integrating ict into teacher educ@tion: the challenge of striking the right balance

54
1

Upload: dylan-gould

Post on 31-Dec-2015

27 views

Category:

Documents


2 download

DESCRIPTION

- PowerPoint PPT Presentation

TRANSCRIPT

1

2

Buying computers is one thing, Buying computers is one thing, but integrating new technology but integrating new technology into the life of our schools is into the life of our schools is quite another [...]. When we consider how quite another [...]. When we consider how long it took educational institutions to finally long it took educational institutions to finally adopt Gutenberg ’s printing press (at least adopt Gutenberg ’s printing press (at least three centuries after it was invented), we three centuries after it was invented), we shudder to think of what might happen, shudder to think of what might happen, especially if we delude ourselves that we have especially if we delude ourselves that we have solved the problem by amassing the solved the problem by amassing the hardware. hardware.

Guédon, 1999Guédon, 1999

3

Integrating ICT into Integrating ICT into teacher educ@tion: teacher educ@tion:

the challenge of the challenge of striking the right striking the right

balancebalance

4

Thierry Karsenti, Thierry Karsenti, Université de MontréalUniversité de Montréal

Monique Brodeur, Monique Brodeur, Université du Québec à MontréalUniversité du Québec à Montréal

Colette Deaudelin, Colette Deaudelin, Université de SherbrookeUniversité de Sherbrooke

François Larose, François Larose, Université de SherbrookeUniversité de Sherbrooke

Maurice Tardif, Maurice Tardif, Université de MontréalUniversité de Montréal

5

AgendaAgendaI.I. Introduction (background, problem)Introduction (background, problem)

II.II. ObjectivesObjectives

III.III. MethodologyMethodology

IV.IV. Motivation, ICT and future teachersMotivation, ICT and future teachers

V.V. Education needsEducation needs

VI.VI. Preservice education professionalsPreservice education professionals

VII. ConclusionVII. Conclusion

6

I.I. BACKGROUNDBACKGROUND--PROBLEMPROBLEM

7

ICT has proven itself.ICT has proven itself.Unfortunately, as Larose, Unfortunately, as Larose, David, Lafrance Cantin David, Lafrance Cantin (1999) have shown, ICT (1999) have shown, ICT is least used in faculties is least used in faculties of education. of education.

8

The potential benefits of The potential benefits of technology can only be achieved technology can only be achieved if university instructors are aware if university instructors are aware of their importance and specific of their importance and specific contribution to teacher contribution to teacher education. education.

9

Instructors must not Instructors must not relegate ICT to the role of relegate ICT to the role of optional, superfluous optional, superfluous activites, activites, “to be done when “to be done when we have time.”we have time.”

10

Instead, they must adopt an Instead, they must adopt an attitude of attitude of “cultural, sociological, “cultural, sociological, pedagogical and didactic pedagogical and didactic awareness to understand the awareness to understand the future make-up of schools, their future make-up of schools, their clients and programs.”clients and programs.”

11

Objective 1Objective 1• Better understand the Better understand the

motivation of future teachers motivation of future teachers for pedagogical integration of for pedagogical integration of ICT into a school ICT into a school environment.environment.

12

Objective 2Objective 2

• Better understand the needs of Better understand the needs of current and future teachers in current and future teachers in terms of the knowledge and terms of the knowledge and skills required for efficient skills required for efficient pedagogical integration of ICT pedagogical integration of ICT into a school environment.into a school environment.

13

Objective 3Objective 3

• Better understand the role of Better understand the role of preservic or in-service teacher preservic or in-service teacher education professionals and education professionals and instructors in Canada in the instructors in Canada in the process of integrating ICT into process of integrating ICT into teaching.teaching.

14

III. METHODOLOGYIII. METHODOLOGY

15

This report strives to present a This report strives to present a (meta)analysis of research (meta)analysis of research already conducted in the field already conducted in the field (objectives 1, 2 and 3). It is (objectives 1, 2 and 3). It is also based on research also based on research currently in progress.currently in progress.

