Teacher Training and Information and Communication Technologies in Spain

Transcription

1 1 Teacher Training and Information and Communication Technologies in Spain Introduction Jordi Quintana i Albalat Faculty of Teacher Training University of Barcelona Jordi Vivancos i Martí Programa d Informàtica Educativa (ICT in Education Programme) This report offers an overall analysis of initial and inservice training for teachers in information and communication technologies within Spain. Due to the transfer of jurisdiction over education to the different Spanish autonomous communities, the development of information and communication technologies has been approached from a broad diversity of angles, according to the priorities and the educational policy of each community. A detailed comparative analysis of the different policies followed within the various autonomous communities in terms of initial and inservice teacher training in information and communication technologies lies outside the remit of this report, as does a description of Spanish educational system at present, this being well documented by other readily available sources 1. For these reasons we have concentrated on presenting the overall framework of Spain, and some examples and concrete data regarding the autonomous community of Catalonia. General framework for initial teacher training in Spain In order to become a Crèche-nursery teacher (children of up to three years), it is necessary to have studied nursery education within the Higher Vocational Training Scheme, which is a two-year course leading to a higher qualification in nursery education. These studies are undertaken at colleges of vocational training. In order to become Infant School-Kindergarten Teacher of three to six year-olds, it is necessary to study for a infant education University diploma. This is at present a three-year course, but there is a great deal of pressure to convert these studies into a degree, which would then require four years of study. These courses are taught in university faculties of education or of teacher training. 1 See Eurydice (

2 2 To become a Primary School Teacher (six to twelve year-olds), or a specialist in a particular subject for this age group, it is necessary to have obtained a university diploma in either primary education or in foreign languages, physical education, music, education for children with special needs all of which require three years of study. However, as in the previous case, there is pressure to convert these studies into a degree, which would then be a four-year course. Formerly these courses were taught in university schools, but they are now imparted in university faculties of education or of teacher training. In order to become a Secondary teacher: twelve to sixteen year-olds (compulsory secondary education) or of sixteen to eighteen year-olds (higher secondary education), it is necessary to have studied for a degree, which is usually a fiveyear university diploma, and to have taken a one year teaching course (CAP), in order to obtain the corresponding certificate. A process of reform is at present underway, and CAP is to be replaced by a different qualification. These courses are imparted in universities. In all these cases, in order to become a teacher in any non-private school that comes under the jurisdiction of the Spanish central government, or under that of any regional government or municipal authority, with the corresponding status of civil servant, must successfully complete a series of specific selection tests, controlled by the education authorities. Studies and initial training in information and communication technology Crèche-nursery Teacher (Two years vocational school Diploma) No reference is made to the use of information and communication technologies either as a tool for learning or as a resource to be drawn on when working with children of up to three years of age in the curriculum for these courses. These teachers' knowledge of information and communication technologies is only that gained through primary and compulsory secondary education 2, through inservice training or thanks to personal interest in this area. 2 For example, the references to information and communication technologies included in the stipulations of the Departament d'ensenyament (Catalan Ministry of Education) at the Generalitat de Catalunya in the basic decree on compulsory education at all levels (Departament d'ensenyament, 1992ª) which states that it is necessary to "Foster the development of conceptual, and procedural learning, plus attitude training that will allow a comprehension of the basic elements of the humanities, of the sciences and of culture, and the aspects of the technological and information society in which we now live and its evolution." We may also quote the following references included in the decrees regarding curricula at the nursery, basic secondary and higher stages of education with regard to the aspects of information and communication technologies with which pupils must become familiar in the course of their compulsory education. Basic education (Departament d'ensenyament, 1992b): "To apply, both individually and as part of a team, intellectual ways of working, including how to use information technology resources, which stimulate learning and creativity and permit a reduction of routine tasks".

