Analysis of ICT Use in Education in Denmark - May 2011
Hans Laugesen, a senior educational policy officer in GL, pointed out the challenges and unexplored possibilities in utilizing ICT for teaching both new and traditional competencies in education. The PISA report highlighted disparities in ICT use between genders and emphasized the need for innovative approaches to enhance learning outcomes for all students. The discussion also covered different ways of using ICT in classrooms and various scenarios depicting the integration of technology in education.
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Presentation Transcript
redarrow Hans Laugesen, senior educational policy officer in GL Teachers use of ICT to train both new and traditional competencies So all students are included May 2011 HL 1
PISA on ICT use in Denmark redarrow Boys are among the best in Europe Girls are at the bottom The teachers of boys and girls are the same Same level of technical equipment available It is a pedagogical challenge for teachers! May 2011 /HL 2
Un-used possibilities redarrow Use of ICT as A passive OH-projector for PowerPoint presentations A type writer to register notes or measurements Does not exploit the possibilities for training New working methods And creativity May 2011 /HL 3
Options at many technological levels redarrow 1 or 1-to-1 pc in the classroom change teaching Touchpads/iPads/pda facilitate mobile learning And creativity Mobile phones a small computer, camera etc. But how does it influence learning process? Written contra oral competencies Selection of text types: longer texts are avoided May 2011 /HL 4
Use ICT and do it in different ways redarrow ICT used in different ways can interact with students different learning strategies Boys and girls might benefit differently Ref. PISA CBAS 2006 Quiet girls or immigrant student can perform better in class working with computer Student with different learning disabilities can learn at own speed and be successful Schools have an obligation to overcome a social based digital gab May 2011 /HL 5
Poulsen & Srensens 5 scenarios redarrow The Glasshouse: control the use of ICT, expose the use, and keep part of use hidden without logical order The Nest: student build a nest of relations internal in class protect them from the outside and the teacher The Machine: ICT as a collective ritual all focus on the Smart board The Two Towers: students are segmented: the ambitious girls, the party girls, and the ICT-clever boys The Ford: close to introduce new technology and has given up the old. But in the mean time nothing interesting happens May 2011 /HL 6
Daily use of ICT in classroom redarrow % Glass- house Nest Machine Two Towers Ford Game 50 36 5 60 21 Entertainment 73 64 24 67 38 Class contact 55 93 10 67 8 External contact 46 93 58 73 42 Friendship 55 71 38 87 46 Subject related 100 100 33 80 67 Speak to teacher 0 14 10 20 4 Discuss teaching 46 29 5 20 13 May 2011 /HL From Michael Poulsen and Erik Kruse S rensen s chapter in Ret og Gyldighed i gymnasiet (IFPR/South Danish University, nov. 2009) 7
Consequence of a choice redarrow ICT use creates Glasshouse: conflicts and hierarcy Nest: excluding security zones Machine: a collective mass Two Towers: division Ford: boredom The differences is a result of what school and teacher has made of choice regarding use of ICT or not chosen May 2011 /HL 8
Goals for use of ICT redarrow Train students in use of modern technology Prepare students for job in a modern society Digital competence 1 of 8 EU key competences Train new competences Collect information, be critical, project work Social and civic competences plus initiative and entrepreneurship are also EU key competences Learn more in the subjects No evidence in ELFE or in Handbook on Informa- tion Technology in Primary and Sec. Education May 2011 /HL 9
What to do redarrow No easy recipe. One solution does not fit all. No simple answers in Handbook of Info. Tech. But get inspiration From in-service training, other schools, colleagues Speak to students on how they use ICT Game and learning interacts Google, Face book and Messengers: new classrooms School policy on ICT-use must be discussed w teachers And leave room for trial and error Teachers in teams should agree on use and variations May 2011 /HL 10
Pedagogical training redarrow Pedagogical use of ICT should be included in initial teacher training In-service training should be offered Schools should have not only technical ICT support but also pedagogical ICT support In addition schools should improve knowledge sharing: Learn from any good examples May 2011 /HL 11
OECDs TALIS 2008 redarrow Teachers professional development needs 35 TALIS Denmark 30 25 20 15 10 5 0 Subject field ICT teaching skills Instructional practices Teaching special learning needs students Student discipline and behavior problems May 2011 /HL 12
