www.europeanschoolnet.org - www.eun.org

Introducing netbook pedagogiesin schools

Dr. Riina VuorikariProject manager and principal investigator

In-house consultantEuropean Schoolnet

Genoa, Italy 17/11/2011

• 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 ofthe research conducted by EUN.

• Sharing results publicly:inform educationalauthorities about practices tohelp define strategies forthe future classroom.

• Evaluation data will be available onlineh"p://www.netbooks.eun.org/web/acer/evalua6on

About the urgency of studies in 1:1

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: www.netbooks.eun.org• Pedagogical support material, 1:1 pedagogical

netbook scenarios• Website and teachers’ online community• Evaluation

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)5. Fourier-science pilot (“computerized laboratory”, data loggers)

The Netbook Pilot set-up

National differences e.g. Italian Scuola 2.0,

Fatih-programme in Turkey,

Spanish teachers’ online course

by the MoE (140h)

1. Introduction: about Netbook Pilot, evaluation framework and surveys

2. Main trends arising across the Netbook Pilot countries• Students’ motivation!• Netbook usage• Using netbooks out of school

• Extending the school day• Involving parents

• Using netbooks in school• Media-rich environment• Fourier science pilot

• Teachers’ co-operation• Building teachers’ confidence

3. Take home messages

Outline of the presentation

Various educational contexts:･ Place: in school vs.

out of school use

･ Usage: individual vs.collaborative use

･ Purpose: educationalvs. leisure use

Why the Educational Netbook Pilot

(by Heeok Heo and Jeonghee Seo, NML study, 09)

How are netbooks used in and out of school by teachers

and students? How to implement1:1 pedagogy?

Six participating countries: Jan 2010-July 2011

approx.1360 units

approx.1360 units

approx.1250 units

approx.1220 units

approx.1300 units

approx.1650 units

• Parents: opinion on ICT and netbooks (May ‘11)

• Students: main focus on out of school use (June ‘11)

･ Teachers: netbooks in teaching, collaborationopportunities, PD gains (June‘11)

evalua&onOnline evaluation: anonymous questionnaires

Approx.2/3

Approx.1/2

Approx.1/3

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 thePilot, only a snapshot of the time.

2. Not a comparative studyThe intention is not comparecountries to one another, butto better understand the localdrivers and barriers.

limita&onsLimitations of the evaluation

image: a Turkish netbook class

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

What did netbook teachers think ofthe netbooks’ impact?School

atmosphere & communication

Moreindividualised& more independentlearning

How were netbooks used?

image: a German pre-pilot netbook class

For what tasks did students use netbooksin and out of school?

In general, netbooks moreused out of school!

High-levelInternet tasksas defined by OECD (2010)

Many high-level tasks performed in school

More high-level tasks performed out of school

Where did students practice theirhigh-level Internet tasks on netbooks?

Extending educa&onal ac&vi&esout of official school hours

image: a German pre-pilot netbook class

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

National highlights: 82-94% of netbook students in France, Italy and Turkey took them home daily

29% of students also used netbook after official school hours for “after school activities”

What kind of learning took placeoutside 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

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

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

53% of parents agreed: the use of netbooks in andout of school had an impact on their opportunitiesto be involved in their child’s education

parents involvementParents’ awareness and involvement

Using netbooks in school

Gro

upIn

divi

dual

off-line

1:1 pedagogy1:1 pedagogical scenarios =

orchestrating learning activities

on-line

Fron

tal t

each

ing

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

 83% Frontal teaching•92% “I present, demonstrate and explain to the whole            class”•75% “Pupils give presenta&ons to the whole class”

81%SocialprocessesPupils work ingroups

teachers orchestra&ngHow often, during the netbook class do you

alternate....

