1:1 pedagogies for schools Lessons learnt from schools in Europe

www.europeanschoolnet.org - www.eun.org

1:1 pedagogies for schools

Lessons learnt from schools in Europe

Anja Balanskat Senior Analyst/ Project Manager

www.europeanschoolnet.org - www.eun.org

Staff meeting – 26/05/2011

2

Contribution of ICT and Digital Media

Transformation of Teaching and Learning

Processes

European Schoolnet (EUN)

Network of 31 Ministries of Education in Europe

www.europeanschoolnet.org - www.eun.org

•

Providing concrete evidence and data for

effective use of ICT in schools on which to base

policy recommendations.

•

The necessity to support schools and

teachers in their teaching practices

•

Developing and sustaining of a network of

schools engaged in the validation of innovative

approaches on how to use ICT in classes.

www.europeanschoolnet.org - www.eun.org IWB Digital skills Special Needs

3 Working

Groups

Evidence based activities

Major studies

• 1:1 in education is part of the global phenomenon.

 Working on a big-scale is made possible through collaboration with the industry.

 The independent nature of

the research conducted by EUN.

 Sharing results publicly: inform educational

authorities about practices to help define strategies for

the future classroom.

 Evaluation data is available online http://1to1.eun.org/

1. Acer

• Provided each student with a netbook and teacher with a notebook

• Funded coordination, pedagogical support and evaluation delivered by EUN

2. European Schoolnet: www.netbooks.eun.org

 Pedagogical support material, 1:1 pedagogical netbook scenarios

 Website and teachers’ online community

 Evaluation

 Main Contact: Dr. Riina Vuorikari

3. Local educational authority

 Selection of netbook classes (secondary schools)

 Pedagogical coordinator (France, Italy, Spain, Turkey)

4. School

 School netbook team (teachers teaching the

netbook class, IT support person, support of the management team)

The Netbook Pilot set-up

National differences e.g. Italian Scuola 2.0,

Fatih-programme in Turkey,

Spanish teachers’ online course by the MoE (140h)

Various educational contexts:

 Place: in school vs. out of school use

 Usage: individual vs. collaborative use

 Purpose: educational vs. leisure use

Why the Educational Netbook Pilot

(by Heeok Heo and Jeonghee Seo, NML study, 09) How are netbooks used

in and out of school by teachers

and students? How to implement

Six participating countries: Jan 2010-July 2011

• Parents: opinion on ICT and netbooks (May ’11)

• Students: main focus on out of school use (June ’11)

• Teachers: netbooks in teaching, collaboration opportunities, PD gains (June‘11)

evaluation

Online evaluation:

anonymous questionnaires

Approx. 2/3 Approx. 1/2 Approx. 1/3

1. No pre-survey

• The Netbook Pilot evaluation only consist of one final evaluation. • Each country has different underlying educational framework

structure.

• Each country might have different starting level.

Therefore, the evaluation does not measure progress during the

Pilot, only a snapshot of the time.

2. Not a comparative study

The intention is not compare countries to one another, but to better understand the local drivers and barriers.

limitations

What is the impact of netbook on learners’ motivation in school and learning?

What did netbook teachers think of the netbooks’ impact?

School atmosphere & communication More individualised & more independent learning

How were netbooks used?

For what tasks did students use netbooks in and out of school?

In general, netbooks more used out of school! High-level Internet tasks as defined by OECD (2010)

Many high- level tasks performed in school More high- level tasks performed out of school

Where did students practice their

Extending educational activities

out of official school hours

How often did students take netbooks home?

 3/4 of students took netbooks home daily

 15% never took the netbook home

 National and school based differences observed

National highlights: 82-94% of netbook students in France, Italy and Turkey took them home daily 29% of students also used netbook after

What kind of learning took place outside of official school hours?

• 47% look for extra information on topics taught at school

• 44% followed current events (e.g. news and weather) • 37% looked for information on topics that are

not taught at school but are of interest to them • 30% developed skills related to their hobbies • 23% looked for information in their interest areas also in other languages than their mother tongue

Have you established rules about the use of the netbook or other ICT devices outside of school?

