Textbooks In ICT Teaching - Jyväskylän Yliopisto
Textbooks in ICTTeachingAntti EkonojaUniversity teacher at Department ofMathematical Information ate Seminar1
Contents About the thesis and my postgraduate studies Learning situation in ICT teaching Status of textbooks in teaching Pre results of my research questionnaire Conclusion10.5.2010Postgraduate Seminar2
About the thesis and mypostgraduate studies Working title: Do textbooks fit for teaching ICT? ICT Information and Communication Technology Target group: upper level of comprehensive school Monograph Licentiate thesis 2010 or 2011 Theory part almost ready Questionnaire active at the moment Next fall analyze of questionnaire results and finishing PhD thesis 2012 Supervisors: Tommi Kärkkäinen and Leena Hiltunen All studies completed after this course10.5.2010Postgraduate Seminar3
Consideration things in the ICTlearning situation 1/3 Teachers In ICT more unqualified teachers than in the othersubjects Reason: ICT not core subject - not so muchresources for ICT Facilities Important thing, but in Finland we have quite goodfacilities All schools have computers and Internet-connectionStudents/computer ratio below 10 at most of theschoolsProblems: Video projector not in every class room Lack of teaching/learning software like learning games10.5.2010Postgraduate Seminar5
Consideration things in the ICTlearning situation 2/3 Students If ICT is elective, maybe students are moremotivated? Teaching methods In cooperative and communal methods teachersbecome more tutors than teachers Requires also different know-how from teachers Curriculum Problem with integration is that there is no cleardirection about who has to teach the basic thingsof ICT Very much variation between schools andteachers10.5.2010Postgraduate Seminar6
Consideration things in the ICTlearning situation 3/3 Learning materials The big problem: there is only a few textbooksfor ICTThere are lot of manuals or guides but theyare not made for teaching 10.5.2010For example exercises are usually missingTeachers have to make their own materialswhich is totally different than in many othersubjectsPostgraduate Seminar7
Status of textbooks in teaching In Finland and in the foreign countriestextbooks are in the middle of teaching 10.5.2010This is status at the most of the subjectsOf course there are exceptions like physicaleducation, art, music, shop or ICTThe way how to use textbook depends quitemuch about teacher, school or subjectOften textbook becomes more important forceto teaching than the curriculumPostgraduate Seminar8
Textbook’s positive and negativeeffects for learning Positive effects: In the developing countries increase of textbooks has helpedstudents to develop better and to get better learning results In England increasing of textbook use evoked better learningresults for students in Math Negative effects: In the background of the textbooks there is often oldbehavioristic learning perspective rather than presentconstructivistic perspective Textbooks could contain errors or outdated information - the quality of the textbook is not always enough good Usually teaching with high quality textbook brings positiveeffects for teaching 10.5.2010Still have to remember the important role of the teacher - pure textbook does not guarantee effective learningPostgraduate Seminar9
Textbooks in the future Textbooks’ role in the future has been underconsideration after the “Internet revolution” Do we still need printed textbooks or are the electronicmedia and Internet all we need in teaching? Experts think that the role of the textbook becomes alittle smaller but the textbooks are not disappearing 10.5.2010Textbooks and other materials could complete eachotherTextbook has a very good user interfaceTextbook assists both teachers and studentsTextbook is a “document” of which sectors or itemsbelong to the specific coursePostgraduate Seminar10
Some pre result from questionnaire Nine teachers (upper level at the comprehensiveschool) with their students have tested teachingand learning ICT with the textbook in this spring They have tested teaching and learning with twotextbooks which I have made at 2007 and 2009(http://kirjat.it.jyu.fi/tvt.html andhttp://kirjat.it.jyu.fi/tvt kayttotaito.html) 2/9 teachers and their students (74 persons)have already answered the questionnaire at theKorppi The next results come from those 74 students10.5.2010Postgraduate Seminar11
