ICT in Teacher Professional Development: Balancing Between “Learning to Use It” and “Using It...

ICT in Teacher Professional Development: Balancing Between “Learning to Use It” and “Using It to Learn”

Albena TodorovaUniversity of Munich, Germany

Thomas OsburgIntel Corp.,Corporate Affairs Group Europe

35th Annual Conference of the Association for Teacher Education in Europe, 26-30.08.2010, Budapest, Hungary

Intel Corporation:The world’s largest semiconductor manufacturerThe world’s largest semiconductor manufacturer

Leading manufacturer of computer, networking & communication Leading manufacturer of computer, networking & communication productsproducts

Intel Corporation:The world’s largest semiconductor manufacturerThe world’s largest semiconductor manufacturer

Leading manufacturer of computer, networking & communication Leading manufacturer of computer, networking & communication productsproducts

Corporate Social Responsibility

Corporate Social Responsibility

Netbooks/Nettops

NAND

VisualComputing

EmbeddedHealth

MID

ConsumerElectronics

WiMAX

IAIA

DesktopDesktopMobileMobile

ServerServer

Core Competency: Technology

Core Competency: Technology

Environmental Sustainability

Citizenship

Education

Intel® Teach Portfolio• Getting Started• Essentials• Thinking with Technology• Elements• Advanced Online

Intel Education Initiative

Intel® Higher Education• Curriculum Development• Technology Entrepreneurship• Research

Intel Community Programs• Intel Learn• Intel Computer Clubhouse

Intel® ISEF International Science and Engineering Fair

Europe Overview - Programs

ICT – learn to use it or use it to learn?

• Paradigm shift:

• Technology advancement, availability and accessibility

• Accumulating ICT competencies

• Differences between countries in teacher preparation and infrastructure

• Differences within countries in teachers’ competency level

Case:Intel Teach in Germany

Intel Teach Essentials(Teach to the Future/Basic course)

Implementation

Implemented in all federal states in Germany

Organized in various formats, e.g. as block seminars, weekend-sessions, weekly course during the week or on Saturday

Design

Train-the-trainer model

Face-to-face instruction

Teachers worked individually or in teams

Teachers prepared lesson plans for using software in class

Intel Teach – Advanced Online

Development and implementation:

Advanced course for furthering teachers’ pedagogical and methodological skills for integrating technology in the classroom

In cooperation with the Academy for Teachers’ Professional Development and School Management in Dillingen (ALP), Bavaria, Germany

offered as state-recognized professional development course in Germany since 2004

Subsequently localized and implemented in 6 further countries


Design:

Blended-learning format: online and face-to-face

On-the-job training, mentor support

Online platform

Collaboration of teachers

Self-directed learning

Sustained engagement

Authentic task: development and implementation of a unit plan

Pedagogical framework “Learning Path” – teachers choose a pedagogical approach or technology tool to learn about and use

Evaluation

Intel Teach Essentials (Grundkurs):

- 2001 – 2004 external evaluation by IBI – Institute for Education in the Information Society, Berlin

- follow-up study in 2009

Method:

- interviews with Senior teachers (n=16)

- Interviews with Master teachers (n=105)

- Standard Intel online survey of participants (obligatory) (n=124 389)

- IBI online survey (voluntary) (n=60 946)

- follow-up: survey of participants (n=2 820) and master teachers (n=148)

Evaluation

Intel Teach - Advanced Online:

- external evaluation for quality assurance and for determining the effects of the training

- 2005 – 2008: scientific monitoring of its implementation by the Institute for Media and Educational Technology in the University of Augsburg

Method:

- online, self-report end-of-training survey of teachers (n=4 633) and survey of mentors (n=152)

- survey of teachers (n=418) and university students (n=67) at the educational fair Didacta in 2006

- survey of senior mentors of the program (n=14)

- case studies of 16 schools: interviews and group discussions

Intel Teach Essentials (Germany)

Evaluation:

- overall highly positive effect on teachers’ technology skills

Follow-up study 5 years after the course:

Intel Teach – Advanced Online (Germany)

Evaluation:



Use of digital media for work-related purposes:

Internet research: 84%

Text-processing software: 68,2%

Presentation software: 63,4%

Spreadsheet software: 30,4%

Communication and cooperation: 14,9%

Others: 13%



87,9% of the teachers would participate in another intensive training for integration of digital media in teaching

