and teachers online community Evaluation Main Contact: Dr. Riina Vuorikari 3. Local educational authority Selection of netbook classes (secondary schools) Pedagogical coordinator (France, Italy, Spain, Turkey) 4. School School netbook team (teachers teaching the netbook class, IT support person, support of the management team) National differences e.g. Italian Scuola 2.0, Fatih-programme in Turkey, Spanish teachers online course by the MoE (140h)

7 Why the Educational Netbook Pilot How are netbooks used in and out of school by teachers and students? How to implement 1:1 pedagogy? Various educational contexts: Place: in school vs. out of school use Usage: individual vs. collaborative use Purpose: educational vs. leisure use (by Heeok Heo and Jeonghee Seo, NML study, 09)

8 Six participating countries: Jan 2010-July 2011 approx.1360 units approx.1300 units approx.1360 units approx.1250 units approx.1220 units approx.1650 units

9 Online evaluation: anonymous questionnaires evaluation Parents: opinion on ICT and netbooks (May 11) Students: main focus on out of school use (June 11) Teachers: netbooks in teaching, collaboration opportunities, PD gains (June 11) Approx. 2/3 Approx. 1/2 Approx. 1/3

10 Limitations of the limitations evaluation 1. No pre-survey The Netbook Pilot evaluation only consist of one final evaluation. Each country has different underlying educational framework structure. Each country might have different starting level. Therefore, the evaluation does not measure progress during the Pilot, only a snapshot of the time. 2. Not a comparative study The intention is not compare countries to one another, but to better understand the local drivers and barriers.

11 image: a Turkish netbook class

12 What is the impact of netbook on learners motivation in school and learning?

13 School atmosphere & communication What did netbook teachers think of the netbooks impact? More individualised & more independent learning

14 image: a German pre-pilot netbook class How were netbooks used?

15 For what tasks did students use netbooks in and out of school? High-level Internet tasks as defined by OECD (2010) In general, netbooks more used out of school!

16 Where did students practice their high-level Internet tasks on netbooks? Many highlevel tasks performed in school More highlevel tasks performed out of school

17 Extending educational activities out of official school hours image: a German pre-pilot netbook class

18 How often did students take netbooks home? 3/4 of students took netbooks home daily 15% never took the netbook home National and school based differences observed 29% of students also used netbook after official school hours for after school activities National highlights: 82-94% of netbook students in France, Italy and Turkey took them home daily

19 What kind of learning took place outside of official school hours? 47% look for extra information on topics taught at school 44% followed current events (e.g. news and weather) 37% looked for information on topics that are not taught at school but are of interest to them 30% developed skills related to their hobbies 23% looked for information in their interest areas also in other languages than their mother tongue

20 Parents awareness parents and involvement When your child uses the netbook or other ICT devices, do you know what s/he is using it for? 76% Yes, I feel I know enough about my child s computer use 16% I know one or two things, but there are lot of things I m not aware of Have you established rules about the use of the netbook or other ICT devices outside of school? 54% Yes, we have clear agreements for school and leisure use 27% No, we don t need such terms, I trust my child 13% Yes, we have agreed on some terms, but they are not very clear 53% of parents agreed: the use of netbooks in and out of school had an impact on their opportunities to be involved in their child s education

21 Using netbooks in school

22 Individual Group Frontal teaching 1:1 pedagogical scenarios = orchestrating 1:1 pedagogy learning activities off-line on-line

23 How often, during the netbook class do you teachers alternate... orchestrating 83% Frontal teaching 92% I present, demonstrate and explain to the whole class 75% Pupils give presentations to the whole class 80% Individual processes 92% I support and explain things to individual pupils 88% Pupils work individually at their own pace 58% Pupils work individually but at the same pace 81% Social processes Pupils work in groups

24 Learning during in a media-rich the netbook learning environment class School subjects: 45% Mathematics /Geometry 33% History 28% Geography 24% Modern foreign languages 18% National language/ literature 16% Biology Students using with netbooks: 37% Educational school portal or learning platform 37% Collaboration tools e.g. blogs, wikis 34% Office tools e.g. word editing and spreadsheets 30% Subject specific educational software e.g. Maths/science programmes 24% Digital resources e.g. online quizzes and tests, animations, videos 22% Communication tools Teachers using during netbook classes: 65% projectors 52% Interactive Whiteboards 24% Virtual Learning Environments and LMS

25 Building teachers confidence in the ICT integration At the end, 3/4 of the netbook teachers felt confident in integrating netbooks in their teaching - despite that half had beginner/moderate level ICT skills 70% reported now better understanding of how to integrate ICT into subject teaching and to collaborate with other teachers 82% were interested in continuing the next school year showing a high level of buy-in into new ways of working

26 Take home messages 26

27 Result 1: Motivation, more engagement Netbooks motivate learners in learning and school, effecting on school atmosphere and communication patterns. Teachers and learners agree they potentially enable a more individualised and independent learning. Recommendation: Schools should make sure that ICT tasks also motivate students, aiming for more participatory, high-level Internet tasks in school.

28 Result 2: Netbooks extend learning out of school hours and offer ways for parents to be more involved The Netbook Pilot shows that when students took netbooks home, they did not only use it for leisure activities. It stimulates learning opportunities around both formal school tasks, e.g. homework, but also informal learning opportunities. Netbooks offer parents new ways to be involved in their child s education. Recommendation: Learners should feel the ownership of their netbooks!

29 Result 3: Systematic vision for pedagogical change The Pilot showed that ICTs were not only used in traditional ways in schools (= frontal teaching), but teachers alternated different teaching paradigms, i.e. also individual and collaborative processes. Give examples of how Recommendation: Pedagogically driven media rich scenarios (e.g. 1:1 scenarios), co-designed by teachers and fitting into local curriculum, should be an integral part of school s ICT vision.

30 Result 4: Empowering teachers through cooperation and PD Creation of school-based netbook teams allows for teachers formal and informal exchange, peer-learning and building locally shared knowledge-base on pedagogical practices. Recommendation: Combining local with global cooperation (e.g. on-line community, etwinning) is a win-win situation!

31 New ACER-EUN Tablet Pilot How can tablet computers be used in educational contexts? Acer tablet Iconia W500 8 countries 400 tablets 244 teachers, 60 schools 150 pupils 31

32 Project calendar 2012 Arrival of tablets and kick-off Pilot activities implementation --- Evaluation (online questionnaires + school visits, workshop) Report preparation Report preparation Ongoing activities throughout the project Community of Practice/website Technical and pedagogical support Feedback about the advances & problems

33 Study on 1:1 computing initiatives EUN and IPTS Institute for Prospective Technological Studies Overview of 1:1 computing initiatives in the EU International Literature Review Expert Interviews Validation workshop (19/20 June Brussels) 33

34

35 THANK YOU VERY MUCH FOR YOUR ATTENTION!