Students using with netbooks: • 37% Educa6onal school portal or learning plaNorm• 37% Collabora6on tools e.g. blogs, wikis• 34% Office tools e.g. word edi&ng and spreadsheets  • 30% Subject specific educa6onal soDware            e.g. Maths/science programmes• 24% Digital resources e.g. online quizzes and tests,             anima&ons, videos• 22% Communica6on tools

Teachers using during netbook classes:• 65% projectors• 52% Interac&ve Whiteboards• 24% Virtual Learning Environments and LMS

School subjects:• 45% Mathema6cs

        /Geometry

• 33% History

• 28% Geography

• 24% Modern

foreign languages

• 18% Na6onal

         language/

         literature

• 16% Biology

during the netbook classLearning in a media-rich learning environment

Fourier set‐up

• Subset of NetbookPilot schools

• 9 schools - 6 countries– Germany, Italy,

France, Spain,Turkey, UK

• 670 pupils - 40teachers

• Using individualsensors and netbooksin a group (2-3)

Science pilot with Fourier“computorized lab”

Relevance to science curriculum

Biology

Exp 1 - Heart as a pump 73%

Exp 2 - The Greenhouse Effect 73%

Exp 3 - Recognizing Why You Sweat 64%

Exp 4 - Out of breath 73%

Exp 5 - Abiotic Conditions Under A Rock 32%

Exp 6 - Effect of Light on Photosynthesis 68%

Exp 7 - Respiration rate of germinating seeds 55%

Chemistry

Exp 8 - Freezing and melting of water 50%

Exp 9 - Endothermic reaction 45%

Exp 10 - Acid-Base Titration 27%

Exp 11 - Acid Rain 59%

Exp 12 - The Ideal Gas Law 32%

Physics

Exp 13 - Radiation 36%

Exp 14 - Force Measurements 59%

Exp 15 - Converting Potential Energy to Kinetic Energy 45%

Exp 16 - Position and Velocity Measurements 45%

Survey• to identify most

relevant Fourierexperiments forthe curriculum

• 22 schoolsin 6 countrie

=> 8 experiments relevant to more than 55%

Fourier: Overall conclusionsClear benefits to use computerised laboratory (data loggers)

in science classes: Increased the students’ motivation to learn sciences with up-to-

date digital measurement tools and understanding of the use ofICT

Allowed students’ more autonomous learning, and improved therelations and the cooperation between them

The more they were used, the more positive the effect was onpupils

The main trend for teachersTools positively influence the interest, motivation and skills ofstudents and teachersThe data loggers and materials must me consistent with theirnational curriculaTeachers are very much willing to continue to use sensors intheir classes

Teachers’ co‐opera&on

coopera&on indexNetbook teams: working with other teachers

2/3 of schools had netbook team with mixed level of ICTskills allowing for morepeer-learning.

Building teachers’ confidencein 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 nextschool year showing a high level of buy-in into new ways of working

Take home messages

29

Result 1: Motivation, more engagement

Netbooks motivate learners in learning and school,effecting on school atmosphere and communicationpatterns. Teachers and learners agree they potentiallyenable a more individualised and independent learning.

Recommendation: Schools should make sure thatICT tasks also motivate students, aiming for moreparticipatory, high-level Internet tasks in school.

Result 2: Netbooks extend learning out of school hoursand offer ways for parents to be more involved

The Netbook Pilot shows that when students tooknetbooks home, they did not only use it for leisureactivities. It stimulates learning opportunities around bothformal school tasks, e.g. homework, but also informallearning opportunities.

Recommendation: Learners should feelthe ownership of their netbooks!

Netbooks offer parents new ways to beinvolved in their childʼs education.

Result 3: Systematic vision for pedagogical change

The Pilot showed that ICTs were not only usedin traditional ways in schools (= frontal teaching),but teachers alternated different teaching paradigms,i.e. also individual and collaborative processes.

Recommendation: Pedagogically driven media richscenarios (e.g. 1:1 scenarios), co-designed byteachers and fitting into local curriculum, should be anintegral part of school’s ICT vision.

Give examples of “how”

Result 4: Empowering teachers throughcooperation and PD

Creation of school-based netbook teamsallows for teachers’ formal and informal exchange,peer-learning and building locally sharedknowledge-base on pedagogical practices.

Recommendation: Combining localwith global cooperation

(e.g. on-line community, eTwinning)is a win-win situation!

Teachers, we thank you!www.netbooks.eun.org

image: a Turkish pre-pilot netbook class