3 3 Infant and Primary Teachers (Three years university Diploma) In Spain the Ministry of Education and Science established the present teaching qualification to be gained at university, detailing seven specific areas: infant school, primary education, foreign languages, physical education, music, special education, listening and language (Royal Decree 1440, 30 August Official Gazette number 244, October 11). The basic, compulsory subjects for study within each specific area were also established, and one of these is new technologies as applicable within the field of education, which counts as a minimum of four 'credits' 3. This is described as the study of 'Teaching resources and new technologies: their use in teaching, organisation and administration. Use of the principle computer and audio-visual aids'. The teaching of this subject is entrusted to the departments of didactics and educational organisation in Spanish universities. Three recent developments in teacher training in infant school and primary education are relevant here. The first of these is the ratification of the educational reform law (Ley Orgánica de Ordenación del Sistema Educativo 1/1990 (3 October), or LOGSE). The second is the establishment of new curricula for nursery education and primary education, both by the Ministry of Education and Science and by the autonomous communities with responsabilities in education, and the concrete identification of minimum educational requirements at both stages in the royal decrees 1330/1991 (6 September) and 1006/1991 (14 June), which must be complied with throughout Spain. The third is the progressive restructuring process transforming the university schools of teacher training into university faculties of education or of teacher training, either individually or together with other connected studies (education science, community education etc.). Compulsory secondary education (Departament d'ensenyament, 1992c): To get to know the essential elements of scientific and technological development, taking into account its causes and its implications for the individual, for society and for the environment". To interpret and produce messages in a correct, autonomous and creative way, using artistic, scientific and technical codes, and articulating these in order to enrich personal communication potential and to reflect on the processes implicated in their use". To obtain, select, deal with and communicate information using the sources that are generally available and the appropriate methodologies and technical mechanisms, proceeding in an organised, autonomous and critical manner." 3 One credit generally requires 10 hours of study.

4 4 Secondary Teachers (Four-five years University decree) In terms of compulsory secondary education (ESO) and higher education (baccalaureate, vocational training, art and language studies), in spite of the official establishment of the new curricula by the central government and by autonomous communities, in general their introduction has not implied a modification or adaptation of curricula in the various university courses available, as the training in information technologies included in such courses concentrates on their use within the course itself, rather than as a tool for teaching outside universities. Information and Communication technologies in Initial teacher training (Infant and Primary school) Once the Ministry of Education and Culture had established the subject ICT and media in education (four credits) nine years ago, Spanish universities chose offer between four and six credits in this subject on their courses, of which information technologies constitute between 50% and 75%, and communication technologies between 25% and 50% 4, credits for practical application being between 30% and 100% (Pérez, 1998). All Spanish universities basically share the same aims (Alba et al, 1992; Pérez, 1998), which could be resumed in the following way: To understand, and to use in appropriate ways, the concepts and terminology involved in the subject. To critically reflect on the role played by the media in our society, and the challenge that they represent to schools. To get to know the different theoretical approaches within the study of information and communication technology (ICT), and their application in terms of teaching. To understand the importance of audio-visual literacy in the teaching and learning process. To get to know the characteristics of the hardware and software available, and its use in teaching. 4 In some cases two specific subjects have been created, one being information technology (office automation, multimedia, the Internet...), and the other communication technologies (audio-visual media), involving the award of between 4 5 and 6 credits.

5 5 To initiate the teachers of the future in the design and production of technological resources to be used in education. To acquire research strategies and methodology that will promote innovation in the teaching and learning process through information and communication technologies. To develop the strategies necessary to initiate teachers in the use of the communication media in teaching and learning situations. To become aware of the relevance of media and teaching resources in the teaching and learning process. To analyse the functions of the media in processes of curriculum development, and the effect on teachers, on pupils and on the teaching and learning process. To boost the incorporation of audio-visual and computer based media into curricula. To develop alternative proposals which look at information and communication technologies from an angle that is in accordance with contemporary developments within our society, and the demands of the education system. In terms of content, an analysis of the programmes offered in different Spanish universities reveals that there is less homogeneity, although they do concur on five broad themes: the conceptual framework, the curriculum, teaching and information and communication technologies, computer and audio-visual literacy, the classification of media and the integration of media and resources. As an example, here is the content of this subject in the Faculty of Teacher Training at the University of Barcelona credits are awarded, representing 45 lecture hours: 1. Communication, educational technology and information and communication technologies Basic communication concepts. Communication and learning. A constructivist approach to the teaching and learning of information and communication technologies: personal resources (soft technology), the resources of educational science (signification) and technological resources (manipulation and symbolic media). Technology as a mediator of interaction and learning 5 See http: // and shortly at

