OPEN MINDS for OPEN CLASSROOMS - ICT and Equity: a Global Challenge - Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technology

Traditional culture / Cyberculture Traditional media 1. Broadcast 2. Dominant role: viewer (consumer) 3. Democratic pattern of diffusion 4. Works produced by large teams, expensive infrastructure needed 5. Value-laden, ambiguous 6. Linear stream of information, easy to manipulate 7. Limited number of similar, targeted options Cybermedia 1. Constructed 2. Dominant role: creator, investigator 3. Immersion depends on financial means and infrastructure 4. When basic techniques are learnt, individual work can be produced professionally 5. Transparent, allows a multiplicity of value systems 6. Multinode structure of information sources 7. Users find suitable information from an endless variety of loosely structured sources

Jean- Michel Basquiat, 1980

Basquiat and Andy Warhol in 1984 in New York

Keith Harring: Untitled, 1984 Roy Lichtenstein: Keds, 1961

„Hole in the Wall”, India Unrecognised intelligences revealed

PC related attitudes and use PC related attitudes and use (G. Hanczár, G. Blénessy, ) 2983 use and attitude tests of 204 items, factor analysis Antagonists (4%) general hatred for technology physical symptoms when using PC below average learning results and school behaviour Logical thinkers (14 %) neutral towards technology, moderately like games good at applying knowledge to new ICT tasks good in mathematics, average behaviour Snobbish protagonists (16 %) enthusiastic about ICT with little knowledge claim to know all programming languages - even fakes

PC related attitudes and use 2. Challenge seekers (16 %) technology is a necessity, difficult but learnable often solve school tasks with PC, rarely play enjoy outdoor activities and sports, good at school Hedonists (12 %) enjoy technology, but do not learn it chat, , adventures games, good equipment below average learning results, popular among peers Gamers (20 %) enthusiastic about ICT,vast knowledge, build hardware hate programming but believe in the potentials of PC bad at school, even in Information Technology!

Z elig faces the class – teachers and trainers as key actors in e-learning

TEACHERS’ ROLES at Open Classrooms 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

In OECD countries, infrastructure and student competence does not contribute to the success of the reforms teacher attitudes, motivation and competence are more important reform-oriented educational institutions with dedicated and highly trained staff to be the first to introduce ICT successfully In Hungary, ICT infrastructure at schools played a more important part in educational reforms – ICT acted like theTroyan horse TECHNOLOGY AS A CATALIST - OECD, „ICT and the Quality of Learning”, 2001

ICT in Education in Gypsy Schools, Aim: promote equity through introducing ICT-based teaching and learning methods in 10 primary schools in villages of Borsod-Abauj-Zemplén County, with 50% or more Gypsy student population, prepare students for secondary education and individual studies ICT enriched disciplines: Mother Tongue, Visual Arts, Science (Physics, Chemistry) Mathematics, Biology

 OECD, „Promoting Equity Through ICT in Education” Seminar, Budapest, June 2003 Case studies from 14 countries Meta-analysis of IEA, PISA and SITES testing studies International policy survey on the handicapped

ICT at the service of formative assessment Differentiated, adaptive, made to measure development realised „at the click of button” Multi-level registration of classroom processes Immediate feedback of results Elaboration of skills enhancement strategies, based on the results of assessment Interactive knowledge sharing environment– transparency of mutual expectations, assessment methods and developmental data

Andrea Kárpáti Eötvös University, Faculty of Sciences, Centre for Multimedia and Educational Technology