Practical ICT Didactics
Said HadjerrouitAgder University College
Faculty of Mathematics and Sciences
Kristiansand - Norway
IUFM, Montpellier March 7, 2006
Topics & Objectives Didactics of informatics (ICT didactics) as academic discipline Didactical relation model Learning theories
LMS Classfronter as electronic platform• Classfronter as learning environment• Pedagogical use of Classfronter
ICT in the School Curriculum Examples of pedagogical software
School curriculum (L97, R94, New Curriculum) ICT in primary and lower secondary schools (L97) ICT in upper secondary schools (R94)
ICT topics in secondary schools (fall semester 2005) Teaching practice programmes with a duration of six weeks;
Primary and lower secondary schools: from the end of Sept until the beginning of Nov 2005. Upper secondary schools: from the end of Jan until the beginning of March 2006.
Research-based task based on a new ICT training concept
Didactics of Informatics Didactics of Informatics is a new discipline.
It does not exit any didactical tradition
To lay the groundwork for a strong foundation, we
must ask fundamental questions: What? Content
How? Teaching & learning methods
Why? Objectives / goals
Who? Teachers, pupils, school leaders, etc.
What?What are the particularities, goals and ambitions, and
underlying ideas of informatics?
Informatics as science & engineering discipline
Informatics as theoretical/mathematical, technical and practical science
Informatics as interdisciplinary subject (mathematics, language, engineering, etc.)
Historical development of informatics and informatics didactics
Why?
Subject’s legitimacy in schools?
Why is ICT important in schools?
Why should pupils learn ICT?
How?
How should informatics content be organized and structured?
How to promote students’ learning?
How should learning be evaluated?
Who?
Answers to what, how and why questions
depend on
who are the pupils ?
which school ? and
which society ?
Didactic Relation ModelAssumes that different parts of the educational system are
related to each other, and that there is a reciprocal influence
between the elements:
Students’ characteristics and prerequisite knowledge
Course content
Learning goals
Methods of working and teaching methods
Assessment procedures
Learning environment, conditions and resources
Didactic Relation Model
Didactic Relation Model Students’ abilities are prerequisite knowledge and skills, educational background
and experience, as well as personal experiences.
External conditions are factors that make learning possible, such as computer equipment, resources, library, books, place, classroom settings, economical conditions, legal and ethical conventions, curriculum, time table, syllabus, etc.
Learning goals are about what the students should possess after finishing the IT-training course in terms of concepts, methods, theory, practices, ideas and principles.
Learning content is learning material that is associated with the subject matter, its topics and subtopics and how these are broken down into lessons.
Learning process is concerned with methods and activities based on learning theories, such as reading textbooks, doing exercises, performing projects, as well as the process of changing students’ knowledge to new knowledge.
Assessment is the process of assessing the student learning and how this can be done, such as oral and written exams, writing a report, performing a project, etc.
Didactic Relation Model:How to prepare, plan, implement and evaluate ICT teaching?
Learning Theories
Behaviorism
Cognitive constructivism
Social constructivism / Collaborative learning
Behaviorism The goal is to transmit knowledge from the instructor to the
learners.
Learning is seen as largely as a passive process.
Teachers/ Instructors are central to learning activities.
There are few opportunities for learners to express their own ideas.
Behaviorism stimulates surface learning and knowledge reproduction.
Stability and certainty with respect to knowledge acquisition and learning outcomes.
Cognitive Constructivism (Piaget) Learning is an active construction process whereby learners construct
their own knowledge based upon their prior knowledge.
Constructivist learning takes place as learners solve authentic tasks within a meaningful, real-world environment.
The process of constructing knowledge requires cognitive skills (reasoning, analyzing, reflecting, evaluating, critical thinking).
Teachers serve primarily as guides of learning, not as transmitters of knowledge.
Assessment should focus on student’s cognitive development.
Social Constructivism (Vigotsky) Learning is derived from and proceed by social relationships
through participation in social activities with others.
Learning occurs through discussion, dialogue, collaboration, and information sharing with other people, e.g. teachers, fellow learners, etc.
Assessment should focus on students’ collaborative skills, group and project work.
Learning Theories, Teaching Methods and ICT Behaviorism
• Skinner
Cognitive constructivism • Piaget
Social constructivism• Vygotsky
Course Teaching Methods Lectures (4 hours x 15 weeks) Group work Project work Discussion forum Teaching practice in primary and secondary schools Compulsory work Research work Oral and written exams Intensive weekend seminars may be part of the
course.