• 54% Yes, we have clear agreements for school and leisure use • 27% No, we don’t need such terms, I trust my child

• 13% Yes, we have agreed on some terms, but they are not very clear

When your child uses the netbook or other ICT devices, do you know what s/he is using it for?

• 76% Yes, I feel I know enough about my child’s computer use

• 16% I know one or two things, but there are lot of things I’m not aware of

53% of parents agreed: the use of netbooks in and out of school had an impact on their opportunities to be involved in their child’s education

parents involvement

Grou p Ind ivi d u a l off-line

1:1 pedagogy

1:1 pedagogical scenarios =

orchestrating learning activities

on-line Fronta l tea chi ng

80% Individual processes

• 92% “I support and explain things to individual pupils”

• 88% Pupils work individually at their own pace

• 58% Pupils work individually but at the same pace

83% Frontal teaching

•92% “I present, demonstrate and explain to the whole class”

•75% “Pupils give presentations to the whole class”

81%

Social

processes

teachers orchestrating

How often, during the netbook class do you

alternate....

Students using with netbooks:

• 37% Educational school portal or learning platform • 37% Collaboration tools e.g. blogs, wikis

• 34% Office tools e.g. word editing and spreadsheets • 30% Subject specific educational software

e.g. Maths/science programmes

• 24% Digital resources e.g. online quizzes and tests, animations, videos

• 22% Communication tools

Teachers using during netbook classes:

• 65% projectors

• 52% Interactive Whiteboards

• 24% Virtual Learning Environments and LMS

School subjects: • 45% Mathematics /Geometry • 33% History • 28% Geography • 24% Modern foreign languages • 18% National language/ literature • 16% Biology

during the netbook class

Building teachers’ confidence

in the ICT integration

At the end, 3/4 of the netbook teachers felt

confident in integrating netbooks in their teaching

- despite that half had beginner/moderate level ICT skills

70% reported now better understanding of how to

integrate ICT into subject teaching and to collaborate with other teachers

82% were interested in continuing the next

school year showing a high level of buy-in into new ways of working

Take home messages

Result 1: Motivation, more engagement

Netbooks motivate learners in learning and school, effecting on school atmosphere and communication patterns. Teachers and learners agree they potentially

enable a more individualised and independent learning.

Recommendation: Schools should make sure that

ICT tasks also motivate students, aiming for more

Result 2: Netbooks extend learning out of school hours and offer ways for parents to be more involved

The Netbook Pilot shows that when students took

netbooks home, they did not only use it for leisure

activities. It stimulates learning opportunities around both

formal school tasks, e.g. homework, but also informal learning opportunities.

Recommendation

: Learners should feel

the ownership of their netbooks!

Netbooks offer parents new ways to be

involved in their child

’

s education.

Result 3: Systematic vision for pedagogical change

The Pilot showed that ICTs were not only used in traditional ways in schools (= frontal teaching),

but teachers alternated different teaching paradigms,

i.e. also individual and collaborative processes.

Recommendation: Pedagogically driven media rich

scenarios (e.g. 1:1 scenarios), co-designed by

teachers and fitting into local curriculum, should be an integral part of school’s ICT vision.

Result 4: Empowering teachers through

cooperation and PD

Creation of school-based netbook teams

allows for teachers’ formal and informal exchange, peer-learning and building locally shared

knowledge-base on pedagogical practices.

Recommendation: Combining local

with global cooperation

(e.g. on-line community, eTwinning) is a win-win situation!

New

ACER-EUN Tablet Pilot

•

•

•

•

•

31

How can tablet

computers be used

in educational

contexts?

Project calendar 2012

Arrival of tablets and kick-off

Pilot activities implementation

---

Report preparation

Report preparation

Ongoing activities throughout the project

• Community of Practice/website • Technical and pedagogical support • Feedback about the advances & problems

Study on 1:1 computing initiatives

33

EUN and IPTS – Institute for

Prospective Technological

Studies

Overview of 1:1 computing initiatives in the EU

International Literature Review

Expert Interviews

THANK YOU VERY MUCH

FOR YOUR ATTENTION !

Email

anja.balanskat@eun.org riina.vuorikari@eun.org