6 6 Educational technology: media use in education Information and how to deal with it Basic procedures in dealing with information Information procedures 2. The mass media and advertising The mass media: newspapers, television etc. Advertising: concept and aims Analysis of advertising 3. Media The image The frozen image (printed publications: illustrations, text books, comics, stickers etc.; posters and murals; whiteboards; three dimensional models...) Reading and interpretation of the frozen image Projection of frozen images: the OHP. Transparencies: creation, use and application. The slide projector. Slides: creation, use and application The moving image: reading and interpretation of the moving image. Television: television and education. Video: video cameras and videocassette recorders; video in education; the use of video and video recordings in teaching and learning processes; the basic elements of the design and creation of videos for teaching purposes (script writing, creation and didactic guide). Video games 4. Information and communication technologies (ICT) Computer tools: hardware; media; multimedia: interaction. Software: generic programmes and educational programmes General applications: generic programmes word processors, graphics programmes, search for information... Educational applications for primary and special needs: discovery and experimentation. Computer programmes for different areas within the curriculum, common procedures, creativity and educational activities: the creation of activities with Clic ( Kid Pix ( Hot Potatoes ( or others Telematics: communication and information. ; surfing the web and Internet search; educational applications The incorporation into the curriculum of information and communication technologies. Forms of incorporation: as a teaching resource, a mechanism for learning, a common resource, etc. Curricula for infant school and primary education and ICT. ICT and attention to diversity (Special needs).

7 7 All Spanish universities also offer their students a variety of optional subjects that are generally based on diversification and in-depth study. The following are examples of some of those that are available: The design and evaluation of media and educational materials; the creation and evaluation of multimedia and on-line applications and resources; technological resources for special educational needs; ICT in the school curriculum; the design and production of audio-visual materials for use in education; social communication media and the curriculum. Some university departments also offer optional subjects related to information and communication technologies that are generally focused on special teaching methods, or on particular areas of study such as special education, musical education etc. Inservice teacher training in information and communication technologies Inservice teacher training in the area of information and communication technologies comes under the jurisdiction of the education authorities in each autonomous community or administrative district. The different autonomous communities have their own inservice training programmes in this field. Within the common framework of the educational reform (LOGSE), and the university reform law (Ley de Reforma Universitaria or LRU) there are policy differences with regard to inservice training in information and communication technologies in each region in terms of priorities, scope, angles of approach and forms, which may vary considerably. One of the points of concurrence in inservice training within the different autonomous communities lies in the implementation of training programmes. As well as the education authorities, other organisations such as teachers' centres and educational resource centres, university institutes of educational science, educational renovation movements or other teachers associations, also participate. Additionally, some universities offer postgraduate courses, master and doctorates related with these technologies. In order to provide an example, we will outline the position of inservice teacher training in information and communication technologies in the autonomous community of Catalonia. The Generalitat de Catalunya, the Catalan regional government, has full jurisdiction over education. The Departament d'enseyament is responsible for the development of educational policy, and the co-ordination of inservice training. Eleven years ago the Inservice Teacher Training Plan (Plan de Formación Permanente del Profesorado 6 ) was introduced, which is a mechanism for the planning and co-ordination of inservice 6 Plan de Formación Permanente del Profesorado:

