Abstract: future classroom WebQuests e-learning ...hemi.bplaced.net/EDV-Betreuung/Downloads/Modern...

3rd Thematic Conference, Riga, June 18-21, 2008 “Strategies, Media and Technologies in European Education Systems”

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MODERN TECHNOLOGIES AND EDUCATIONAL CONCEPTS IN TEACHING Hermann Milchram, HS Winzendorf, [email protected]

Daniela Pohr-Mayer HS Winzendorf, [email protected]

Key words: new technologies, Interactive Whiteboard, Classroom Performance System, e-learning, teamwork, WebQuest, Moodle, bilingual, multimedia, independent learning, sense of responsibility, social learning activities

Abstract: In 2006 we started a new project called „future classroom“. Our goal was not only to use modern technologies but also to change the quality of interaction between learners and

teachers. An interactive whiteboard used for presentation and interactive excercises took over the place of overhead-projector and chalk board. Additionally WebQuests , e-learning with moodle and the possibilitiy to download worksheets and lessons from the interactive

timetable completed our offer. We have also added a pupil response system (CPS) which gives teachers and pupils immediate feedback. Social – integrative methods of teaching force

teamwork and sense of responsibility. Nevertheless, teacher’s guidance of his pupils as a coach during social learning activities, leads to more learner’s sucess at school.

1. Preface

In 2006 we succeeded to implement a particularly well planned project which should deeply change our “school philosophy”. We started our first integrated, bilingual multimedia classroom: 8 out of 12 classrooms are equipped with interactive whiteboards which enable first grade pupils to familiarize with the most modern presentations techniques. 6-7 interconnected PC in each multimedia classroom ensure optimum integration of computers as learning and working tools. E-learning with WebQuests, the use of the learning platform Moodle and the possibility to download lessons from an interactive timetable on our websites help to support teachers’ and learners’ to achieve a new quality and efficiency in knowledge acquisition.

• No ability groups but differentiated performance lessons • Bilingual lessons with a native speaker • Computer science as a regular subject from 1st grade on • European Computer Driving Licence training with no charge • Eight classrooms equipped with most modern technology • Use of innovative educational methods and tools which were demanded after the results

of PISA studies in Austria: o goal oriented educational training from 1st grade on o use of Klippert method in the lessons to support and motivate, social integrative

activities to increase ability to work in a team, o presentation and communication training using modern technology, o using multimedia interactive whiteboard as supplement to board and chalk, o use of electronic feedback system to verify the participation o e-learning (use of learn platforms where pupils can download learning material

and homework using internet at home) o classroom equipped with several PCs internet access for the optimal integration

of computer as a learning and working tool


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2. Technical Equipment

Each multimedia-classroom is equipped with an interactive whiteboard, beamer, soundsystem, DVD-Player, 1 PC for the teacher, 5 - 6 clients and a networkready Laserprinter. 1 Patchcabinet, (6-7 height units) + Patchpanel+1 Switch (16 Port – 100MBit with 1GBit uplink port), will give an optimized connection to our school network with a LINUX Fileserver. A 2nd LINUX-Server which is configured as Proxy-Server distributes the Broadband Internet access at maximum speed of 3Mbit/s up- and download.

Multimedia-classroom at HS Winzendorf with seating arrangements according to Klippert:

Smartboard

herkömmliche Tafel

Beamer +SVHS, SVGA

LF LF RF Center S

5 1

2 3 4

Kabelkanal

RR LR

1

LPC


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2.1 CPS (classroom performance system)

CPS is a revolutionary tool that brings ultimate interactivity to our classrooms. It’s a pupil response system using wireless connectivity. It gives instructors and pupils immediate feedback from the entire class. The CPS system consists of software you install on your computer, response pads for your pupils and a receiver. The response pads are remotes that are durable, easy to use and engage pupils.

• CPS helps you to increase pupils interactivity and active learning • CPS allows you to organize quizzes and tests very quickly • With CPS you can create lecture questions that can be multiple -choice, true/false and

subjective. You can even create questions on-the-fly as well as conduct group activities. • CPS establishes accountability by giving you an automated way to take attendance.

With CPS we do have an efficient Instrument for evaluating, controling and testing the success of learning activities. Pupils can always be involved in the verification of their own performances. An immediate evaluation and feedback to the pupils supports lasting learning success without putting individual weak pupils in a compromising situation.

2.2 Interactive Whiteboards

An interactive whiteboard is a touch-sensitive display connected to your computer and digital projector to show your computer images. You can control computer applications directly from your board, write notes with digital ink and save your work to share it later.

With the help of interactive whiteboard we can ideally combine all media. Simultaneously the fear to touch the screen disappears during the usage of the new technological equipment. It supports active learning and helps pupils to identify with different learning types. Pupils increased attention leads to more success in the lesson and helps to save time.


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3. E-learning

For years, traditional classroom training was the only available option. E-Learning is the perfect complement to a traditional training program. No matter how qualified and competent your pupils are, there will always be a need for training. While your pupils will still have need for personal interaction and mentoring in cause of social effects, for a lot of subjects a large amount of the instructions can be effectively put online. E-learning is an ideal venue to communicate any instructional information, simulate processes, demonstrate proper task performance, train on custom software or prepare the learner for classroom training and tests. Why is e-learning such a powerful tool - some numbers of reasons !

