Hege-Ren

1
ICT in education - the role of the facilitator
Hege-René Hansen Åsand Institutt for
Informasjonsvitenskap Universitetet i Bergen
2
content

• projects
• questions
• design
• method
• preliminary findings
• summary
• references

3
project

• From chaos to knowledge
• background
• models
• tools
• setting

4
project background

• From chaos to knowledge
• spearheaded by NSD in co-operation with
• HEMIL-centre
• The Educational Department at Bergen University
  College
• funded by ITU and one of the main projects for
  the period ranging between 2000-2003.
• the primary goal Develop and evaluate learning
  effectiveness of two pedagogical-technologocal
  model, based on
• Problem-based learning
• students as researchers

5
project models

• Interactive whiteboard model (ITM)
• Project work model(PAM)

6
project tools

• NSDstat school
• Statistical software
• nsd
• Window towards the Society 1
• ICT-based learning package
• nsd
• Internet

7
project setting

• 12 secondary and upper-secondary schools in
• Hordaland County
• subject domain social science
• (gender role and partnerships)
• one classin upper-secondary school, 17 pupils
• the pupils are familiar with the use of computers
• the teacher have good knowledge about the
  software
• and the use of computers

8
questions

• perspective
• teacher as facilitator
• how does the dialogue between the pupils and the
  teacher start?
• who is initiating the dialogue?
• what kind of dialogues are taking place?
• categories facilitator roles
• support
• domain authority
• organiser
• task interpreter
• conversational peer

Andreas Lund Institute of Teacher Education and
School Development University of Oslo
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design

• knowledge building
• unit of analysis
• one group of pupils
• the teacher

10
theory

• expand the knowledge level
• (Vygotsky, ZPD)

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method

• data collection
• video
• observation
• interview
• questionary
• videorecording
• one group of pupils
• camera on tripod
• observing in the background

12
preliminary findings

• how does the dialogue between the pupils and the
  teacher start?
• findings
• Situations
• lesson start-up, plenary
• breakdowns, pupils out of focus, what now?
• pupils asking for help
• teacher look up the groups, asking about progress

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preliminary findings

• who is initiating the dialogue?
• findings
• both pupils and teacher initiate the dialogue
• who depends on the situation
• pupils - what now?
• - is this right?
• teacher - control
• - asking about progress
• - giving advice

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preliminary findings

• what kind of dialogues are taking place?
• findings
• categories of roles for the facilitator/teacher
• using different roles, shifting all the time
• expected the support role to be distinctive
• ...but all roles where presence
• motivation important!

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summary

• when using ICT in education, the teacher have a
  new role - support
• important that the teacher have knowledge about
  the software
• the teachers confidence with the use of ICT, have
  influence on the pupils
• external factors have influence on both teacher
  and pupils
• preparatory work is important

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more information?

• e-mail hege-rene.asand_at_ifi.uib.no
• homepage http//www.ifi.uib.no/student/v99/d1166/
  
• DoCTA NSS
• http//www.ifi.uib.no/projects/docta/doctaNSS.htm
• From chaos to knowledge
• http//www.nsd.uib.no/skoleveven/kaos/index.html

17
references
Bødker, S. (1996). Applying activity teory to
video analysis How to make sense of video data,
in B.A. Nardi, Ed., Context and consciousness
Activity Theory and Human-computer Interaction,
MAMIT Press, Cambridge, pp. 147-174 Enger, K.
Project description Fra Kunnskap til Kaos.
Available on the web 27.03.01
http//www.nsd.uib.no/skoleveven/kaos/Info/index.h
tml Engeström, Y. (1987), Learning By Expanding
An activity-theoretical approach to developmental
research, Orieta-Konsultit Oy, Helsinki.
Høyland, A., Omdahl, K. And H. Åsand (2001),
Video as Technique for Data Collection in two
CSCL Studies, in Paper presentet at IRIS24,
Norway, Hellevik, Ottar, (1991),
Forskningsmetode i sosiologi og statsvitenskap,
Oslo Universitetsforlaget Jordan, B., A.
Henderson (1995), Interaction analysis
Foundations and practice. The Journal of the
Learning Sciences. Available on the web
10.02.01http//lrs.ed.uiuc.edu/students/c-merkel/
IASEC1.HTM Koshmann, T. (1996), Paradigm shifts
and instructional technology An introduction, in
T. Koschmann, Ed., CSCL Theory and Practice of
an Emerging Paradigm, Lawrence Erlbaum
Assosiates, New Jersey.
18
references
Muukkonen, H., K. Hakkarainen, L. Lipponen T.
Leinonen (1999), Computer Support for Knowledge
Building, in 'Paper presented at the Ninth
European Congress on Work and Organizational
Psycology', Espoo-Helsinki, Finland, May 15,
Available on the web 08.04.01 at
http//fle.uiah.fi/research/eawopper.html Petters
en, R. C., (2000), PBL - Problembasert læring
for studenten, Universitetsforlaget, Otta,
Norway. Potter, J. (1997), Discourse analysis
as a way of analysing naturally occuring talk, in
D. Silverman, Ed., Qualitative Research Theory,
Method and Practice, SAGE Publications,
London. Ruhleder, K., B. Jordan (1997),
Capturing Complex, Distributed ActivitiesVideoBa
sed Interaction Analysis as a Component of
workplace Ethnography. Available on the Web
08.02.01 http//alexia.lis.uiuc.edu/ruhleder/pub
lications/97.IFIPWG82.html Scardamalia, M. C.
Bereiter (1996). Computer support for
knowledge-building communities. In T. Koschmann,
Ed., CSCL Theory and practice of an
emerging. Suchman, L. R. H. Trigg (1991),
Understanding Practice Video as a Medium for
Reflection and Design, in J. Greenbaum and M.
Kyng, eds., Design at Work Cooperative Design
of Computer Systems, Lawrence Erlbaum, New
Jersey
19
references
Säljö, Roger, (2000), Lärande i praktiken ett
sociokulturellt perspektiv, Stockholm
Bokförlaget Prisma Vygotsky, L.S., (1978), Mind
in Society, Cambridge Harvard University Press
Yin, R. K., (1994), Case Study Research Design
and Methods, Second Edition, Applied Social
Research Methods Series, Volume 5, SAGE
Publications