8 8 training. The Plan places a great deal of emphasis on inservice training in the field of information and communication technologies. Models of inservice training in information and communication technologies (ICT) in Catalonia. The models of training through courses, seminars and assessment for educational institutions and teachers of primay, secondary and higher education lie within the framework of the Inservice Training by Zone Plans (Planes de Formación Permanente de Zona or PFZ) 7 which are managed by the Educational Resource Centres (Centros de Recursos Pedagógicos or CRP) 8. Some of theses activities are carried out by Educational Informatics Programme (Programa de Informática Educativa or PIE) 9, which is a regional government initiative, and others are implemented by the already mentioned Institutes of Educational Science (Institutos de Ciencias de la Educación or ICE) and the Catalan universities 10, as well as a variety of professional associations, and those dedicated to educational renovation 11. Face-to-face training Most training in information technologies is carried out face-to-face. Courses last for an average of 36 hours, and usually take place in the computer rooms at educational institutions. Some examples are as follows: Computer assisted design Personnel management Project management Business management with WinGest Computer tools in nursery education and the first stage of primary education Computers and musical education The incorporation of audio resources in language classes An introduction to working with computers 7 Planes de Formación Permanente de Zona (PAFPZ): http// 8 Centros de Recursos Pedagógicos (CRP): 9 Programa de Informática Educativa (PIE): 10 Instituto de Ciencias de la Educación de la Universitat de Barcelona: Instituto de Ciencias de la Educación de la Universitat Autònoma de Barcelona: Instituto de Ciencias de la Educación de la Universitat de Girona: Instituto de Ciencias de la Educación de la Universitat de Lleida: Instituto de Ciencias de la Educación de la Universitat Rovira i Virgili: Unidad de Formación de Formadores de la Universitat Politècnica de Catalunya: 11 Asociación de Maestros "Rosa Sensat":

9 9 Computer technology in foreign language learning Maintenance of computer rooms in primary schools Word processing and presentation tools (Word and PowerPoint) The academic-administrative programme WinPri Computer resources for disabled pupils Local networks for computer co-ordinators in primary schools Networks and maintenance in Windows 95/98 for computer co-ordinators in secondary and higher education Working with computers in primary education Windows NT operating system and network manager Distance Training with telematic support A complement to face-to-face training, the Educational Informatics Programme has offered distance training courses with telematic support since Before the emergence of the Internet, telematic training was based on Minitel, but from 1995 onwards, materials were adapted to the web. The advantages of training through the Internet are obvious, and have already been described in various research projects: the compatibility of operating systems and computers, the ease with which content can be updated, the opportunity to transmit information in all sorts of formats the written word, images, sounds and also the capacity to reach a wide audience, and flexibility in terms of time and geographical location. Therefore this is a medium that adapts perfectly to inservice teacher training, and that facilitates a form of interaction between both tutors and pupils and different groups of students that is difficult to achieve through other distance learning media. Methodology in virtual courses is organised as follows: Supporting materials consist in documents distributed by . These combine information, activities and teaching examples in an orderly manner, and this, together with presentation in the form of units, allows each student to work at their own pace and to study whenever time permits. Virtual tutoring is carried out by teachers who are specialists on the subject matter of the course, and who are well versed in virtual resources and the methodology involved in distance training. Students on virtual courses have to keep in touch with their tutor by , and send in compulsory assignments on a regular basis (generally every two weeks), which will then be corrected and returned. They can also do complementary activities if they

10 10 wish, which will contribute to their own self-development. Once all the assignments have been completed, including the final project, the tutor informs the Educational Informatics Programme, and the corresponding certificate is awarded. Some examples of distance learning courses are: An introduction to statistics and the use of the Minitab programme Development of applications using the Access database programme Educational applications using spreadsheets (Excel) Uses and applications of Logo multimedia in the classroom Geometry with Cabri-Géomètre Computer applications in the field of mathematics in primary education Educational programming with Visual Basic Advanced text-editing course Tools for multimedia presentations Web page creation and design Development of activities using Clic Development of electronic blackboard applications Creation and editing of educational resources The academic-administrative programme WinPri Data on inservice training in ICT in Catalonia Academic year Courses Participants Courses organised by universities Courses offered by the Catalan Council of Education (ICT in Education Programme) ,000 Courses offered by the Catalan Ministry of Education (ICT in Education Programme) Number of courses Participants From (cumulative) 4,300 65,000 A critical analysis of the present situation, and some proposals for improvement Here we will summarise the aspects that we (the authors of this report) consider should be prioritised.

