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The emerging paradigm for lifelong learning, quantitative and qualitative data from:

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The emerging paradigm for lifelong learning, quantitative and qualitative data from: The IEA Second International Technology in Education Study (SITES) – PowerPoint PPT presentation

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Title: The emerging paradigm for lifelong learning, quantitative and qualitative data from:


1
The emerging paradigm for lifelong learning,
quantitative and qualitative data from
  • The IEA Second International Technology in
    Education Study (SITES)
  • by
  • Hans Pelgrum, University Twente

2
Content of presentation
  • Professional background
  • Background of current ICT studies
  • Role of ICT in education
  • The information society, education and ICT
  • Need for (curriculum) indicators and deeper
    insight into innovations
  • SITES Modules 1,2,3 overview
  • SITESM2006 and EU-policies
  • Conclusions

3
Professional background assessment, monitoring
and ICT
  • IEA
  • Dutch Mathematics and Science assessments-1980-198
    5
  • Computers in Education Study-1989-1993
  • SITES-school survey 1997-1999
  • SITES-case studies 1999-2002
  • SITES-school, teacher, student surveys
    planning/funding phase
  • TIMSS-sec. Analyses (2002) high ICT use?lower
    scores?
  • EU
  • European network Assessment, Effectiveness,
    Innovation 1995-1999
  • Multimedia technologies in schools
    Euro-parliament 1998
  • Methods of Educational monitoring 1996
  • OECD
  • Paper on possible directions international
    assessments ICT 2001
  • Pilot testing ICT and quality of learning 2000
  • Sundries
  • Teacher training Using the Web in Education
    Hungary, Netherlands, Poland. Extension
    Bulgaria, Latvia, Lithuania, Slovak Republic
    2001-2002

4
Background/Context of current international ICT
studies
  • Role of ICT in education
  • The information society, education and ICT
  • Need for (curriculum) indicators and insight in
    realistic possibilities for innovation

5
SITES Modules (see also www.iea.nl)
  • Module-1 (quantitative little qualitative) a
    snapshot picture (school-survey) of the situation
    regarding ICT in education (1998-1999)
  • Module-2 (qualitativelittle quantitative)
    observations of innovative practices in selected
    schools (1999-2002)
  • Module-3 a repeat of Module-1 to determine
    changes across time and an assessment of
    readiness of teachers (2004-2007).

6
Countries in M1 and/or M2
  • Africa South Africa
  • Asia Pacific Australia, China Hong Kong,
    Chinese Taipei, Japan, Korea, New Zealand,
    Singapore, Thailand
  • Europe- Central and East Bulgaria, Czech
    Republic, Hungary, Latvia, Lithuania, Russian
    Federation, Slovenia, Slovak Republic
  • Europe-West Belgium-French, Cyprus, Denmark,
    Finland, France, Germany, Iceland, Italy,
    Luxembourg, Netherlands, Norway, Portugal, Spain,
    United Kingdom
  • Middle-East Israel
  • North America Canada, USA
  • South America Chile
  • Only M1

7
Topics for indicators in Module-1
  • Curriculum ICT-related objectives of the school,
    Presence of types of teaching and learning
    practices, ICT attainment targets, Realization of
    ICT-related objectives, Use of e-mail/WWW for
    instructional purposes, Percentage of
    students/teachers using WWW, Internet-related
    activities of students. Use of technology
    applications by students
  • Infrastructure Needs and priorities, Perceived
    obstacles, Expenditures, Software, Maintenance,
    Number and types of computers, Operating systems,
    Processor types, Hardware- Access to e-mail/WWW,
    Existence and content of Web home page, Number of
    computers not in use, Availability of
    peripherals, Availability of software types,
    Availability of software for school subjects,
    Hardware- and software-related obstacles
  • Staff Development Prescriptions regarding
    training of teacher in the school, Attendance by
    teachers, Expenditures on staff development,
    Types of internal information exchange,
    Availability of in-house/external training
    courses, Self-assessment of ICT skills
  • Management and organization Existence of written
    policies on ICT, Priorities for external support,
    ICT-related policy measures, Principal attitudes
    towards ICT, Use of ICT for administration/monitor
    ing, Technical support infrastructure, Priorities
    for external support
  • Innovative practices Most satisfying ICT-related
    learning activities experienced

