The LIKA project – integrating ICT learning outcomes in

teacher training programs

Mats Hanson, Royal Institute of Technology

Eva Fors, Swedish School of Sport and Health Sciences

LIKA aims• introducing digital competence as progressive

part in programs and courses in Teacher training

to • strengthen actuality, relevance and quality• ICT should be an integrated and natural part in

the profession of teaching

Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 2

Collaborators

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Framework

• LIKA is a six year project financed by the Swedish Knowledge Foundation and partners

• The Knowledge Foundation national promotion of ICT in Teacher Education, equivalent to 27 million USD.

• LIKA = 3.5 million USD • LIKA will in the end engage approx. 600

teachers trainers and 15 000 teacher students

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The target group for LIKA

• Teacher educators - engaged in both method development and course development

• Teacher students - reference group and participants

• In-service teachers in partner schools working as mentors for teacher students during periods of practice

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Is Teacher Traning ready for e-learning?

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CDIOENGINEERS WHO CAN ENGINEER

TEACHERS WHO CAN TEACH

LIKA

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10 principles

1. Digital literacy is an important part in the teacher-training program.

2. Specific and detailed Learning outcomes of subject knowledge and skills in ICT to be integrated as much as possible

3. There must be a progression of ICT skills across the program.

Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010

3 principlesThe board, management and teachers involved

must subscribe to:

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3 principles

The conditions for teacher training student 4. Students will have access to the computer and

support 5. Introduction to ICT in early education 6. Learning environment that supports ICT

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1 principal forExamination

7. ICT knowledge and skills to be examined

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1 principal Resources are important for the development

of teacher competence

8. Resources must be ensured for Teachers Trainers competence development

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2 principles evaluation and dissemination of results

9. The LIKA principles should be integrated within the normal quality system

10. LIKA is a collaborative project. Participants should be active in networking and dissemination

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Sustainable teacher education

• - a scientific and critical approach• - a historical perspective• - an international perspective• - information and communications

technology (ICT) as an educational resource

– SOU 2008:109

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Development of the LIKA Matrix

CDIO as a guideline

Digital Competences• The LIKA project looks upon competences as representation

of a dynamic combination of knowledge, understanding, skills, abilities, judgment and approach.

• Skills are abilities formed in learning activities which can be divided into ‘subject specific’ and ‘generic’. All skills range from a low to a high level.

I.e. Low: discuss, explain, describe, tell, etc.High: rank, create, show, design, decide, analyze, etc.

• Skills listed in the matrix are interchangeable due to the technological development and the rapid change in society.

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Program progression

Year 1

Year 4

Year 3

Year 2

Year 5

Course CCourse A Course B Course D

Course GCourse E

Course M Course P

Course JCourse I

Course O

Course F

Course N

Course K

Course H

Course L

Learning

InformationCommunication Administration

Course RCourse Q Course S Course T

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Perspectives LEARNING INFORMATION COMMUNICATION ADMINSTRATION

DIDACTICAL

TECHNICAL

THEORETICAL

A digital technical competence implies that teachers can decide when and what digital tool to use in a pedagogic environment. The person should have technical skills and be continually updated within this area.

A digital didactic pedagogical competence is to be able to judge when, what, why and how ICT should be used as a pedagogic and methodological support for learning.Teachers should be able to choose methods and digital tools suitable to the content, environment and the context.

A digital theoretic competence implies that teachers has knowledge about ICT-pedagogic theories and methods for teaching and learning, and is able to value how a different theoretical aspect affects practical professional pedagogic activities.A digital theoretic competence also requires knowledge about research within the field of ICT and learning.

Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010

The LIKA Matrix

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Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010

Digital competence Learning processes Information processes

Communication processes

Administration processes

Technical competence A digital technical competence implies that teachers can decide when and what digital tool to use in a pedagogic environment. The person should have technical skills and be continually updated within this area.

Skills* (examples)Virtual formal and informal learning environment settingsDigital portfolioDV camsFilm editing GamesHart rate monitor Open Learning resourcesWearable digital devices Reference librarySimulationsSoftware (Open source, Free ware, commercial programs)Virtual recoursesIdentifying and classifying toolsDigital recycling

Skills* (examples)Search enginesSearch tools Databases, statistical and science databasesWebb publishingWebb designCreative commons and other Search techniquesAdvanced Web design Advanced databasesData mark-up (xml)Legal aspectsEthical aspects

Skills* (examples)Collaborative online communication environmentsCollaborative online writing toolsCommunity systems Digital environments PLE/LMS Legal and ethical aspectsMobile communicationCommunication tools and options for collaborative workInformation security aspects Legal and ethical aspects

Skills* (examples)Administrative programs Collaborative online documentationSystems for administration, like schedule, registering absence, grading, assessment System and tools for shared documentationLegal and ethical aspectsAdministrative programs Information security Risk analysis Legal and ethical aspects

Digital competence Learning processes Information processes

Communication processes

Administration processes

Technical competence A digital technical competence implies that teachers can decide when and what digital tool to use in a pedagogic environment. The person should have technical skills and be continually updated within this area.

Skills* (examples)Virtual formal and informal learning environment settingsDigital portfolioDV camsFilm editing GamesHart rate monitor Open Learning resourcesWearable digital devices Reference librarySimulationsSoftware (Open source, Free ware, commercial programs)Virtual recoursesIdentifying and classifying toolsDigital recycling

Skills* (examples)Search enginesSearch tools Databases, statistical and science databasesWebb publishingWebb designCreative commons and other Search techniquesAdvanced Web design Advanced databasesData mark-up (xml)Legal aspectsEthical aspects

Skills* (examples)Collaborative online communication environmentsCollaborative online writing toolsCommunity systems Digital environments PLE/LMS Legal and ethical aspectsMobile communicationCommunication tools and options for collaborative workInformation security aspects Legal and ethical aspects

Skills* (examples)Administrative programs Collaborative online documentationSystems for administration, like schedule, registering absence, grading, assessment System and tools for shared documentationLegal and ethical aspectsAdministrative programs Information security Risk analysis Legal and ethical aspects

Digital competence Learning processes

Information processes

Communication processes

Administration processes  

Theoretic competenceA digital theoretic competence implies that teachers has knowledge about ICT-pedagogic theories and methods for teaching and learning, and is able to value how a different theoretical aspect affects practical professional pedagogic activities.A digital theoretic competence also requires knowledge about research within the field of ICT and learning.

Skills* (examples)Learning theoriesTheories about computer-supported collaborative and multimodal learning, Theories about hyper-textual (non-linear) thinkingICT in multidisciplinary, interdisciplinary and research based learning environment

Skills* (examples)Information theoriesTheories about computer-supported information-searchingTheories about valuing information The principle of public access to official documentsInformation theories Value theories

Skills* (examples)Communication theoriesTheories about children’s and youths’ communicationTheories about children’s and youth’s developmentApplied theoretical discussion

Skills* (examples)Organization theoriesActivity theoriesTheories about monitoring systems

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Perspective ProcessesL I C A

Course Learning Outcomes Progression

Didactical competence

Skills* (examples)

X1Formulate by:

Knowledge and understanding Skill and ability Attitude and approach

Course X1Course X2Course X3Course Z1

Technical Competence

Theoretical Competence

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ICT and Digital competences

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PROGRESSION

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Lessons learned?

• Please, ask questions at the panel debate• The LIKA Wiki

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Thank you!

In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something less. 

Lee Iacocca

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Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH

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