95,7% of the Master teachers believe that there is need for another teacher training program as Intel Essentials, and 81,6% of them would support such training

Desired focus of training: - improvement of competencies for subject-specific integration of digital

media (Teachers 78,3%) - improvement of competencies for use of particular applications (70,4%) - improvement of general media-didactical competencies (teachers 66,8%,

master teachers 84,2%) - Introductory course for technical-practical use of digital media, as Intel 1

(teachers 25,9%, master teachers 53,2%)

Preferred format of training: - not in the summer break; preferably in-school, longer-term training, in

blended-learning format - only 14,3% prefer online training, whereas 26,5% prefer blended-learning

format


Evaluation: Personal factors for the sustainability of the program

- Positive:

• good experiences with the prior basic course offered before the advanced program

• deepening of the already acquired competencies

• inclination to and interest in digital media

- Negative:

• lack or insufficient experience with digital media

• lack of interest in the objectives of the program

• uncertainty of the added value of the program

• low relevance for career advancement

Teachers’ Readiness for Technology Integration in Germany

Benchmarking Access and Use of ICT in European Schools, OECD, 2006: Germany

78% of the German teachers used computers in class in 2005-2006, but only 6% used ICT regularly

22% did not use ICT for teaching

48% did not see clear benefits for using ICT

46% reported insufficient skills for integrating technology in teaching

However, the majority of the teachers had positive attitudes toward using ICT for different activities in class

Lessons Learned

There is still need for training in basic technology skills in Germany

Most teachers use online resources for class preparation

Professional development offerings need to provide support to teachers with different levels of technology literacy

Teachers require provision of just-in-time support

Design and Implementation:

Based on Intel Teach – Advanced Online

More opportunities for collaboration and sharing

Peer Coaching

Moodle-based online platform

Self-directed learning

To include e-Portfolio

Intel Teach Interactive

Intel Teach InteractiveOnline Platform:http://www.intel-interaktiv.de/

Intel® Teach – Advanced Online:Moodle-based online platform

UK: iCPD http://icpd.ssatrust.org.uk/moodle/

Intel® Teach – Advanced Online:Moodle-based online platform

France: Pairform@ncehttp://national.pairformance.education.fr

Intel® Teach – Advanced Online:Evolution: Moodle-based online platform

Spain: http://es-tao.apnet.ru/

http://es-tao.apnet.ru/

Implications

• program changing design inspired by the paradigm shift in teacher professional development are not necessarily aligned with the needs or competencies of teachers

• novel components require sufficient training but also to be of clear benefit for the teachers before they can be fully utilized for learning

• online professional development can be enhanced by provision of more and diverse content and tools in open education format (including training for basic technology skills), coupled with scaffolding, e.g. peer coaching, tutoring

Thank You!

http://www.intel.com/education/teachhttp://www.intel.com/teachers

Albena Todorova:[email protected] Osburg: [email protected]

Evaluation results: Reports

Boekenkamp, M., Hendricks, W. & Schnetter, K. (2005). Intel® Lehren fuer die Zukunft. Evaluationsbericht. o. O.: IBI – Institut fuer Bildung in der Informationsgesellschaft e. V. Berlin.

FLorian, A. (2008). Blended Learning in der Lehrerfortbildung. Evaluationeines onlinegestützten, teambasierten und arbeitsbegleitendenLehrerfortbildungsangebots im deutsch-sprachigen Raum (Dissertation). Augsburg: Universität Augsburg.

Ganz, A. & Reinmann, G. (2007). Blended Learning in der Lehrerfortbildung – Evaluation einer Fortbildungsinitiative zum Einsatz digitaler Medien imFachunterricht. In Unterrichtswissenschaft, 35 (2), (pp.169-191)

Häuptle, E., FLorian, A. & Reinmann, G. (2008). Nachhaltigkeit vonMedienprojekten in der Lehrerfortbildung. Abschlussbericht zur Evaluation des Blended Learning-Lehrerfortbildungsprogramms „Intel® Lehren – Aufbaukurs Online“(Arbeitsbericht Nr. 20). Augsburg: Universität Augsburg.

ICT in Teacher Professional Development: Balancing Between “Learning to Use It” and “Using It...

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