8
Module-2 overview
  • Participants and international consortium
  • Case selection process (after national formation
    and nomination of cases)
  • Case study process (protocols, procedures,
    formats)
  • Resulted in 174 cases all coded on general
    characteristics
  • Selection, in-depth analysis and write up

9
SITES2006 overview
  • Conceptual focus on pedagogical practices (see
    initial framework)
  • International coordination consortium Univ.
    Twente (ICC), University HongKong, IEA-DPC
  • School surveys (n400) and teacher surveys (math
    and science n1600)
  • Try-out online data collection
  • Currently start-up phase
  • Expected participation 20 countries

10
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11
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12
SITESM3 and EU policies
  • Can IEA serve EU information needs?
  • What do the current EU reports say?
  • What can SITES contribute?
  • What can other international studies contribute?
  • EU can influence SITES2006

13
Conclusions
  • Case reports examples of best practices
  • Short term also use PISA, TIMSS, PIRLS
  • Optimize M3 to inform EU policies regarding,
    e.g.
  • Infrastructure
  • Curriculum reform and quality
  • Training
  • Equity issues

14
Addendum Quantitative indicators of innovative
practices in Module-1
  • M1 Literature review? operationalisations
    (extent to which present)
  • Students developing abilities to undertake
    independent learning
  • Providing weaker students with additional
    instruction
  • Organizing teaching and learning so that
    differences in entrance level, learning pace, and
    learning route are taken into account
  • Students learning to search for information,
    process data, and present information
  • Students being largely responsible for
    controlling their own learning progress
  • Students learning and/or working during lessons
    at their own pace
  • Students involved in cooperative and/or
    project-based learning
  • Students determining for themselves when to take
    a test
  • Students learning by doing
  • Combining parts of school subjects with one
    another (multidisciplinary approach)

15
M1 conclusions
  • Before summarizing the statistics regarding the
    curriculum indicators it should be pointed out
    that, at this stage of SITES, one needs to be
    cautious with regard to the interpretation of the
    indicators of pedagogical paradigms. These
    indicators seem to have face validity, and factor
    analyses showed the empirical tenability of the
    distinction between the emerging and
    traditionally important practices. However, the
    construct validity of these indicators has not
    yet been investigated in depth. Therefore it is
    not known yet if, for example, the indicator of
    emerging pedagogical practices really reflects
    the extent to which schools have implemented a
    curriculum that is focused on student-centered,
    active, and autonomous learning. (Pelgrum, 1999,
    page 91)

16
Addendum Questions
  • How can M2 help in understanding validity of
    M1-indicator?
  • Is it possible to increase the measurement range
    by adding items?

17
M2 case positions in M1 distributions
18
M1-M2 emerging paradigm indicatorlongitudinal
19
Addendum New items
  • Students learn search strategies to find diverse
    types of relevant information
  • Students learn to assemble, organize and
    integrate information
  • Students learn to critically evaluate the
    validity and worth of information obtained from
    their searches
  • Students present work using several forms of
    presentation, e.g., text, visual, verbal, and
    electronic
  • Students involved in collaborative activities
    where the outcomes are based upon interdependent
    work
  • Students assigned projects that require several
    persons working together for an extended period
    of time
  • Students have some authority to decide what
    topics to study
  • Teachers assign problems where student selects
    types of evidence and appropriate reasoning for
    the solution
  • Students engage in intellectual discourse to
    exchange information and jointly solve problems.
  • Students learn to critically evaluate the bases
    of knowledge and the logical structure of
    deductions and inferences made about this
    knowledge
  • Students are encouraged to engage in
    self-reflection about the consequences of the
    research strategies they use

20
Addendum Conclusions
  • Many innovative cases available for analysis
  • This set of cases will provide insight in best
    practices from Europe, Asia and North America
  • M2 very valuable for providing input to M3
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