16

IV. MOTIVATION OF IV. MOTIVATION OF FUTURE TEACHERS FUTURE TEACHERS AND PEDAGOGICAL AND PEDAGOGICAL

INTEGRATION OF ICT IN INTEGRATION OF ICT IN A SCHOOL A SCHOOL

ENVIRONMENTENVIRONMENT

17

The preliminary findings of a The preliminary findings of a survey of some survey of some 10,00010,000 future future teachers reveals that teachers reveals that commitment to and perseverance commitment to and perseverance in pedagogical integration of ICT in pedagogical integration of ICT during practicums appears during practicums appears largely dependent on five keylargely dependent on five key factors: factors:

18

1.1. Pedagogical integration of ICT by associate teachers;Pedagogical integration of ICT by associate teachers;2.2. Degree or level of a future teacher ’s computer Degree or level of a future teacher ’s computer

literacy;literacy;3.3. Pedagogical integration of ICT by instructors when Pedagogical integration of ICT by instructors when

educating future teachers in universities;educating future teachers in universities;4.4. A future teacher ’s expectations of success in A future teacher ’s expectations of success in

integrating ICT;integrating ICT;5.5. The value placed on ICT by future The value placed on ICT by future

teachers.teachers.

19

The five characteristics likely to The five characteristics likely to foster motivation among future foster motivation among future teachers to pedagogically integrate teachers to pedagogically integrate ICT into their professional practice ICT into their professional practice show promise as avenues for show promise as avenues for promoting extensive penetration of promoting extensive penetration of ICT into the school environment.ICT into the school environment.

20

Although these analyses are only Although these analyses are only preliminary, the large number of preliminary, the large number of respondents (about 10,000) implies respondents (about 10,000) implies that these may be major that these may be major determinants in the motivation of determinants in the motivation of future teachers to future teachers to integrate ICT.integrate ICT.

21

V. NEEDS OF CURRENT AND V. NEEDS OF CURRENT AND FUTURE TEACHERS FOR FUTURE TEACHERS FOR

EFFECTIVE PEDAGOGICAL EFFECTIVE PEDAGOGICAL INTEGRATION OF ICT INTO INTEGRATION OF ICT INTO

THE SCHOOL ENVIRONMENTTHE SCHOOL ENVIRONMENT

22

Train for what Train for what learning outcomes learning outcomes

in students?in students?

23

• ……a medium for a medium for consultingconsulting documentary documentary sources, but also for sources, but also for producingproducing

• and and communicatingcommunicating..

24

Many studies point out that new Many studies point out that new teachers have some “knowledge” teachers have some “knowledge” of ICT but little practical of ICT but little practical knowledge and little or no knowledge and little or no technopedagogicaltechnopedagogical skill to skill to integrate ICT into their integrate ICT into their professional practice. professional practice.

25

Today, future teachers Today, future teachers continue to receive inadequate continue to receive inadequate training in pedagogical training in pedagogical integration of ICT. They also integration of ICT. They also have few role models among have few role models among their university instructors. their university instructors.

26

This finding is not limited, This finding is not limited, however, to future teachers however, to future teachers in Canada, but is found as in Canada, but is found as well among other teachers well among other teachers in North America and in North America and Europe. Europe.

27

The international nature of the The international nature of the problem of integrating ICT for problem of integrating ICT for future teachers therefore future teachers therefore appears to further reinforce appears to further reinforce the relevance of studying this the relevance of studying this issue.issue.

28

Experienced teachers play an Experienced teachers play an important role in educating future important role in educating future teachers, since they should suggest teachers, since they should suggest approaches for using ICT in actual approaches for using ICT in actual classroom situations and should classroom situations and should support future teachers’ support future teachers’ experiments with learning activities experiments with learning activities that make use of ICT. that make use of ICT.

29

Yet experienced teachers Yet experienced teachers continue to make less use of continue to make less use of ICT and feel qualified to work ICT and feel qualified to work in a fairly limited range of in a fairly limited range of applications.applications.

30

Professional Professional development of development of

current teachers in current teachers in ICT: a few approachesICT: a few approaches

31

Acquisition of knowledge and Acquisition of knowledge and development of skills linked to development of skills linked to ICT, as well as greater ICT, as well as greater pedagogical integration of ICT, pedagogical integration of ICT, require:require:

32

1.1. Suitable training;Suitable training;2.2. Access to ICT;Access to ICT;3.3. Ongoing support and advice Ongoing support and advice

to encourage pto encourage progress rogress beyond preservice education.beyond preservice education.

