OPEN MINDS for OPEN CLASSROOMS - ICT and Equity: a Global Challenge -

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OPEN MINDS for OPEN CLASSROOMS - ICT and
Equity a Global Challenge -
Andrea Kárpáti Eötvös University, Faculty of
Sciences, Centre for Multimedia and Educational
Technologykarpatian_at_axelero.hu
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Traditional culture / Cyberculture

• Cybermedia
• 1. Constructed
• 2. Dominant role creator, investigator
• 3. Immersion depends on financialmeans and
  infrastructure
• 4. When basic techniques are learnt, individual
  work can be produced professionally
• 5. Transparent, allows a multiplicity of value
  systems
• 6. Multinode structure of information sources
• 7. Users find suitable information from an
  endless variety of loosely structured sources

• Traditional media
• 1. Broadcast
• 2. Dominant role viewer (consumer)
• 3. Democratic pattern of diffusion
• 4. Works produced by large teams, expensive
  infrastructure needed
• 5. Value-laden, ambiguous
• 6. Linear stream of information, easy to
  manipulate
• 7. Limited number of similar, targeted options

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Jean-Michel Basquiat, 1980
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Basquiat and Andy Warhol in 1984 in New York
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Keith Harring Untitled, 1984
Roy Lichtenstein Keds, 1961
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Hole in the Wall, India
Unrecognised intelligences revealed
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PC related attitudes and use(G. Hanczár, G.
Blénessy, 2002-2004)

• 2983 use and attitude tests of 204 items, factor
  analysis
• Antagonists (4)
• general hatred for technology
• physical symptoms when using PC
• below average learning results and school
  behaviour
• Logical thinkers (14 )
• neutral towards technology, moderately like games
• good at applying knowledge to new ICT tasks
• good in mathematics, average behaviour
• Snobbish protagonists (16 )
• enthusiastic about ICT with little knowledge
• claim to know all programming languages - even
  fakes

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PC related attitudes and use 2.

• Challenge seekers (16 )
• technology is a necessity, difficult but
  learnable
• often solve school tasks with PC, rarely play
• enjoy outdoor activities and sports, good at
  school
• Hedonists (12 )
• enjoy technology, but do not learn it
• chat, e-mail, adventures games, good equipment
• below average learning results, popular among
  peers
• Gamers (20 )
• enthusiastic about ICT,vast knowledge, build
  hardware
• hate programming but believe in the potentials of
  PC
• bad at school, even in Information Technology!

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Zelig faces the class teachers and trainers as
key actors in e-learning
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TEACHERS ROLES at Open Classrooms
Education / industrial society Education / knowledge society
Instruction in facts, data, rules, ready-made solutions Formation of abilities, competencies, expertise and attitudes
Transfer of closed, definitive textbook knowledge Learning is a lifelong process in knowledge networks
Learning in closed homogeneous groups at school Learning in flexible, frequently heterogeneous groups in formal and informal settings
Teacher the sage on the stage Teacher the guide on the side
Illustrative technology homogeneous content Interactive technology provides customised content
Class - room Open cconstructivist learning spaces
Local cultural identity Local and global cultural awareness

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TECHNOLOGY AS A CATALIST - OECD, ICT and the
Quality of Learning, 2001

• In OECD countries, infrastructure and student
  competence does not contribute to the success of
  the reforms
• teacher attitudes, motivation and competence are
  more important
• reform-oriented educational institutions with
  dedicated and highly trained staff to be the
  first to introduce ICT successfully
• In Hungary, ICT infrastructure at schools played
  a more important part in educational reforms
  ICT acted like theTroyan horse

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ICT in Education in Gypsy Schools,2003-2005

• Aim promote equity through introducing ICT-based
  teaching and learning methods in 10 primary
  schools in villages of Borsod-Abauj-Zemplén
  County, with 50 or more Gypsy student
  population, prepare students for secondary
  education and individual studies
• ICT enriched disciplines
• Mother Tongue, Visual Arts,
• Science (Physics, Chemistry)
• Mathematics, Biology

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OECD, Promoting Equity Through ICT in
Education Seminar, Budapest, June 2003Case
studies from 14 countriesMeta-analysis of IEA,
PISA and SITES testing studiesInternational
policy survey on the handicapped
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ICT at the service of formative assessment

• Differentiated, adaptive, made to measure
  development realised at the click of button
• Multi-level registration of classroom processes
• Immediate feedback of results
• Elaboration of skills enhancement strategies,
  based on the results of assessment
• Interactive knowledge sharing environment
  transparency of mutual expectations, assessment
  methods and developmental data

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Andrea Kárpáti Eötvös University, Faculty of
Sciences, Centre for Multimedia and Educational
Technologye-mail karpatian_at_axelero.hu