CIDISECIDISE

Collaboratory for Implementation Collaboratory for Implementation of Didactical Innovations in of Didactical Innovations in

Science EducationScience EducationRené Almekinders and Joke Voogt

Information: almekinders@edte.utwente.nl

Using computer mediated Using computer mediated communication as part of communication as part of comprehensive scenarios comprehensive scenarios for teacher professional for teacher professional

developmentdevelopment

Research questionResearch question

What are the characteristics and What are the characteristics and effectiveness of the various elements of effectiveness of the various elements of comprehensive teacher professional comprehensive teacher professional development scenarios that aim at development scenarios that aim at implementing innovations in the science implementing innovations in the science curriculum at (junior) secondary education curriculum at (junior) secondary education level? level?

Research in two settingsResearch in two settings

Russian Federation:Russian Federation:

Innovative didactics in Russian rural Innovative didactics in Russian rural schools pilot projectschools pilot project

Netherlands:Netherlands:

BiNaSk ICT practica netwerkBiNaSk ICT practica netwerk

Russian FederationRussian Federation

Central question:Central question: How can teachers of rural schools be How can teachers of rural schools be

supported in their use of ICT in the supported in their use of ICT in the classroom?classroom?

Core componentsCore components Innovative didactic approaches and ICTInnovative didactic approaches and ICT A scenario for professional development that A scenario for professional development that

allows for continuous support during allows for continuous support during implementation of innovationsimplementation of innovations

Innovative didactics and ICTInnovative didactics and ICT

The use of ICT does not imply the use of new The use of ICT does not imply the use of new means and materials only, it also implies new means and materials only, it also implies new didactical approaches and new beliefs about didactical approaches and new beliefs about education.education.

Traditional didactical Traditional didactical approachesapproaches

whole class instructionwhole class instruction little variation in activitieslittle variation in activities no links between school no links between school

learning and real lifelearning and real life learning by listeninglearning by listening

Innovative didactical Innovative didactical approachesapproaches

small group worksmall group work many different activitiesmany different activities integration of school integration of school

learning and real lifelearning and real life learning by doinglearning by doing

Professional development scenarioProfessional development scenario

Preparation (January-June 2001)Preparation (January-June 2001)First stage (September - December 2001)First stage (September - December 2001) workshop: project web site, exemplary ICT-rich workshop: project web site, exemplary ICT-rich

lessons; lessons; web site collaboration: implementation at schoolweb site collaboration: implementation at school workshop: evaluation of web site; preparation for workshop: evaluation of web site; preparation for

development of own lessons; development of own lessons;

Second stage (January - May 2002)Second stage (January - May 2002) web site collaboration: lesson development & web site collaboration: lesson development &

implementation;implementation; school visits: lesson observation & feedback;school visits: lesson observation & feedback;

Dissemination (November 2002)Dissemination (November 2002)

Website design principlesWebsite design principles

Communication Communication between teachersbetween teachers bottom-up approach bottom-up approach

(didactical innovation (didactical innovation evolves out of the evolves out of the discussion)discussion)

ownership (revisions ownership (revisions proposed by teachers)proposed by teachers)

commitment (enforced commitment (enforced by workshops) by workshops)

role of moderatorsrole of moderators

Technical starting Technical starting points:points: simple, simple, simplesimple, simple, simple open and closed partsopen and closed parts forum organizationforum organization upload facilityupload facility

http://db.informika.ru/id/

NetherlandsNetherlands

Support of science and technology teachers in Support of science and technology teachers in 14 Dutch schools14 Dutch schoolsScenario consists of:Scenario consists of: Meetings (up to 6 in 8 months) of teachers in sub-Meetings (up to 6 in 8 months) of teachers in sub-

networks of two schools; focus is on learning how to networks of two schools; focus is on learning how to use Microcomputer Based Laboratory experimentsuse Microcomputer Based Laboratory experiments

Support through a Website; Support through a Website; more advanced forum softwaremore advanced forum softwarethree general forums three general forums for each sub-network a specific forumfor each sub-network a specific forumeveryone can read all forumseveryone can read all forumscontribute to general and own sub-network forumcontribute to general and own sub-network forumnews, calendar, file uploadnews, calendar, file upload

http://projects3.edte.utwente.nl/binask/binsk-forum

/default.asp

Framework for evaluationFramework for evaluation

Evaluation at five ‘levels’Evaluation at five ‘levels’ initial satisfaction with the experienceinitial satisfaction with the experience new knowledge and skills of participantsnew knowledge and skills of participants the organization’s advocacy, support, the organization’s advocacy, support,

accommodation, facilitation, and recognitionaccommodation, facilitation, and recognition degree and quality of implementationdegree and quality of implementation student learning outcomesstudent learning outcomes

More information: More information: Guskey, T. R. (2000). Guskey, T. R. (2000). Evaluating professional Evaluating professional developmentdevelopment. Thousand Oaks: Corwin Press.. Thousand Oaks: Corwin Press.

Impact, some Russian observationsImpact, some Russian observations

Scenario as a whole is highly appreciatedScenario as a whole is highly appreciated

All teachers manage to implement ICT in All teachers manage to implement ICT in their lessons; evidence on videoclipstheir lessons; evidence on videoclips

Use of Website:Use of Website: moderator drivenmoderator driven does not fit easy in normal workloaddoes not fit easy in normal workload splitting up in more forums is not effectivesplitting up in more forums is not effective limited by technical problems (access, speed, limited by technical problems (access, speed,

limited communication diminishes interest)limited communication diminishes interest)

Outcomes - Follow-up questionOutcomes - Follow-up question

1)1) Face-to-face meetings Face-to-face meetings are essential part of are essential part of CMC supported scenarioCMC supported scenario

2)2) The moderator plays a The moderator plays a crucial rolecrucial role

3)3) Teachers do not take Teachers do not take over the moderator over the moderator (leading) role(leading) role

4)4) Technical aspects are Technical aspects are not the most essentialnot the most essential

1)1) How to facilitate a How to facilitate a change in “culture”, i.e. change in “culture”, i.e. how does CMC use how does CMC use become a normal (daily) become a normal (daily) practice for teachers?practice for teachers?

2)2) How to make a CMC How to make a CMC platform that combines platform that combines “tailor made” aspects “tailor made” aspects with generic aspects?with generic aspects?