1. ICT in Teacher Professional Development: Balancing Between “Learning to Use It” and “Using It to Learn” Albena Todorova University of Munich, Germany Thomas Osburg Intel Corp.,Corporate Affairs Group Europe 35 th Annual Conference of the Association for Teacher Education in Europe, 26-30.08.2010, Budapest, Hungary

2. Intel Corporation: The world’s largest semiconductor manufacturer Leading manufacturer of computer, networking & communication Leading manufacturer of computer, networking & communicationproducts Corporate Social Responsibility Netbooks/ Nettops NAND Visual Computing EmbeddedHealth MID Consumer Electronics WiMAX IA Desktop Mobile Server Core Competency: Technology Environmental Sustainability Citizenship Education

3. Intel ® Teach Portfolio Getting Started Essentials Thinking with Technology Elements Advanced Online Intel Education Initiative Intel ® Higher Education Curriculum Development Technology Entrepreneurship Research Intel Community Programs Intel Learn Intel Computer Clubhouse Intel ® ISEF International Science and Engineering Fair

5. Europe Overview - Programs

6. ICT – learn to use it or use it to learn? Externally provided content knowledgeExternally supported teaching practice Teacher professionalism and collaborative practice Paradigm shift: Technology advancement, availability and accessibility Accumulating ICT competencies Differences between countries in teacher preparation and infrastructure Differences within countries in teachers’ competency level

7. Case: Intel Teach in Germany 2010: Intel Teach Interactive Intel Lehren Interaktiv 2004: Intel Teach - Advanced Online Intel Lehren – Aufbaukurs Online 2000: Intel Teach Essentials/ Teach to the Future Intel Lehren fuer die Zukunft (Grundkurs)

8. Intel Teach Essentials (Teach to the Future/Basic course) Implementation  Implemented in all federal states in Germany  Organized in various formats, e.g. as block seminars, weekend-sessions, weekly course during the week or on Saturday Design  Train-the-trainer model  Face-to-face instruction  Teachers worked individually or in teams  Teachers prepared lesson plans for using software in class

9. Intel Teach – Advanced Online Development and implementation:  Advanced course for furthering teachers’ pedagogical and methodological skills for integrating technology in the classroom  In cooperation with the Academy for Teachers’ Professional Development and School Management in Dillingen (ALP), Bavaria, Germany  offered as state-recognized professional development course in Germany since 2004  Subsequently localized and implemented in 6 further countries

10. Intel Teach – Advanced Online Design:  Blended-learning format: online and face- to-face  On-the-job training, mentor support  Online platform  Collaboration of teachers  Self-directed learning  Sustained engagement  Authentic task: development and implementation of a unit plan  Pedagogical framework “Learning Path” – teachers choose a pedagogical approach or technology tool to learn about and use

11. Evaluation Intel Teach Essentials (Grundkurs): - 2001 – 2004 external evaluation by IBI – Institute for Education in the Information Society, Berlin - follow-up study in 2009 Method: - interviews with Senior teachers (n=16) - Interviews with Master teachers (n=105) - Standard Intel online survey of participants (obligatory) (n=124 389) - IBI online survey (voluntary) (n=60 946) - follow-up: survey of participants (n=2 820) and master teachers (n=148)

12. Evaluation Intel Teach - Advanced Online: - external evaluation for quality assurance and for determining the effects of the training - 2005 – 2008: scientific monitoring of its implementation by the Institute for Media and Educational Technology in the University of Augsburg Method: - online, self-report end-of-training survey of teachers (n=4 633) and survey of mentors (n=152) - survey of teachers (n=418) and university students (n=67) at the educational fair Didacta in 2006 - survey of senior mentors of the program (n=14) - case studies of 16 schools: interviews and group discussions

13. Intel Teach Essentials (Germany) Evaluation: - overall highly positive effect on teachers’ technology skills Follow-up study 5 years after the course:

14. Intel Teach – Advanced Online (Germany) Evaluation:

15. Intel Teach – Advanced Online (Germany) Evaluation:

16. Intel Teach – Advanced Online (Germany) Evaluation:

17. Intel Teach Essentials (Germany) Follow-up study 5 years after the course: Use of digital media for work-related purposes:  Internet research: 84%  Text-processing software: 68,2%  Presentation software: 63,4%  Spreadsheet software: 30,4%  Communication and cooperation: 14,9%  Others: 13%

