Hege-René Hansen Åsand

Institutt for Informasjonsvitenskap

Universitetet i Bergen

ICT in education -the role of the

facilitator

content

projects questions design method preliminary findings summary references

project

From chaos to knowledge background models tools setting

project: background

From chaos to knowledge spearheaded by NSD in co-operation with

HEMIL-centre The Educational Department at Bergen University

College

funded by ITU and one of the main projects for the period ranging between 2000-2003.

the primary goal: Develop and evaluate learning effectiveness of two pedagogical-technologocal model, based on

Problem-based learning

students as researchers

project: models

Interactive whiteboard model (ITM)

Project work model(PAM)

project: tools

NSDstat school Statistical software nsd

Window towards the Society 1

ICT-based learning package nsd

Internet

project: setting

12 secondary and upper-secondary schools in

Hordaland County

subject domain: social science

(gender role and partnerships)

one classin upper-secondary school, 17 pupils the pupils are familiar with the use of computers the teacher have good knowledge about the software

and the use of computers

questions

perspective:teacher as facilitator

how does the dialogue between the pupils and the teacher start? who is initiating the dialogue? what kind of dialogues are taking place?

categories – facilitator roles: support domain authority organiser task interpreter conversational peer

Andreas LundInstitute of Teacher Education and School Development University of Oslo

design

Problem

Hypothesis

Argumentation

ResultTrigger Competence

knowledge building unit of analysis

one group of pupils the teacher

theory

expand the knowledge level

(Vygotsky, ZPD)

Potensielt kunnskapsnivå:

Dette kan eleven utføre i samarbeid med andre

Faktisk kunnskapsnivå:

Dette kan eleven gjøre alene

ZPD:

Totalt utviklingspotensiale

method

data collection video observation interview questionary

videorecording one group of pupils camera on tripod observing in the

background

preliminary findings

how does the dialogue between the pupils and the teacher start?

findings: Situations

lesson start-up, plenary breakdowns, pupils out of focus, what now? pupils asking for help teacher look up the groups, asking about progress

preliminary findings

who is initiating the dialogue? findings:

both pupils and teacher initiate the dialogue who: depends on the situation

pupils - what now?

- is this right? teacher - control

- asking about progress

- giving advice

preliminary findings

what kind of dialogues are taking place?

findings: categories of roles for the facilitator/teacher

using different roles, shifting all the time expected the support role to be distinctive… ...but all roles where presence

motivation important!

summary

when using ICT in education, the teacher have a new role - support

important that the teacher have knowledge about the software

the teachers confidence with the use of ICT, have influence on the pupils

external factors have influence on both teacher and pupils

preparatory work is important

more information?

e-mail: hege-rene.asand@ifi.uib.no homepage: http://www.ifi.uib.no/student/v99/d1166/

DoCTA – NSS http://www.ifi.uib.no/projects/docta/doctaNSS.htm

From chaos to knowledge http://www.nsd.uib.no/skoleveven/kaos/index.html

references

Bødker, S. (1996). Applying activity teory to video analysis: How to make sense of video data, in B.A. Nardi, Ed., ”Context and consciousness: Activity Theory and Human-computer Interaction, MA:MIT Press, Cambridge, pp. 147-174

Enger, K. Project description: Fra Kunnskap til Kaos. Available on the web 27.03.01: http://www.nsd.uib.no/skoleveven/kaos/Info/index.html

Engeström, Y. (1987), Learning By Expanding: An activity-theoretical approach to developmental research, Orieta-Konsultit Oy, Helsinki.

Høyland, A., Omdahl, K. And H. Åsand (2001), Video as Technique for Data Collection in two CSCL Studies, in Paper presentet at IRIS24, Norway,

Hellevik, Ottar, (1991), Forskningsmetode i sosiologi og statsvitenskap, Oslo: Universitetsforlaget

Jordan, B., & A. Henderson (1995), Interaction analysis: Foundations and practice. The Journal of the Learning Sciences.Available on the web 10.02.01:http://lrs.ed.uiuc.edu/students/c-merkel/IASEC1.HTM

Koshmann, T. (1996), Paradigm shifts and instructional technology: An introduction, in T. Koschmann, Ed., ‘CSCL: Theory and Practice of an Emerging Paradigm, Lawrence Erlbaum Assosiates, New Jersey.

references

Muukkonen, H., K. Hakkarainen, L. Lipponen & T. Leinonen (1999), Computer Support for Knowledge Building, in 'Paper presented at the Ninth European Congress on Work and Organizational Psycology', Espoo-Helsinki, Finland, May 15, Available on the web 08.04.01 at http://fle.uiah.fi/research/eawopper.html

Pettersen, R. C., (2000), PBL - Problembasert læring – for studenten, Universitetsforlaget, Otta, Norway.

Potter, J. (1997), Discourse analysis as a way of analysing naturally occuring talk, in D. Silverman, Ed., ‘Qualitative Research: Theory, Method and Practice’, SAGE Publications, London.

Ruhleder, K., & B. Jordan (1997), Capturing Complex, Distributed Activities–Video–Based Interaction Analysis as a Component of workplace Ethnography.

Available on the Web 08.02.01: http://alexia.lis.uiuc.edu/~ruhleder/publications/97.IFIPWG82.html

Scardamalia, M. & C. Bereiter (1996). Computer support for knowledge-building communities. In T. Koschmann, Ed., ‘CSCL: Theory and practice of an emerging.

Suchman, L. & R. H. Trigg (1991), Understanding Practice: Video as a Medium for Reflection and Design, in J. Greenbaum and M. Kyng, eds., ‘Design at Work: Cooperative Design of Computer Systems’, Lawrence Erlbaum, New Jersey

references

Säljö, Roger, (2000), ”Lärande i praktiken – ett sociokulturellt perspektiv”, Stockholm: Bokförlaget Prisma

Vygotsky, L.S., (1978), ”Mind in Society”, Cambridge: Harvard University Press

Yin, R. K., (1994), Case Study Research: Design and Methods, Second Edition, ‘Applied Social Research Methods Series’, Volume 5, SAGE Publications