33

VI.VI. PRESERVICE OR IN-PRESERVICE OR IN-SERVICE TEACHER SERVICE TEACHER

EDUCATION EDUCATION PROFESSIONALS IN CANADA PROFESSIONALS IN CANADA

AND THEIR ROLE IN THE AND THEIR ROLE IN THE PROCESS OF INTEGRATING PROCESS OF INTEGRATING

ICT INTO TEACHINGICT INTO TEACHING

34

Technology is usually Technology is usually portrayed as a specialty rather portrayed as a specialty rather than an instrument of general than an instrument of general application in didactics and application in didactics and pedagogy.pedagogy.

35

Familiarization with various Familiarization with various forms of pedagogical use of forms of pedagogical use of ICT is presented as an elective ICT is presented as an elective course that rounds out the course that rounds out the general education profile of general education profile of future teachers.future teachers.

36

Although the infrastructure is Although the infrastructure is present in the vast majority of present in the vast majority of Canadian schools, many studies Canadian schools, many studies reveal that integration of ICT reveal that integration of ICT does not always happen at the does not always happen at the practical level.practical level.

37

Schools have not Schools have not always succeeded in always succeeded in adapting to the adapting to the challenges raised by challenges raised by changing changing

ICTICT

38

and they still cannotand they still cannotensure that all studentsensure that all studentsacquire minimumacquire minimum““computercomputerliteracy,”literacy,”

39

nor do they show enough nor do they show enough concern for developing concern for developing students ’ ability to take a students ’ ability to take a critical view of critical view of omnipresent media.omnipresent media.

40

Networking technology is Networking technology is under-utilized, which limits its under-utilized, which limits its integration to the search for integration to the search for information on known sites information on known sites when preparing courses...when preparing courses...

41

This relationship to This relationship to school computers school computers appears to beappears to berepeated among new repeated among new teachers as well asteachers as well as students. students.

42

In the area of teacher In the area of teacher education practices:education practices:

Research results have Research results have been very mixed.been very mixed.

43

Little impact on the profile Little impact on the profile of ICT use in practical of ICT use in practical training or entry into the training or entry into the profession.profession.

44

However, the concomitant use of However, the concomitant use of ICT in courses taken at university ICT in courses taken at university and the use of this medium as and the use of this medium as part of “practical education” part of “practical education” constitute conditions for constitute conditions for genuinely optimizing learning genuinely optimizing learning acquired.acquired.

45

VII. CONCLUSIONVII. CONCLUSION

46

Special attention must be paid to Special attention must be paid to pedagogical integration of ICT into pedagogical integration of ICT into the education of future teachers, the education of future teachers, because this integration currently because this integration currently does not appear to bedoes not appear to be widespread.widespread.

47

As the scientific literature As the scientific literature points out, future teachers points out, future teachers continue to receive continue to receive inadequate training for inadequate training for pedagogical integration of pedagogical integration of ICT. ICT.

48

Furthermore, ICT is too often Furthermore, ICT is too often marginalized in preservic teacher marginalized in preservic teacher education, and this could have a education, and this could have a negative impact on the students negative impact on the students these future teachers will teach...these future teachers will teach...

49

Although integration of ICT Although integration of ICT must proceed and must proceed and simultaneously adapt to all simultaneously adapt to all the inherent challenges of the inherent challenges of this integration…this integration…

50

There also is a clear need to There also is a clear need to strike a balance between strike a balance between successful integration of ICT into successful integration of ICT into teacher education and respect teacher education and respect for the basic mission of for the basic mission of education and research taken on education and research taken on by universities and especiallyby universities and especially faculties of education. faculties of education.

51

For this reason, from a For this reason, from a pedagogical perspective, the pedagogical perspective, the presence of ICT in teacher presence of ICT in teacher education can only be justified education can only be justified if it contributes added value to if it contributes added value to the preservice education ofthe preservice education of future teachers. future teachers.

52

The effort to integrate ICT The effort to integrate ICT will be worthwhile only if it will be worthwhile only if it enhances pedagogy by enhances pedagogy by enabling learners to forge enabling learners to forge a better relationship with a better relationship with knowledge.knowledge.

53

Faculties of education are Faculties of education are not condemned to serve as not condemned to serve as enclaves for integration of enclaves for integration of ICT: they could take on the ICT: they could take on the role of technopedagogical role of technopedagogical protagonists.protagonists.

54

Thank you Thank you for your for your

attention.attention.