• Keep pupils productive: With e-learning, your pupils can receive training anytime and anywhere they want.

• Pick up the pace: Some pupils pick up concepts faster than others, and a lot of pupils waste time sitting through lessons that are either not applicable to them or covering subjects they have already mastered. E-learning allows each pupil to learn at his or her own pace, and focus on what matters most to them.

• Improve Consistency & Effectiveness: When the same training session using the same curriculum is offered on multiple occasions, the delivery will not be consistent. With e-learning, you can be sure that all of your pupils are getting the same message every time the information is presented.

3.1 Using Moodle an the interaktive timetable on our Website

In our multimedia-classes pupils have the possibility to download worksheets and tasks from our website to encourage learning activities at home. Links to the Internet resources and courses on the educational platform moodle motivate pupils to spend more time thinking about subjects learned at school. Feedback of parents Lieber Herr Lehrer Milchram! Wir haben das Wochenende in der Therme Loipersdorf verbracht. Manuel hat sich für diese Tage die Probeschularbeit vom Internet runtergeladen und mitgenommen. Wir waren sehr begeistert, dass das möglich war und sind Ihnen sehr dankbar für die Mühe die Sie sich machen. Dort hat er problemlos üben können und anschließend seinen verdienten Spaß gehabt. Vielen Dank die Familie Pieler

3.2 WebQuest

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The model was developed by Bernie Dodge at San Diego State University in February, 1995 Since those beginning days, tens of thousands of teachers have embraced WebQuests as a way to make good use of the internet while engaging their pupils in the ways of thinking that the 21st century requires.

A real WebQuest....

• is wrapped around a doable and interesting task • requires higher level thinking, not simply summarizing. This includes synthesis, analysis,

problem-solving, creativity and judgment. • makes good use of the web • isn't just a series of web-based experiences.


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Bernie Dodge makes a distinction between Short Term WebQuests (the instructional goal is knowledge acquisition and integration. At the end of a short term WebQuest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term WebQuest is designed to be completed in one to three class periods.

Longer Term WebQuest (the instructional goal is extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off-. A longer term WebQuest will typically take between one week and a month in a classroom setting.

4. Social learning

4.1 Learning and instruction in the age of information

Recent endeavours in educational reform, shaped by economic and social developments, have posed new requirements in classroom instruction. This has included rethinking the goals of instruction and the means that are used to achieve them. In addition to critical thinking, problem solving and the collaborative learning skills emphasised in instruction today, technological changes and developments have also posed new requirements for the learning skills needed in the twentyfirst century (Bransford, Goldman and Vye, 1991; Goldman, 1997). Among others, these skills include the ability to handle and process information from multiple sources within and across different media (Rouet et al., 1996; van Oostendorp and de Mul, 1996). On the whole, it appears that the design of instructional situations that support the development of the skills required in the coming era is a challenge for current educational research and practice. A typical feature of classroom instruction following recent technological and social developments is the use of project- and problem-based learning activities that emphasise collaborative learning in authentic situations, the active construction of knowledge in social interactions with peers and experts, goal-directed information search processes and synthesising across multiple sources. Research focusing on the social interactions of the classroom is generally thought to have begun in the 1950s and 60s (see e.g. Bales, 1951; Bellack et al., 1966; Flanders, 1970). During its early phase, educationally oriented research into classroom interaction focused mostly on whole-class interactions between the teacher and pupils. Among other things, these studies revealed typical classroom interaction patterns, of which the most widely known is the Initiation-Response-Feedback/Evaluation (IRF/E) sequence (Cazden, 1986, 1988; Mehan, 1979; Sinclair and Coulthard, 1975). In this interaction sequence, during which the teacher often tightly controls the structure and content of classroom interaction, the teacher initiates the discussion by posing questions. After the pupil has responded to the question, the teacher finishes the interaction sequence by giving feedback on the pupil's response. Although the identification of typical sequences in classroom settings has increased our understanding of the interactional exchanges between the teacher and pupils, and highlighted the unequal communicative rights often present in transmission classrooms, it has, nevertheless, been criticised for shedding little light on the communicative functions of interactions and on their consequences for the construction of meaning in the social context of the classroom (Orsolini and Pontecorvo, 1992). Wells (1993) has also shown that, although the exchange structure between the teacher and pupils may be constant in wholeclass discussions, its communicative functions, that is, the purposes for which language is used, may vary widely. Consequently, the triadic interaction sequence may also be identified in teaching episodes conducted according to a view of learning and teaching as a collective meaning-making process. The gradual change in focus from a transmission model of teaching to learner-sensitive instruction, emphasising collective negotiation.


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4.2 Learning in a multimedia environment

Multiple representations of information—as there is no single method for the presentation of information that will provide equal access for all learners (Recognition Principle);

• Multiple methods of action and expression—as there is no single method of expression that will provide equal opportunity for all pupils (Strategic Principle); and

• Multiple means of engagement—as there is no single way to ensure that all children are engaged in a learning environment (Affective Principle).