18. Intel Teach Essentials (Germany) Follow-up study 5 years after the course:  87,9% of the teachers would participate in another intensive training for integration of digital media in teaching  95,7% of the Master teachers believe that there is need for another teacher training program as Intel Essentials, and 81,6% of them would support such training  Desired focus of training: - improvement of competencies for subject-specific integration of digital media (Teachers 78,3%) - improvement of competencies for use of particular applications (70,4%) - improvement of general media-didactical competencies (teachers 66,8%, master teachers 84,2%) - Introductory course for technical-practical use of digital media, as Intel 1 (teachers 25,9%, master teachers 53,2%)  Preferred format of training: - not in the summer break; preferably in-school, longer-term training, in blended-learning format - only 14,3% prefer online training, whereas 26,5% prefer blended- learning format

19. Intel Teach – Advanced Online Evaluation: Personal factors for the sustainability of the program - Positive: good experiences with the prior basic course offered before the advanced program deepening of the already acquired competencies inclination to and interest in digital media - Negative: lack or insufficient experience with digital media lack of interest in the objectives of the program uncertainty of the added value of the program low relevance for career advancement

20. Teachers’ Readiness for Technology Integration in Germany Benchmarking Access and Use of ICT in European Schools, OECD, 2006: Germany  78% of the German teachers used computers in class in 2005-2006, but only 6% used ICT regularly  22% did not use ICT for teaching  48% did not see clear benefits for using ICT  46% reported insufficient skills for integrating technology in teaching  However, the majority of the teachers had positive attitudes toward using ICT for different activities in class

21. Lessons Learned  There is still need for training in basic technology skills in Germany  Most teachers use online resources for class preparation  Professional development offerings need to provide support to teachers with different levels of technology literacy  Teachers require provision of just-in- time support

22. Design and Implementation:  Based on Intel Teach – Advanced Online  More opportunities for collaboration and sharing  Peer Coaching  Moodle-based online platform  Self-directed learning  To include e-Portfolio Intel Teach Interactive

23. Intel Teach Interactive Online Platform: http://www.intel-interaktiv.de/

24. Intel ® Teach – Advanced Online: Moodle-based online platform UK: iCPD http://icpd.ssatrust. org.uk/moodle/

25. Intel ® Teach – Advanced Online: Moodle-based online platform France: Pairform@nce http://national. pairformance.education.f r

26. Intel ® Teach – Advanced Online: Evolution: Moodle-based online platform Spain: http://es-tao.apnet.ru/

27. Implications program changing design inspired by the paradigm shift in teacher professional development are not necessarily aligned with the needs or competencies of teachers novel components require sufficient training but also to be of clear benefit for the teachers before they can be fully utilized for learning online professional development can be enhanced by provision of more and diverse content and tools in open education format (including training for basic technology skills), coupled with scaffolding, e.g. peer coaching, tutoring

28. Thank You! http://www.intel.com/education/teach http://www.intel.com/teachers Albena Todorova:albena.todorva@psy.lmu.de Thomas Osburg: thomas.osburg@intel.com

29. Evaluation results: Reports Boekenkamp, M., Hendricks, W. & Schnetter, K. (2005). Intel® Lehren fuer die Zukunft. Evaluationsbericht. o. O.: IBI – Institut fuer Bildung in der Informationsgesellschaft e. V. Berlin. FLorian, A. (2008). Blended Learning in der Lehrerfortbildung. Evaluation eines onlinegestützten, teambasierten und arbeitsbegleitenden Lehrerfortbildungsangebots im deutsch-sprachigen Raum (Dissertation). Augsburg: Universität Augsburg. Ganz, A. & Reinmann, G. (2007). Blended Learning in der Lehrerfortbildung – Evaluation einer Fortbildungsinitiative zum Einsatz digitaler Medien im Fachunterricht. In Unterrichtswissenschaft, 35 (2), (pp.169-191) Häuptle, E., FLorian, A. & Reinmann, G. (2008). Nachhaltigkeit von Medienprojekten in der Lehrerfortbildung. Abschlussbericht zur Evaluation des Blended Learning-Lehrerfortbildungsprogramms „Intel® Lehren – Aufbaukurs Online“(Arbeitsbericht Nr. 20). Augsburg: Universität Augsburg.