1. Education in the information society Emerging trends and challenges for education Joke Voogt, University of Twente, Enschede, The Netherlands

2. More information? voogt@edte.utwente.nl R.B. Kozma (Ed.) (2003). Technology, Innovation and educational change: a global perspective. Eugene (Or): ISTE.

3. ICT in the curriculum To prepare for society - ICT as object To prepare for jobs - ICT as aspect To enhance teaching and learning – ICT as medium

4. Curriculum components Why What How Where When Rationale Content Aims & Objectives Assessment Learning activities Teacher role Materials & Resources Grouping Location Time

5. The curriculum spiderweb

6. Towards an emerging pedagogy Active Collaborative Creative Integrative Evaluative (See also handout)

7. Second Information Technology in Education Study (SITES) Three modules: Module 1: school survey (1997-1999) Module 2: case studies on innovative practices (1999-2002) Module 3: school, student & teacher survey (2004 – 2007)

8. Research Questions How do the SITES innovations change curriculum content and goals change curriculum organization & activities change the way student outcomes are assessed have impact on student and teacher outcomes How does ICT support these changes

9. Selection of cases In-depth analysis of : 32 cases that reported curriculum had changed in content and/or goals other than subject matter/ ICT related and that ICT had supported that change A focused scan of a random selection of the other cases

10. Integration in the curriculum Integrated in a subject ICT: to improve the learning of content Cross curricular in projects ICT: to facilitate the implementation of LLL-goals School-wide ICT: to facilitate the realization of a vision on teaching & learning

11. Change in content A different way of dealing with existing content Focus: More in-depth understanding of concepts ICT Use of subject matter specific ICT applications

12. Change in goals Information handling Communication and collaboration Student responsibility for learning ICT skills ICT General applications

13. Change in organization and activities Variations: from classroom lessons to project work Research projects & product creation Teacher role: advising students structuring monitoring progress

14. Assessment practices Starting to change More formative: feedback, self/peer assessment Only in a few cases major changes were observed: a mix of teacher and student assessments, use of portfolios

15. Outcomes Students: Positive attitudes, ICT skills, Collaborative skills Teachers: Positive attitudes, Pedagogical skills Less mentioned: Students: subject matter knowledge, meta cognitive skills, information handling Teachers: ICT skills, collaborative skills Perceived impact based on opinions (few harddata)

16. Conclusions Many SITES innovations aimed at skills that were important for the information society made learning meaningful to students; crossed boundaries of traditional subjects started to change assessment practices used ICT to facilitate the creation of an authentic context and/or to facilitate guided inquiry

17. Conclusions contd Not many SITES innovations break the walls of the school to the outside world make learning independent from time/place

18. Making teaching and learning motivating and challenging