Preparando a futuros profesores para integrar tecnología

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1 Preparando a futuros profesores para integrar tecnología Preparing future teachers to integrate technology in education Petra Fisser University of Twente The Netherlands Wim de Boer VVOB 02/04/2012 Title: to modify choose 'View' then 'Heater and footer' and Jo Tondeur, Natalie Pareja & Joke 1 Voogt

2 Marco Teórico (theoretical framework) Initial Teacher Training can affect beginning teachers adoption of technology (e.g. Drent & Meelissen, 2008) BUT: technology seems under-used by beginning teachers (e.g. Bullock, 2004) insufficient access to technology (Russell et al., 2003) lack of time (Eifler, et al., 2001) lack of skills (Thompson et al., 2003) lack of experience (Starkey, 2010)

3 Marco Teórico (theoretical framework) Mishra en Koehler (2006)

4 Technological (ICT) Knowledge Skills necessary to operate particular technologies The ability to learn and adapt to new technologies A functional understanding of technologies Pedagogical knowledge Students prior knowledge How to use resources Classroom management Lesson plan development & implementation Student evaluation Content or Subject matter knowledge Knowledge of central facts, concepts, theories & procedures Explanatory frameworks Evidence for proof

5 Technological pedagogical Knowledge: How pedagogies change because of ICT (or how ict can support pedagogy) Technological Content Knowledge: How subject matter changes because of ICT (or how ict can support subject matter!) Pedagogical Content Knowledge: How particular aspects of subject matter are organized, adapted and represented for instruction

6

7 Un pequeño juego... (a little game) Understanding TPACK Make groups of 4 to 5 people Lets play!

8 Un enfoque longitudinal (Longitudinal approach) ITT: Year ITT: Year ITT: Year In service: Year In service: Year 2 Study 1 Study 2

9 Primer Estudio (Study 1) Aim Objetivos To identify approaches adopted by ITT to prepare BT for technology integration Method Método Case study in 3 ITT in Flanders Procedure Procedimiento Semi-structured interviews with head of department and ICT-coordinator Focus groups with pre-service teachers and teacher educators

10 Resultados del Primer Estudio (Results Study 1) The vision of the three teacher education institutions is in transition: moving from ICT as a separate course (TK) towards a more integrated approach of embedding ICT within the courses (TPACK) Los tres institutos avanzan hacia un enfoque más integrado (TPACK)

11 ITT1: From TK to ITT2: From TK to TCK ITT3: From TK to TPK

12 Resultados del Primer Estudio (Results Study 1) Fracasamos en utilizar con propóitos educativos el talento que estos estudiantes ya tienen sobre TIC ( We fail to use the ICT talents these students already have in their daily lives, for educational matters ) [Teacher educator S2] Una comparación es: si tu sigues una clase en francés y después se te pide que des clases en francés. No funciona ( A comparison is: you take one lesson in French and then you are supposed to give lessons in French. It doesn t work ) [ICT coordinator S2]

13 Un enfoque longitudinal (Longitudinal approach) ITT: Year ITT: Year ITT: Year In service: Year In service: Year 2 Study 1 Study 2

14 Segundo Estudio (Study 2) To explore how BT from the same ITT integrate technology in their first years of teaching Aim Objetivos To examine the factors that contributed and/or hindered technology integration To analyze the extent to which ITT influenced the ways in which BT integrate technology. Method Método Exploratory study : Phone Interviews Case studies: In-depth interviews + Autobiographies

15 Perfil de los profesores principiantes (beginning teachers profile) ITT Working experience Grade Level Access to technology Use of technology for teaching Influence of ITT BT1 ITT 2 1 month 6th grade Yes Yes Yes - Large BT2 ITT 2 15 months BT3 ITT 2 3 months BT4 ITT 2 15 months 5th + 6th grade + ICT coordinator 2nd + 4th grade + special education 5th garde + language support Yes Yes Yes - Large Yes Yes Yes Yes Yes Yes - Large BT5 ITT 2 10 months 4th grade Yes Yes Yes - Large BT6 ITT 1 15 months 3rd + 4th grade No No Yes BT7 ITT 3 15 months 2nd grade Yes Yes No

16 Factores asociades con el uso de technología (factors associated with technology use) Facilitating factors: Access to technology in the classroom Support (ICT coordinator) School culture If you already have a beamer or a digital board in your classroom, then you are stimulated to use it in any case (BT2) Hindering factors: Classroom management Time (to plan and to set up) Technical problems I always thought: I will integrate ICT into my lessons as much as possible. But that is terribly difficult, because you need to find the right moments to apply it and to use it (BT5)

17 Por qué los profesores principiantes usan tecnología? (why did the beginning teachers use technology?) It is easy to use / affords new (educational) possibilities I do believe it has some extra value, yes. I think you can work more efficiently, you loose less time (BT1) It is part of children s daily experience: Children are familiar with technology Children are motivated to use technology Children are expected to use technology It is the trend of recent years, right? ICT is increasingly being used, or will be increasingly used, in primary schools (BT2)

18 AUDIO MATERIAL GAMES Films E-BOOKS Qué tecnologías usan los profesores principiantes? (What technologies did they use?) DIGITAL BOARD EDUCATIONAL SOFTWARE COMPUTERS BEAMER PICTURES INTERNET

19 Para qué usan tecnologías los profesores principiantes? (Why did they use technologies?) To demonstrate, clarify, explain (digital board, e-books, beamer, pictures, photographs, power point, films, audio material) To search for information (Internet) To exercise / reinforce (educational software, games, audio material) To entertain (News for children, educational software, games) To develop (technical) skills (write a letter on Word, make presentations on PPT) To assist children with special needs (educational software, games) To give feedback (digital board)

20 Percepciones acerca de las contribuciones de la formación inicial (perceived contribution of the ITT) Overview of different types of technologies and its possibilities (e.g., audio material, pictures, interactive Excel, hot potatoes, digital board, etc.) Many opportunities, many examples of which ICT you can use (BT6) (Concrete) Examples of how to use technology I believe that I am well prepared for the use of various types of ICT (BT6) Motivation to use all sorts of media Because the training we received, showed us that it [technology] is in the world and minds of the children themselves (BT3)

21 Sugerencias para la formación inicial (Suggestionis for initial teacher training) Hands-on activities But we have not really learned to work with it [technology]. Once [we had] a demonstration session, and that was all (BT1) Authentic tasks It [the training] was often directed at us. But not in a way that we could use it [technology] with students (BT6) Technical skills Maybe offer a little more technical support. Hence: how can we solve problems (BT2) How and where to find (useful) educational resources

22 Conclusiones y desafíos (conclusions and challenges) Efforts to integrate technology in ITT have had a positive influence on BT (perceived) preparation. ITT provided an overview of different types of technologies and its possibilities. ITT motivated BT to use (diverse types of) technology However: How to provide future teachers with authentic tasks (TPACK)? How to help future teachers to make more innovative uses of technology? How to bridge the gap between what BT learned in ITT and the specific characteristics of the school context? How to strengthen the links between pre-service and in-service training?

23 Gracias! Thank you! Dank je wel! Our team: Jo Tondeur & Natalie Pareja Roblin (Ghent University, Flanders, Belgium) Petra Fisser & Joke Voogt (University of Twente, the Netherlands) Petra Fisser:

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