Hanson Lika Kth 2010 It I LäRarutbildningen
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Transcript of Hanson Lika Kth 2010 It I LäRarutbildningen
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
Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 3
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
Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010 4
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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February 3, 2010
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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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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
Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH
February 3, 2010
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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
Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH February 3, 2010
ICT and Digital competences
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Conference on National Strategies and ICT as an intended learning outcome in Teacher Education in Sweden, KTH
February 3, 2010
PROGRESSION
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February 3, 2010
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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
February 3, 2010