Education in the information society

Emerging trends and challenges for education

Joke Voogt, University of Twente, Enschede, The Netherlands

More information?

voogt@edte.utwente.nl

R.B. Kozma (Ed.) (2003). Technology, Innovation and educational change: a global perspective. Eugene (Or): ISTE.

ICT in the curriculum

To prepare for society - ICT as object

To prepare for jobs - ICT as aspect

To enhance teaching and learning – ICT as medium

Curriculum components

Why What

How

Where When

Rationale Content Aims & Objectives Assessment Learning activities Teacher role Materials & Resources Grouping Location Time

The curriculum spiderweb

Rationale Content

Teacher role

Materials & Resources

Grouping

Location T

ime

Ass

essm

ent

Towards an emerging pedagogy

Active Collaborative Creative Integrative Evaluative

(See also handout)

Second Information Technology in Education Study (SITES)

Three modules: Module 1: school survey (1997-1999) Module 2: case studies on innovative

practices (1999-2002) Module 3: school, student & teacher survey

(2004 – 2007)

Research Questions

How do the SITES innovations change curriculum content and goals change curriculum organization & activities change the way student outcomes are

assessed have impact on student and teacher

outcomes

How does ICT support these changes

Selection of cases

In-depth analysis of :

32 cases that reported curriculum had changed in content and/or goals other than subject matter/ ICT related

and that ICT had supported that change

A focused scan of a random selection of the other cases

Integration in the curriculum

Integrated in a subject ICT: to improve the learning of content

Cross curricular in projectsICT: to facilitate the implementation of LLL-goals

School-wideICT: to facilitate the realization of a vision on teaching & learning

Change in content A different way of

dealing with existing content

Focus: More in-depth understanding of concepts

ICT Use of subject matter

specific ICT applications

Change in goals

Information handling Communication and

collaboration Student responsibility

for learning ICT skills

ICT General applications

Change in organization and activities

Variations: from classroom lessons to project work

Research projects & product creation

Teacher role: advising students structuring monitoring progress

Assessment practices

Starting to change

More formative: feedback, self/peer assessment

Only in a few cases major changes were observed: a mix of teacher and student assessments, use of portfolio’s

OutcomesStudents: Positive attitudes, ICT skills, Collaborative skills

Teachers: Positive attitudes, Pedagogical skills

Less mentioned: Students: subject matter knowledge, meta cognitive skills,

information handling Teachers: ICT skills, collaborative skills

Perceived impact based on opinions (few ‘hard’data)

Conclusions

Many SITES innovations aimed at skills that were important for the information

society made learning meaningful to students; crossed boundaries of traditional subjects started to change assessment practices used ICT to facilitate the creation of an authentic context

and/or to facilitate guided inquiry

Conclusions cont’d

Not many SITES innovations

‘break’ the walls of the school to the outside world

make learning independent from time/place

Making teaching and learning

motivating and challenging