T HE ‘M IRROR ’ ICT U SE IN E DUCATIONAL S ETTINGS Teacher Professional Development for...
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Transcript of T HE ‘M IRROR ’ ICT U SE IN E DUCATIONAL S ETTINGS Teacher Professional Development for...
THE ‘MIRROR’ ICT USE IN EDUCATIONAL SETTINGS
Teacher Professional Development for Tomorrow, Today, 2009Mary Hooker, Research Manager, GeSCI, Dublin
CHANGES DUE TO ICT USE
New technologies have been created as a consequence of scientific advance.
They cannot become autonomous or be understood in isolation from the broader and more powerful social, economic, and political contexts and dynamics (Apple, 1998; Bromley, 1998).
In view of that, as their educational use becomes assimilated, it also mirrors and to a certain degree influences contemporary socio-economic problems and prevailing educational conditions.
Drenoyianni, 2006
THREE BASIC PRINCIPLES For understanding the process of ICT
integration in Teacher Professional Development systems:
Teacher professional learning and development are social processes growing out of joint activity.
People are active agents but they work in sites that are not necessarily of their choosing with tools that constrain and afford their actions.
Teaching and learning systems are constantly subject to change and these changes are driven by contradictions and tensions which can lead to expansive learning (Cole and Russel 2002 cited in Hardman, 2008).
MIRROR 1 – STORY TELLING
Story telling in a conversational setting with its associations for risk-taking and permissiveness, ‘may be more likely to reveal uncomfortable experiences, ideas, issues and concerns… conditions (that) can increase the odds for productive learning’.
McDrury and Alterio (2002, cited in Haigh, 2005:12)
Process involves
•The collection of significant change (SC) stories from the practice level
•the systematic selection of the most significant of these stories by panels or working groups of stakeholders or staff
THE ‘MOST SIGNIFICANT CHANGE’ (MSC) TECHNIQUE
TH
E K
ER
NEL
‘Looking back over the last month, what do you think was the most significant change in your practice since using computers in your classroom?’
THE ‘MOST SIGNIFICANT CHANGE’ (MSC) TECHNIQUE
TH
E K
ER
NEL
‘From among all these significant change stories, what do you think was the most significant change of all?’
THE ‘MOST SIGNIFICANT CHANGE’ (MSC) TECHNIQUE
MIRROR 2 – THE CHANGE ENVIRONMENT
Past
Present
Future
CHANGE ENVIRONMENT...
’Mirror’of everyday
practice(Historical and
ongoing)
Activity systemframework
StakeholdersFacilitators
New solutions, new model for practice
Conceptual tools
Engestrom, 2003
The activity system
Subject
Object
Outcomesense,
meaning
Rules Community Division of labor
Instruments:tools and signs
ICT IMPLEMENTSICT SKILLSCHANGE LABCHANGE OF MINDSET
ICT INTERGRATION ACROSS THE CURRICILUM
TEACHER/ STUDENT MANAGEMENT
A. TIME TABLING (COMPUTER LABS)
B. TEACHING LOADS
C. OTHER COMPUTER REGULATIONS
D. POLICIES
MINISTRIAL AND SCHOOL LEVEL COORDINATION (CDNE, DEPT SEC, SMT).
PROVIDERS OUTSIDE THE SCHOOL
PTA
POLICY MAKERS
MOE DEPARTMENTS e.g. TT&D AND DNFE
CITIZENS WITH HIGH LEVELS OF ICT LITERACY
Facilitating Expansive School Transformation Using ICT in the SADC Region: A Botswana Pilot Project
Nleya, 2009
FIV
E L
EV
ELS
OF P
RO
FES
SIO
NA
L D
EV
ELO
PM
EN
T
EV
ALU
ATIO
N
Does Teacher Professional Development in ICT make a difference?
Evaluation Level What is measured and assessed
1. Participants’ Reactions
Initial satisfaction with the experience
2. Participants’ Learning
New Knowledge and skills of participants
3. Organization Support & Change
The organization’s advocacy, support, accommodation, facilitation and recognition
4. Participants’ Use of New Knowledge and Skills
Degree and quality of implementation
5. Student Learning Outcomes
Student learning outcomes: Cognitive, Affective and Psychomotor Guskey,
2002
GROUP TASK: 4 STORIES OF ICT IMPLEMENTATION IN PRACTICE
Mirror 2What ‘tensions’ do the stories reveal in educational practice?
Mirror 1Which story represents the ‘most significant’ change?
Teacher A?Teacher B?Teacher C?Student D?
MO
ST S
IGN
IFIC
AN
T C
HA
NG
E S
TO
RIE
S
What about Teachers B and C?
Groups Teacher A
Teacher B
Teacher C
Pupil A
1 √
2 √ √
3 √ √
Total 2 0 0 3
STORIES SELECTED
Teacher B – in the ‘mainstream’ of ICT integration programmes in education systems
Teacher B, Object, Tools, Role, Rules, Community
Tools
Teacher B Object
Rules Community Roles
TEACHER B
RoleWhat is your role in the ICT programme?
My role in this programme I think is to... to help students and teachers to be in contact with Partner Programme – they have to learn something.
Tools - ICT
Teacher B
Role Liaise between school and
partner
TEACHER B
GoalWhat is the purpose of the programme?
I think that it is all about ICT, about computer and programmes, different programmes…
Tools ICT
Teacher B Object ICT Literacy
Role Liaise between school
and partner
TEACHER BRules
Do you collaborate with other teachers about how ICT can be used in teaching and learning?
For now no, the teacher has a lot of, many periods, 27, 28, we are not permitted to get time to discuss about it... The high priority for teachers is to prepare notes for what they have to teach their students in their subjects... And marking, that is what I think...
Tools ICT
Teacher B Object ICT Literacy
Rules Role School time-table Liaise between school and partner Curriculum National Examinations
TEACHER B
CommunityDo teachers ever communicate with teachers in other schools?
Not so much actually, not so much... But if we can discuss with the teachers, during our time, our free time, we can say, we can help each other
Tools - ICT
Teacher B Object ICT Literacy
Rules Community Role School time-table Teachers Liaise between school and
partner Curriculum Management National Examinations
REFERENCES Davies, R and Dart, J. 2007. The ‘Most Significant Change’ Technique [Online].
Available from: http://www.mande.co.uk/docs/MSCGuide.pdf Drenoyianni, H. (2006). Reconsidering change and ICT: Perspectives of a human
and democratic education. Education and Information Technologies [Online]. 11(3), 401-413. Available from: Springlink http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 14 April 2009]
Engestrom, R. 2003. Change lab – a new perspective to teachers’ professional development [Online]. Available from WITFOR at: www.witfor.org.bw/doc/dr_ritva_education.ppt [Accessed 19 April 2009]
Guskey, T.R. 2002. Does it Make a Diference? Evaluating Professional Development Educational Leadership [Online]. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 21 December 2008]
Haig, N. 2005. Everyday Conversation as a Context for Professional Learning and Development. International Journal for Academic Development [Online]. 10 (1), pp3-16. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 21 December 2008]
Nleya, P. 2009. Facilitating Expansive School Transformation Using ICT in the SADC Region: A Botswana Pilot Project IN: Workshop on Perspectives for North/South Research for ICT in Education 21 April, 2009 [Online]. Available from GeSCI at: www.gesci.org [Accessed 27 April 2009]