ZELIG FACES THE CLASS – Teachers and Trainers As Key Actors in E-learning Andrea Kárpáti Eötvös Loránd University UNESCO Centre for ICT in Education

Film: ICT-supported teaching at universities FRONTAL PRESENTATION revived: visually enhanced, higher / longer attention, deeper understanding through moving images, simulations, models Access: local / global, repeatable – no time/place constraints, but technical limitations apply Feedback: verbal / written, instant / delayed, individual initiative / mentored dialogue / open forum Share of workload: presenter, teaching assistant, tutor, mentor: different levels of competence and accessibility Examination: transparent learning material, constant and complete availability

TEACHERS’ ROLES CHANGE according to educational paradigm changes Education / industrial societyEducation / knowledge society Instruction in facts, data, rules, ready-made solutions Formation of abilities, competencies, expertise and attitudes Transfer of closed, definitive “textbook knowledge” Learning is a lifelong process in knowledge networks Learning in closed homogeneous groups at school Learning in flexible, frequently heterogeneous groups in formal and informal settings Teacher: the „sage on the stage”Teacher: the guide on the side” Illustrative technology – homogeneous content Interactive technology provides customised content Class - roomOpen cconstructivist learning spaces Local cultural identityLocal and global cultural awareness

The Digital Zelig: Teachers’ beliefs and changing faces of ICT (EMILE Study, , Beliefs about the nature of knowledge: –„technicist” paradigm: solid content knowledge  ICT-based drills, quizzes, tests –„skills focused” paradigm: ICT for individualised development  adaptive tests Decisions based on naive educational theories –Technophobie and technophilia –Arts teachers value talent, emphaty, erudition, –Science teachers value inquisitiveness, empirical orientation and precision Teachers of the two areas use ICT almost equally

LEONARDO THEMATIC MONITORING, LEONARDO THEMATIC MONITORING, teacher-related issues Are the selected teaching forms suited to initiating and supporting the learning process? Which educational theory of (e)Learning forms the basis of the eLearning approach? Does the learning programme include teacher training components in the pilot / later phase? Is there support material for future teacher- users of the course?

Thematic Monitoring - Results of the First Step Classification of the projects in relation to e- learning

Thematic Monitoring – Results / First Step Perception of e-learning as an...

Thematic Monitoring - Results / First Step Processes supported in the e-learning projects

Thematic Monitoring - Results / First Step Projects mostly technologically oriented with no techer training technology

OPEN UNIVERSITY, + RM, UK

Overview – Learning Schools Programme A professional development programme from the Open University and RM which aims to provide every teacher and school librarian with: the skills to use ICT as a teaching tool in Primary and all Secondary subjects; practical ideas and approaches to apply in their own teaching; a personal route through the training to support individual needs and study patterns; the opportunity to share knowledge, exchange ideas and gain new skills; a whole-school management and support structure; a common understanding of how, when and when not to use ICT in the classroom.

Training Methods  Location of Training: in-school, so that the training can normally be carried out on the available ICT equipment within the school's resources.  Training Method: self-study with practical classroom-based activities and mentoring.  Duration of Training: modular structure supports flexible adaptation for the different needs and interests - typical training period will be hours, over one or two terms

Learning Schools Programme Materials and Support

ICT - enriched curricula in mathematics, physics, foreign languages (2000/2001) biology, chemistry, visual arts/art history (2001/2002) Age groups: 13, 15 and 17 years Sample: 57 Hungarian primary and secondary schools with exemplary and average ICT use Teacher training model: mentored innovation. School- based training, manuals with CD, video documentaries, online database: syllabus + lesson plans Results: increased learning performance, motivation, positive attitudes towards science and ICT „ICT and the Quality of Learning” OECD CERI,

„ICT for Maths, Physics, Chemistry, Biology, Foreign Languages, Fine Arts”, teachers’ manuals with CD-ROM,

ICT in Education in Gypsy Schools – OECD „Promoting Equity Through ICT” project, , Hungarian contribution Aim : prepare Gypsy students for secondary education through ICT-supported skills development Teacher training: discipline-based mentoring at own school, peer support groups, minority culture at centre ICT enriched disciplines: – Mathematics – Mother Tongue – Visual Arts – Science (Physics, Chemistry)

Future Learning Environment ( Environment for computer-supported collaborative learning Virtual classroom, communication and co-operation within classes

Simulations, animations of processes, ICT based teaching methods, conferences, projects

Computer-supported constructivist learning environment for ages 6-12

Cognitive knowledge building tool: Expandable, interactive database Marlene Scardalamalia Carl Bereiter University of Toronto

Design and experioment Modelling based on observations Sharing hypotheses Results of peers Sharing a new model Additional experiment? Modelling environment Modelling environment Colaboration Experimental environment Simulation Local lab Remote lab Internet database Experimental environment Simulation Local lab Remote lab Internet database Co-Lab

Ton de Yong,

Problems of educational assessment Grading is a social message – but classic testing is not appropriate for new educational paradigms (Pelgrum, 2003) Evaluation of factual knowledge ignores skills and personality development – not authentic Grades of teachers useless as measures - match neither knowledge tests nor cognitive assessment results PISA 2000: dissatisfaction of parents, teachers, students with self and other parties Teachers are not trained for mentoring, tutoring, coaching – only for teaching and grading

Assessment in an ICT enriched environment  - Digital test bank: easy to use, reliable, expandable, customisable  Random or planned combinations of tasks of many difficulty levels and content areas: differentiated evaluation of performance  Instantaneous, detailed feedback on results: problem solving strategies traced, typical and individual mistakes selected  Environment for practice, self-testing and testing  Increased feeling of competency both for teachers and students

MOVELEX by Kornél Varga, Hungary: varied tasks: selection, completion, matching images, words and sounds Assessment: green: good, red: bad, blue: missing answer Statistics provided: results for class, students, school, comparisons within these groups and national average

Teachers can follow the testing process on their screen Colours: green: good, red: bad, blue: missing answer Yellow: in process

Teachers can set parameters for tests Test or practice Time limits for items Show or hide solutions Different sequence of items for each student Different items for students or groups Grading ( % = grade) ICT empovers the competent teacher

How to prepare teachers for ICT use What does not workWhat does not work –Individual explorations after enthusiastic conference talk –Students, own child and spouse as coaches –Crash course in the high tech lab of training firm –Using traditional methods with the help of ICT (computer as overhead projector) What works:What works: –Role modelling at college (in pre-servive training) –School-based training through authentic tasks –Mentored educational innovation –Lifelong learning supported by manuals and e-learning –Curriculum improvement caused / supported by ICT

ZELIG FACES THE CLASS – Teachers and Trainers As Key Actors in E-learning Andrea Kárpáti Eötvös Loránd University UNESCO Centre for ICT in Education