Higher Education & ICT Forum presentation

ICT

OER

PD

What is the role of ICT in this lesson? How is this kind of use different to other contexts you have come across?

How did the use of ICT help the learners’ enquiry?

• 4 Toshiba laptops fixed on large table
• 12 Lenovo & Samsung netbooks
• Soekris server linked to TC internet
• wifi links through nanostations
• low power, high resilience
• 5 min. automatic reinstall of Ubuntu OS
• file sync between laptops and server
• easy upload and download
• open source interactive apps
• Ts and Ps responsible for equipment; handwashing
• laser printer

adaptive approach

dialogic, co-enquiry

participatory

iterative cycle

lesson

planning

What works ...

... in the classroom

group work and discussion

integrating ICT with other resources

Questions

1. Given increasing connectivity and hardware/software provision, what pedagogical models do we now need to employ?

2. How can we shift away from ICT labs? 

3. How can we get ICT into subject teaching at HE and school levels? 

4. How can interactive pedagogy – with and without ICT – be embedded? How can we sustain support over time? What BL approaches might work?

school ICT installation

desktops vs.

portable technologies

ICT lab vs. classroom use

ICT as discrete subject vs. integrated

mini blackboards

Can teacher education focused on interactive teaching with digital resources leverage change in African schooling?

• Lack of skills
• Lack of confidence
• Lack of training

mini whiteboards

Pedagogy

promoting

group work

open questioning and whole class dialogue

MOBILE technologies, such as netbooks, wikireaders, tablets, calculators, ...

(low power, robust)

ICT-rich lessons

motivating students and teachers

Students say interactive teaching

Centre for Commonwealth Education, University of Cambridge

Dr Sara Hennessy

“Most of the answers were being provided by the pupils. So I can say there was more talking [by] the pupils than the teacher – the pupils were doing more work than the teacher .” (Agness)

Open (digital)

Educational

Resources

(low bandwidth, download)

mobile apps

Internet-based

resources

Games

with thanks to Bjoern Hassler and our project partners

T: The lesson was ok – [but] maybe the work was not challenging. Too easy for some students. I could see what they are doing in groups. They need more challenging problems.

R: Any other thoughts?

T: I think they didn’t discuss because the work was so easy, so they could not discuss further. There wasn’t much to discuss.

R: When did you notice that was too easy?

T: The way they were raising their hands, when that girl came to the front. I wasn’t calling on the ones with their hands up.

“For the group work, I think it really helps the slow learners because there are some pupils who are just too quiet. ... Now when they are in a group, they are forced to say something – so it really helps” (Eness)

Whole school trial at Chalimbana Basic School

• 10 teachers
• Grades 4 - 6
• peer facilitator with remote support
• one school year
• participatory approach
• audio diaries

• Rigid curriculum or assessment scheme that does not blend with ICT

teacher

development...

• Lack of devices
• Lack of technical support
• Lack of software

• Pilot work with 8 primary teachers in maths and science
• Intensive work and filming with 3 teachers
• Support: in-school / online / phone
• Workshops

taking learners' perspectives seriously

classroom trialling

and peer observation

video as stimulus and

critique another teacher's

practice

post-lesson reflection /

audio diary /

colleagues in workshop

trialling with peers

in workshop

modify practice

reflective practice

new technique

reflection on

current practice /

drawing on prior

knowledge

whole class dialogue and questioning

...opens up the learners' minds… creates curiosity

...builds confidence through interaction

...helps slow learners and those who are shy, to participate

...offers learners the freedom to express their views

...promotes learning through deep questioning techniques

...should be encouraged in all the schools in Zambia

...if learners are fully involved it is not easy for them to forget what they are taught

group work

• Interactive classroom uses of ICT
• The role of T education
• ICT setup and learning resources
• T preparation and support
• Intervention in one school
• Professional learning resource...
• for different levels of engagement: school and HE
• Recent trials with college and university lecturers
• Conclusions and Qs

KCE

TESSA

OER4Schools Resource

sharing the vision with parents, other teachers, and schools

NISTCOL

Supporting interactive teaching with and without ICT

iSchool

affiliated colleges

Outline

R: Maybe they could work out the area of something at their desk? A piece of paper, or they could measure their tablets?

T: That would work – even for the height, it would bring in the concept of them knowing what we are trying to get: the area of [an object].

R: So what is best after that introduction? Should they measure something and do their own area calculation?

Partners

UNZA

enquiry-based learning

The workshop 

VVOB

UNISA

T: That’s when I’ll bring up the formula itself of finding area.

R: Ok so use the formula to apply it to an object nearby? That’s what you could do with the tablet – measure the area of the device.

assessment and lesson pacing

SAIDE / OER Africa

"Zambian teachers rarely find time to discuss as members of staff. The discussions that we were doing where teachers were bringing their own ideas, could be happening in schools. The obstacle there is that teachers work as an island, this teacher does not want to sit down with another teacher." (Yoram Sakala)

T: Maybe I could get three types of photos and give them similar photos and ask the same questions to each. Different items, maybe four.

R: Putting the same sets of pictures on each tablet, then they will have four mini-investigations to look at depending on how much time. You can decide how much time you have.

T: Even when they are counting in the grids, they will know what this is. So when using the grids, each group will have different things.

R: So you mean compare the answers from different groups?

T: I remember before when two groups were assigned to measure the length of the corridor, they came up with different answers, but though they were in the same group.

R: That’s really good isn’t it? That makes a talking point – I think that’s good. Then it’s a question of why. That’s when you discuss with them why.

lesson video clips

educator

notes

audio

resources

Conducting and trialling the process through

partnership

focussed

activities

texts

other OERs

and digital resources

...was real / live / interesting / encouraging

...was very helpful and educative. It introduced me to some strategies I can use to develop understanding in my learners. It also introduced me to value brainstorming as an important tool in introducing a particular topic

It is imperative to be having more workshops so that we continue building on the knowledge

If we had more of these programmes, teaching and learning would be more advanced than the way they are.

pedagogical ideas

and lesson plans

background

reading

• Ts & student Ts sharing own innovative practices

• raised learner motivation and enjoyment

• changes in practice and mindset

Outcomes

freely available on internet

easy to download

multiple formats

share on flash sticks

OER4Schools Resource

How to use the resource:

• working with colleagues
• initial teacher education
• distance learning
• adapt or use parts
• make your own course
• self study

ICT is lever for interactive pedagogy (IP)

IP + ICT can effectively promote learning

need conducive & robust setup, but:

technology has no agency – same ICTs can be used differently

need careful T support

need to prepare Ts through infusing ICT use needs to be an institutional initiative

Recent trials at colleges & universities

• Two-part taster workshops: Induction with lecturers who then run session with students
• Student feedback overwhelmingly positive
• Lecturers and students 'get it'

Conclusions

Was there a supportive environment for pupil participation and dialogue in this lesson? If so, how did the teacher achieve this?

How did she help pupils to work out whether the bat was a mammal? Did this discussion move their thinking forward?

What did you think about teacher control and pupil learning in this video clip?

How would you encourage pupil talk in your classroom without losing too much control?

• time in preparation
• suitable digital materials supporting interactive teaching
• investment in changing practice
• use of time in classroom
• 'noise' and classroom 'control'
• changing traditional practice is challenging

Obstacles

Try out the wiki resources...

http://orbit.educ.cam.ac.uk/wiki/OER4Schools

Share your own resources...

More info:

http://tinyurl.com/ICTforum2012

http://tinyurl.com/OER4schools

sch30@cam.ac.uk

(except images, video, logos)