Ingen lysbildetittel

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SITES-M2 and OECD Norwegian Studies of ICT in
Schools
Ola Erstad Network for IT-research and
competence in education (ITU)
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INNOVATION?
lt ICT as the focus of attention
ICT as integrated activity gt
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Initial discussions

• What is considered innovative?
• For whom is it innovative?
• How do you trace the innovation?
• Used an expert panel to suggest schools other
  sources (research reports, experts)
• Contacted different schools in search of
  innovative projects

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A norwegian context

• IT has been on the agenda for a long time, what
  makes ICT different now? Linked to curriculum
  development.
• 39 of all primary and lower secondary schools
  are small and in rural districts.
• A lot of focus on access, and implementation.
• Many small-scale activities, one teacher - one
  class.
• Initiatives for upscaling activities nationally,
  and at the same time get in-depth classroom
  studies on pedagogical use of ICT.
• Innovation nationally defined In search of
  change in the learning environment (methods,
  content, student- and teacher roles) and its
  impact on learning activities.

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11 SITES cases, 3 OECD cases
Primary - A school based web-site on Religion
and Ethics as an Interactive learning
resource - We will survive - rural schools
using videoconference to compensate lack of
learning resources - Integrated use of ICT
supporting a student active school (OECD)
Lower secondary - Visual communication
strategies and project-oriented pedagogy
using iMovie - Processing information Students
interacting with two women crossing the
Antarctic - The use of Web-based Integrated
Science Environment (WISE) in the subject
Sciences and the environment - Exploring
Storyline-pedagogy with integrated use of ICT and
a virtual classroom (OECD)

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11 SITES cases, 3 OECD cases
Upper secondary - Technology-based
communication between school and industry
Students as consultants - Using laptops and
wireless network to create a web-based
newspaper in English - Vocational training
Integrating ICT in practical work building a
bathroom - Digital technology as an integrated
part of problem-based learning

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Cross case analysis - outcomes

• Diversity
• Defining the use of ICT in different directions
  due to local needs, school culture and subject
  orientation.
• Exploring learning environments.
• More resources available.
• Content becomes more interesting.
• Increased student-centeredness.
• Towards multi-defined teacher roles. Opening up
  different roles for the teacher.
• Students taking more responsibility, and
  collaborating.

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Comparing two cases

• Different starting points for innovative
  activities.
• Different uses of ICT.
• Different student groups.
• Different teacher roles.
• A difference of involvement from the principal.
• A difference in sustainability.

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In-depth case analysis - case 1

• Lower secondary level - long experience with
  alternative methods.
• ICT becomes an important tool for further
  developing their perspectives on
  project-orientation.
• Subject orientation changing features of water
  (natural science), making an animation film using
  iMovie to present their results.
• Focus on visual communication.
• Average and weak performing students.
• Building on what students are good at.
• Organized in teams.
• Four phases
• Experience
• Tool box
• Production
• Presentation

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In-depth case analysis - case 2

• Students interacting with two women crossing the
  Antarctic.
• Lower secondary level.
• New school with good facilities.
• Content focus on My dream.
• All students exchanging dreams through e-mail
• 8 students making a web-page on Antarctica
• and the expedition.
• Expedition web-site (www.yourexpedition.com)
• Inter-disiplinary.
• Well-performing students.
• Gathering and presenting information
• using different sources.

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Outcomes - learning environment/activities

• Case 1 has an alternative practice they want to
  develop further.
• Case 2 seeks out new territory with the use of
  ICT.
• The OECD study show the importance of pedagogical
  focus, that ICT does not simply become an add
  on.
• Also the importance of school culture
• Change in assessment of students performance,
  written comments instead of grades.
• Sustainability (case 1 better than case 2)
• Opening up the classroom (case 2)
• Differentiation
• More challenging and stimulating for both
  teachers and students.

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Outcomes - use of ICT

• Computer literacy.
• Mostly used to collect and present information.
• Building on many senses (visual communication
  case 1).
• iMovie is defined as an effective artifact that
  give flexibility, and also quality and a
  professional product.
• Generates creativity and experimentation, putting
  together different components of knowledge.
• Students presentations becomes important,
  describing the use of different sources.

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Outcomes - teacher roles

• A critical partner, challenging the students
• Important to ask open ended questions
• Instructional designer, team coordinator,
  enabling advisor (McGee Kozma)

I experience that my role changes from being a
person that knows it all to become more of a
resource person, a person that is more like a
pusher, one that sets the framework, a conflict
solver and one that adjust the progress. Another
situation that you see more of now is that I sit
down more together with the students, and that
you communicate on the same level and solve the
problem through discussions with the students.
(Teacher case 1)

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Outcomes - student roles

• Self-learner, team member, knowledge manager
  (McGee Kozma)
• Better self-esteem as learners, increasing the
  potential for learning. (case 1)
• The students can operate more on their own.
• The construction of knowledge, responsibility
  moved to the students.
• The students say they remember more of what they
  learn, because they have to know the material
  well to be able to present it to others.
• Students are more active participants.

I think I learn more by doing it on the computer
than just sit and read about it. When you just
sit and read and write then it becomes boring,
and then you dont get it in. However, when you
have to do something to get it right then you
better grasp it. (student) It becomes more fun
to be at school. When we work on projects you get
a better grasp on what is happening in real
working life. (student)

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Conclusions

• Problem Internationally case 1 was not
  considered innovative because there was no
  immediate change in teacher and student roles.
• What researchers define as innovative is not
  always the same as what teachers/students do.
• ICT as a catalyst for change is complex and often
  oversimlified.
• Students are the central focus of attention.
• Short visits, limits what we can say about
  learning outcomes, academically defined.
• Best parctice or just sunshine-stories?
• A real need for such studies
• What does it really tell us? The role of ICT?
• Innovation is a relative concept
• Policy issues?