“I benefit from using textbook.”Scale: 1 totally disagree 5 totally agree- Most have answered “partly agree” or“totally agree”10.5.2010Postgraduate Seminar12
“Textbook motivated me to studywell.”Scale: 1 totally disagree 5 totally agree- Textbook do not motivate students so well10.5.2010Postgraduate Seminar13
“I learned facts and skills very wellwith the textbook.”Scale: 1 totally disagree 5 totally agree- Most have answered “partly agree”10.5.2010Postgraduate Seminar14
“Teaching with the textbook wasbetter than teaching without it.”Scale: 1 totally disagree 5 totally agree- Majority agree at least partly10.5.2010Postgraduate Seminar15
Conclusion Learning situation in ICT teaching in comprehensive schoolincludes teachers, facilities, students, teaching methods,curriculum and learning materials. Main focus in my research is in the textbooks. In Finland and in the foreign countries the textbooks are in themiddle of teaching in many subjects. Often textbook becomes more important force to teaching than thecurriculum.Textbooks have both positive and negative effects for learning.Textbooks are not disappearing in the future but their role changesa little. According to pre results from my own questionnaire it seemsthat students benefit at least something from the use of thetextbook in ICT teaching. 10.5.2010Majority agree that teaching with the textbook is better thanteaching without it.However, textbooks do not motivate students so well.Postgraduate Seminar16
Thank you! Questions or comments?10.5.2010Postgraduate Seminar17
In Finland and in the foreign countries the textbooks are in the middle of teaching in many subjects. Often textbook becomes more important force to teaching than the curriculum. Textbooks have both positive and negative effects for learning. Textbooks are
Afhankelijk van de onderwijsambities en de ICT inzet van de school kan dit zijn; een ICT kartrekker (Professional) een ICT-coördinator (Pionier) een ICT coach (Specialist) De rol van de ICT'er op school is vooral inspireren en adviseren bij een goede inzet van ICT en krijgt hierbij ondersteuning van de Adviseur ICT Onderwijs en .
4. Teacher perceptions on the role of textbooks in language learning teaching 26 4.1 Perceived advantages of textbooks 26 4.2 Perceived limitations of textbooks 30 4.3 Use of other teaching materials 32 4.4 Digital textbooks 35 4.5 Are written skills valued over oral skills? 38 4.6 Perceptions on learning and teaching 41 5. Discussion 48 6.
Het aandeel van de ICT-sector is dus gegroeid. — In 2013 realiseerden Nederlandse ICT-bedrijven een lagere omzet dan in 2012. De krimp bedroeg 1,4 procent. Zowel de ICT-industrie, de ICT-groothandel als de ICT-dienstverlening zagen hun omzet dalen in 2013. — In 2012 zorgden ICT-bedrijven voor 5 procent van de toegevoegde waarde
7.3 Children’s use of ICT 64 7.4 Use of ICT to support children’s learning 65 Supporting children’s learning 65 Documenting children’s learning 65 7.5 Use of ICT to communicate with parents, caregivers, and whānau 66 7.6 Staff use of ICT for their own learning 66 7.7 Staff readiness and confidence to use ICT 67
berdasarkan peringkat kesediaan, penggunaan, penerapan dan transformasi. d. Mengenal pasti fokus latihan ICT untuk meningkatkan kompetensi ICT pemimpin sekolah. 1.4 Soalan Kajian 1. Apakah tahap kompetensi ICT dalam kalangan pemimpin sekolah berdasarkan domain Dasar dan Kepimpinan ICT, Pembudayaan ICT organisasi, Pengetahuan dan Kemahiran
worden aangepakt door de huidige ICT-omkadering. Vanuit het onderwijsveld komt de vraag om het statuut van de ICT-coördinator te versterken en de taakomschrijving van de ICT-coördinatoren te actualiseren. Het is de ambitie van de Vlaamse overheid om de taak van de ICT-coördinator breder in te bedden in een teamgerichte ICT-werking van de .
Regelmatig overleg met de ICT-coördinator over alle relevante zaken betreffende ICT. Het eigentijdse onderwijs waarborgen . Dat de veranderingscapaciteit van ICT van de school ook ingezet wordt. In samenspraak met ICT-coördinator en het team een scholingsplan opstellen. Het bewaken van de opbrengsten van de inzet van ICT.
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