11 11 The curricula for initial teacher training for teachers in infant school, primary education and secondary education are very different in the various autonomous communities within Spain, and the incorporation of ICT is still in an initial phase 12. This is also the case in terms of the minimum educational requirements for the whole country. Therefore we would suggest the establishment of a basic level of competence in ICT that must be reached by the end of compulsory schooling. Initial teacher training Although there is one compulsory subject in this field, at present the credits awarded generally 4.5, representing 45 hours of study in the initial training offered to teachers of infant and primary education are insufficient. We consider that in order to ensure the success of this form of training, a minimum of 6 credits should be awarded (60 hours of study). There is insufficient ICT coverage in the curricula of didactics for specific subjects (mathematics, language, science, etc.). In initial training for secondary teachers, there is no specific training in ICT, and neither is such training included in the existing one-year teaching courses (CAP), or the new teaching certificate that is due to replace them. Furthermore, in the tests for the selection of teachers with civil servant status competition exams in nursery, primary and secondary education teachers, capability in ICT is not a requirement. Inservice training A predominance of individual training can be observed, over training in school as a whole. A recommendation of integrating inservice training in the framework of school development plans is a clear trend that is starting to gain momentum in some areas. In general, course content is more oriented towards technical proficiency in the use of computer tools, and places less emphasis on innovation in teaching and the integration of ICT across the curriculum. Conclusions and recommendations It is necessary to: 12 See Quintana and Vivancos, 1993

12 12 Establish basic capability in ICT for all active teachers, working at all levels from the nursery school to the university. Introduce an evaluation of knowledge/capability in ICT into the selection procedures of primary and secondary teachers. A possible model could be the accreditation of the European Computer Driver Licence (ECDL). Establish an observatory, to follow the evolution and trends of teacher training in ICT in the various autonomous communities within Spain, that could have a counterpart in the European level. Boost research and the development of new methodologies and curriculum content in order to promote the incorporation of ICT into all areas of initial and inservice teacher training. References ALBA, Carmen; et al. (1994a) Las asignaturas de tecnología educativa y nuevas tecnologías en los planes de estudio. In: BLÁZQUEZ, Florentino; CABERO, Julio; LOSCERTRALES, F. (coords.) En memoria de José Manuel López-Arenas. Nuevas Tecnologías de la Información y Comunicación para la Educación. Sevilla: Alfar. ALBA, Carmen; et al. (1994b) Situación actual de la Tecnología Educativa en España a través del análisis de los programas que se imparten en las universidades españolas. In: PABLOS, Juan de. (coord.) La Tecnología Educativa en España. Sevilla: Universidad de Sevilla. CATALAN MINISTRY OF EDUCATION (1992a) "Decret 75/1992, de 9 de març, pel qual s'estableix l'ordenació general dels ensenyaments de l'educació infantil, l'educació primària i l'educació secundària obligatòria a Catalunya". DOGC, no. 1578, April 3. CATALAN MINISTRY OF EDUCATION (1992b) "Decret 95/1992, de 28 d'abril, pel qual s'estableix l'ordenació curricular de l'educació primària". DOGC, no. 1593, May 13. CATALAN MINISTRY OF EDUCATION (1992c) "Decret 96/1992, de 28 d'abril, pel qual s'estableix l'ordenació curricular de l'educació secundària obligatòria a Catalunya". DOGC, no. 1593, May 13. EURYDICE (1995) La formation continue des enseignants dans l Union Européenne et dans les pays de l AELE/EEE, EURYDICE, Bruxelles. PÉREZ, Ramón. (1998) Balance de la docencia en Tecnología Educativa y Nuevas Tecnologías en el contexto universitario español. In: AREA, Manuel; et al. (coords.)

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