4.2.1 Cooperative learning Cooperative learning is a successful teaching strategy in which small teams, each with pupils of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Pupils work through the assignment until all group members successfully understand and complete it.

Cooperative efforts result in participants striving for mutual benefit so that all group members:

• gain from each other's efforts. (Your success benefits me and my success benefits you.)

• recognize that all group members share a common fate. (We all sink or swim together) • know that one's performance is mutually caused by oneself and one's team members.

(We can not do it without you.) • feel proud and jointly celebrate when a group member is recognized for achievement.

(We all congratulate you on your accomplishment!).

Class Activities using Cooperative Learning

1. Jigsaw - Groups with five pupils are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning pupils across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and pupils teach each other.

2. Think-Pair-Share: Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

3. Three-Step Interview: Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.

4. RoundRobin Brainstorming: The class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and pupils are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.

5. Three-minute review: Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.


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6. Numbered Heads Together: A team of four is established. Each member is given numbers of 1, 2, 3, 4. The group is asked different questions. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number and each two is asked to give the answer.

7. Team Pair Solo: Pupils solve problems first as a team, then with a partner, and finally on their own. It is designed to motivate pupils to tackle and succeed at problems which initially were beyond their ability. It is based on a simple notion of mediated learning. Pupils can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.

8. Circle the Sage: First the teacher polls the class to see which pupils have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who has visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those pupils (the sages) stand up and spread out in the room. The teacher then has the rest of the classmates surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All pupils then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.

9. Partners: The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.

4.1 Teaching based on the concepts of Klippert:

All teachers of our school have participated in a 50 hours lasting course where we got introduction to the concept of pupil-centred learning based on Klippert’s ideas of „Eigenverantwortliches Arbeiten“; how to help pupils develop method skills and communication skills, how to enable them to work effectively in a team and how to put these principles into practice in the classroom; how to create motivating, learner-centred situations where learners take the responsibility for their own learning process. Each schoolyear we start with various social activities bases on the methods of Klippert, because social-learning doesn´t work without having taught social skills like Leadership, Decision-making, Trust-building, Communication and Conflict-management skills.

communinication training

tolerance and social cooperation thorough understanding of leraning self-confidance and self-esteeml ability of argumatation and disscusion professional key qualifications better oral achievement and marks

troubles with relutant speakers reduces fears an focus on beeing authentic pressure to discipline pupils physical strain distrust against pupils emotional and mental pressure


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5. Effects on daily school routines

The use of innovative technologies poses a new challenge for teachers, pupils and parents. Besides some technical problems teachers feel stressed because of lacking basic computer skills. Professional training, which is often not supported by the board of education, leads to minimize psychological strains. Positive feedback of parents shows that we have chosen the right approach.

Feedbacks from parents: hallo herr milchram! wir haben uns die bilder der ersten schulwoche angesehen und die begeisterung der kinder gesehen. sicherlich kommen für die kinder auch turbulentere zeiten (schularbeiten , tests prüfungen usw) zu, aber sie starten in dieses schulprojekt mit begeisterung und freude. wenn etwas positiv startet, dann geht vieles leichter von der hand. wir sind froh dieses entscheidung (multimedia klasse hs winzendorf) für michael getroffen zu haben. beste grüße irene und michael breimaier Kompliment für diese beeindruckende Homepage samt der guten Pflege. Wir finden diese Art von Unterricht einfach toll und merken auch, wie es PIA in der Schule gefällt! Lg Christa u. Josef Pfeffer

6. Summary:

The quest to ensure that pupils achieve decent learning results and acquire values and skills that help them to play a positive role in the society is not only an issue of high quality technical equipment and best trained teachers. It helps to make lessons considerably more interesting and additionally strengthens the quality of social-contacts within the triangle of teachers – pupils and parents. It is important to mention that this structure basically influences what pupils learn, how well they learn and what benefits they draw from their education. Teacher’s personality plays a significant role in pupils’ education. The innovative ways of acquiring knowledge, with teachers’ support in our school show pupils how to cope in a rapidly changing world. They are equipped with what they need for the future: social learning in the light of the most modern technologies.

References

1. KLIPPERT, HEINZ, 2006 Entlastungsperspektiven für LehrerInnen, Kommunikationstraining, p37ff

2. LEFT BRAIN MEDIA, 2003 e-learning advantages, http://www.leftbrainmedia.com/e_advantages.html

3. DODGE, BERNIE, 1997 Some Thoughts About WebQuests, http://WebQuest.sdsu.edu/about_webquests.html

4. KAGAN, SPENCER, 1994 Cooperative Learning, http://edtech.kennesaw.edu/intech/cooperativelearning.htm

Our school

Informatik-Hauptschule Winzendorf-Muthmannsdorf Hauptstraße 258 A-2722 Winzendorf

Website: http://www.hswinzendorf.ac.at

Abstract: future classroom WebQuests e-learning ...hemi.bplaced.net/EDV-Betreuung/Downloads/Modern...

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