Course Electronic Platform: LMS Classfronter Classfronter is an LMS (Learning Management System)
Classfronter is a net based arena where teachers, lecturers, students and others
• may read, store, delete, change course information
• may share different kinds of information resources with all or selected users in the system
• may need to collaborate and communicate electronically (discussion, chats)
LMS Classfronter
Classfronter is totally web based.
Users need an Internet connection (http://www.hia.no/classfronter) a web browser (Internet Explorer) and a PC setup that allow communication with the Classfronter server
Classfronter is an access controlled system. Users need a user name and password to access the system.
Discussion Forum
Discussion topics
ICT as tool to support learning at primary and lower secondary schools
ICT as academic discipline at upper secondary schools
Face-to-face and Classfronter discussions
ICT in the School Curriculum
1. Using ICT as an educational tool in primary school, lower secondary, and upper secondary school level:
Standard software Pedagogical software Internet & web ICT as medium to support dialog
Web-enabled discussion / e-mail
Discussion forum, chats
2. ICT as academic discipline (informatics) at the upper secondary school level.
ICT in Primary and Lower Secondary Schools: Topics
State of the art • Pupils’ use of ICT (Internet surfing, e-post, word, games)
• Teachers’ use of ICT (most for teaching)
• Pupils’ and teachers’ skills
• Schools’ PC equipment
• Home computing more and more important for ICT competence
Pedagogical software School Curriculum L 97 for compulsory education
(age 6 – 16)
Pedagogical Software School curriculum L 97 defines 3 types of software:
• Standard software - Text processing (Word), spreadsheets (Excel), Power Point,
databases (Access), etc. • Data network (Internet) • Another type of software
Pedagogical software is included in “another type of software".
Classification criteria• Domain of use (mathematics, science, language, etc.)• Student group (age, school stage, etc.)• Technical criteria (memory capacity, platform, etc.)
Pedagogical Software: Multimedialab
Pedagogical Software: Multimedialab
Solar system Pythagoras axiom Napoleon’s live Norwegian artists Computer configuration
School Curriculum
Curriculum for Primary and Lower Secondary Education (L 97)
Curriculum for Upper Secondary Education (R 94)
New curriculum (gradually from 2006-2007)
Curriculum for Primary and Lower Secondary Education: L 97
L 97 consists of three main parts:
The core curriculum for compulsory, upper secondary and adult education (general part) - became effective from September 1993
Principles and guidelines for compulsory education - is the bridge between the core curriculum and the subject syllabuses.
Subject syllabuses - are based on the core curriculum and formulated in accordance with the principles and guidelines for compulsory education
Separate curriculum, L97 Sami, for the Sami pupils in order to preserve anddevelop the Sami language, culture and social life.
Curriculum for Primary and Lower Secondary Education (L 97) Foreword Core curriculum: General part Principles and guidelines for compulsory education Christian Knowledge and Religious and Ethical education Norwegian Norwegian Sign Language as a first language - Language for deaf pupils. Mathematics Social Studies Art and Crafts Science and the environment English Music Home economics Physical education Compulsory additional subjects Class and pupil council activities School’s and pupils options
L 97: The School Structure Structural changes:
School starts at the age of six (instead of seven)
10 years schooling (instead of nine)
Compulsory education is divided into three stages:
Primary stage: grades 1– 4 (age 6–10)
Intermediate stage: grades 5 – 7 (age 10–13)
Lower secondary stage: grades 8 – 10 (age 13–16)
Core curriculum for Primary and Lower Secondary Education: General Part
Foreword Introduction The spiritual human being The creative human being The working human being The liberally-educated human being The social human being The environmentally -aware human being The integrated human being
Principles and Guidelines: The bridge between the core curriculum and the subject syllabuses.
Introduction One school for all An environment in which to learn and grow up Subject syllabus – Content and Structure Local work on subject syllabuses Characteristics of the main stages Methods, learning materials and assessment Learning materials Assessment Allocation of subjects and periods
Curriculum for Upper Secondary Education (R 94)
Common general subjects:
Norwegian
Civics Advanced Course I
Religion and Ethics
History
Second and Third Foreign Language
Curriculum for Upper Secondary Education (R 94)
Specialized Subjects in General and Business Studies Business Studies Biology English Physics Geography ICT Operator - Training in Working Life Information Technology Chemistry Marketing Mathematics Media Studies Accounts Law Sociology Economics
Information TechnologyChapter 1: General information 1 1.1 Introduction 1 1.2 The specialized subject Information Technology 3 1.2.1 User Systems (1A) 3 1.2.2 System Development (2A) 4 1.2.3 Information Processing (1B) 4 1.2.4 System operations (2B) 5
Chapter 2: Objectives and learning targets 6 2.1 Common objectives for the specialized subject, Information Technology 6 2.2 Information Technology 7 2.2.1 User Systems (1A) 7 2.2.2 System Development (2A) 9 2.2.3 Information Processing (1B) 12 2.2.4 System Operations (2B) 14
Chapter 3: Assessment 17 3.1 Why assessment? 17 3.2 What shall be assessed? 17 3.3 How shall assessment be carried out? 17 3.4 Special conditions – Project work 18
Appendix 1 19 Distribution of tuition hours per module in Information Technology 19
Information TechnologyIT is a specialized subject. It consists of 4 modules,each of 187 hours (an average of 5 hours per week):
Module 1A must be taken by all who take IT and is founded on what is learned on the foundation course in General & Business Studies.
Module 2A is a depth study module founded on 1A.
Module 1B is founded on 1A, but can be taken simultaneously with 1A.
Module 2B is a depth study module founded on 1B.
Information Technology
Module 2ASYSTEM
DEVELOPMENT(5 hours )
Module 2BSYSTEM
OPERATIONS(5 hours)
Module 1A USER
SYSTEMS(5 hours )
Module 1BINFORMATIONPROCESSING
(5 hours)
User Systems (1A)
Software tools that are used at all levels of public & private life
according to laws and rules (data privacy, ethical norms, etc)
Word processing
Spreadsheets
Databases, and
Programs for simulation, graphics, multimedia, networks (Internet, intranet, web)
System Development (1 B)
Development of information systems in organizations.
Analysing and assessing situations, detecting problems, constructing software solutions and implementing them.
Evaluation, maintenance and further development.
Modelling approaches, methods and techniques (UML).
Analysis of social effects for people affected by SD, as direct or indirect participants in the developmental process.
Information Processing (1B) 1B can be viewed as enlarging on and pursuing further topics in 1A.
Understand terms such as hypothesis, theory, model, method, technique, & tools
General principles for modelling and applications of models such as analysis, specification, design, abstraction, generalizations, specialization, reuse, interpretation, experimentation & realization.
Use of models in private & public establishments in implementing information systems.
Examples are models used as the basis for numerical calculations (including budgeting), databases, object-oriented software libraries, simulation, statistical analysis and graphic representation (including animation).
System Operations (2B) Module 2B is a further development of some of the topics in 1A &
1B.
Evaluate, select, install, configure, and maintain computer equipment (hardware and software) and operating systems
Knowledge of networks and security procedures
Operational tasks for small & medium-sized systems; operations on local area networks, cooperative and shared use of computer resources.
New Curriculum (from 2006-2007)
Core curriculum maintained
Introduction of a National framework for quality
Continuous curricula
Clear competence goals for pupils and apprentices
Objectives for basic skills integrated into all subjects
New Curriculum: Basic Skills The ability to express oneself orally
The ability to read
The ability to do arithmetic
The ability to express oneself in writing
The ability to use information and communication technology
New Curriculum: Information Technology
Information Technology I(187 hours)
Information Technology II(187 hours)
Digital Equipment Information Systems Design
Programming Databases
Multimedia Applications
Web Development I Web Development II
Teaching Practice Programmes in Schools
Primary and lower secondary schools: from the end of Sept until the beginning of Nov 2005
ICT as a tool to support teaching & learningIntegration and development of ICT in schools.
Upper secondary schools: from the end of January until the beginning of March 2006
ICT as subject matter / disciplinePractical informatics education
Teacher’s observations and evaluation of students’ teaching (4-5 hours for each student)
ICT Teaching Practice in Upper Secondary Schools (Spring Semester 2005): Subjects
Database Access Internet / Web Microsoft FrontPage Power Point Access Excel Scientific calculator Adobe Photoshop 6.0 Microsoft Project
Research-Based Activity
As compulsory research-based activity based on use of a new ICT training method.
Research work is performed during students’ teaching practice at upper secondary schools.
Research-Based Activity: Projects
Creating forms and templates in the web development program Microsoft FrontPage
Creating diagrams using the spread sheet program Microsoft Excel
Connecting a database to a website using the database program Microsoft Access and the web development program Microsoft FrontPage
Using hyperlinks and style sheets in Microsoft FrontPage
Using hyperlinks, creating and changing backgrounds and font colors in Microsoft FrontPage
Drawing graphs with the calculator simulating program TI-interactive
Using scientific calculator (with advanced functions and derivation)
Implementing of the project management tool Microsoft Project
Using basic functions in the photo imaging software Adobe Photoshop 6.0
Practical Didactics in ICT: Credits
Two variants: INF112 : 15 credits - 2 semesters INF113 : 30 credits - 2 semesters
Course Evaluation Methods Two standard questionnaires (pre- and post
questionnaires)
Classroom dialog and discussions
Observations and discussions during the supervision of compulsory and project work
Oral and written exams
Research work and reports
ICT and Learning 1
Autumn 2005
INF103Standard Programs for Teaching and Learning
10 credits
INF104Standard Programs for Teaching and Learning
10 credits
INF105ICT in Learning and Teaching
10 credits
ICT and Learning 2
Spring 2006
INF106Software for Multimedia and Webdesign
10 credits
INF107Electronic Teaching Aids - Program design and Development
10 credits
INF108Local Networks and Data Communication
10 credits
Practical ICT Didactics
Thank you for your attentionThank you for your attention
Elevers bruk av IKT på skolen På alle klassetrinn brukes det lite tid ved datamaskiner Et fåtall anvendelsesområder, i hovedsak:
• Internettsøk• Tekstbehandling
13% do not use computers at all 50% use computers less than 1 hour a week Små forskjeller mellom kjønnene Elever og lærere har ulike oppfatning av hvordan og hvor
mye datamaskiner brukes Prosjektarbeid er den arbeidsformen der det i størst grad
brukes IKT
Læreres bruk av IKT på skolen
Lærere bruker datamaskiner mest til forberedelse av undervisning
På skolen bruker lærere mer tid ved datamaskin enn elevene gjør
Læreres bruksmønster er forholdsvis likt elevenes (med unntak av at elevene spiller mer spill)
Læreres bruk av IKT hjemme
Mannlige lærere bruker datamaskinen mer hjemme enn kvinnelige lærere
Mannlige og kvinnelige lærere bruker like mye tid hjemme til skolearbeid ved datamaskinen
Elevers og læreres ferdigheter De fleste elever og lærere mener selv de har god
generell kunnskap om datamaskiner De fleste elever og lærere mener de har gode
ferdigheter i bruk av Internett, e-post og tekstbehandling
På en del avanserte anvendelsesområder vurderer elevene sine egne ferdigheter som bedre enn det lærere vurderer sine ferdigheter på samme område
Elevenes ferdigheter og digitale kompetanse skapes i omfattende grad hjemme, og i mindre grad på skolen
Viktige faktorer som gir variasjoner
Tilgang på datamaskiner og nettverk• Store forskjeller mellom skoletrinn
Skoleledelsens satsning på IKT• Vgs har i større grad utviklet visjoner for bruk av IKT, 9.kl er det trinnet i
undersøkelsen som i minst grad har noen klar IKT-satsning Satsning på lærernes kompetanseutvikling
• Rektorene overvurderer lærernes bruk av IKT Pedagogiske arbeidsformer
• Bidraget fra IKT i undervisningen vurderes som moderat på de fleste områdene• Størst bidrag gir IKT i forhold til gruppe –og prosjektarbeid• IKT bidrar mest på de områdene som i minst grad preger dagens undervisning
(prosjektarbeid) Digitale mapper
• De fleste elever har personlige mapper, men få utnytter disse mappene på en systematisk måte - Brukes lite og usystematisk
Tilgang på digitalt innhold• Internett brukes mye, men skole- og fagrettede sider lite
Konklusjoner
Det er aller mest avgjørende hvor mye tid elevene bruker ved datamaskinen
Skolebruk og hjemmebruk påvirker hverandre positivt
Tilgang på maskinvare og nettverk betyr mye Skolens satsning på IKT, visjoner, planer,
engasjement har betydning Bruk av digitale mapper er den viktigste
skolefaktoren
Elevers bruk av IKT hjemme
De fleste elevene har bedre datautstyr hjemme Elevene gjør mer avanserte og komplekse ting
ved hjemmemaskinen Elevene bruker med tid ved datamaskin
hjemme enn på skolen Gutter bruker mer tid ved datamaskinen
hjemme Gutter og jenter bruker like mye tid til å gjøre
skolearbeid ved datamaskinen
• Network for IT-Research and Competence in Education - Faculty of Education, at the University of Oslo (http://www.itu.no/)